TY - JOUR T1 - Emotional and motivational outcomes of lab work in the secondary intermediate track: The contribution of a science center outreach lab AN - 1847440595 AB - Students' interest in science declines in secondary school. Therefore, motivating students to become competent and engaged in science topics that are relevant for their everyday lives is an important goal, so they can be better citizens and decision makers with socioscientific issues (e.g., climate change and waste disposal). The present study contributes to research on activity emotions (state) and motivational outcomes (situational interest and situational competence) in science education. The study compared three experimental groups in a guided inquiry lab work on the chemistry of starch and a control group. The three groups were (i) 13 science classes taught at school; (ii) 14 classes taught in a Science Center Outreach Lab (SCOL) visit; and (iii) 17 classes taught in a combined setting of (i) and (ii); the groups were taught on the same topic. The large sample of classes was randomly assigned to the experimental conditions and a control group and data were analyzed for the theoretical part and the practical part of the intervention. The nested data were analyzed using item response theory and multilevel analyses. The three lab-work conditions were quite successful in comparison with the control group. There were some differences between the SCOL and school groups; the students experienced higher enjoyment in the theoretical part of the intervention in the school group and higher situational competence in the practical lab work at the combined setting. Especially low achievers profited from the intervention, supposedly because the topic was close to students' everyday lives. Conscientiousness was a major predictor of emotional and motivational outcomes. In conclusion, experimental lab work at a SCOL can be seen as a supplement to a worthwhile STEM education. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 3-28, 2017 JF - Journal of Research in Science Teaching AU - Itzek-Greulich, Heike AU - Vollmer, Christian AD - Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Tubingen, Germany ; University of Education Heidelberg, Heidelberg, Germany ; Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Tubingen, Germany Y1 - 2017/01// PY - 2017 DA - Jan 2017 SP - 3 EP - 28 CY - Reston PB - Wiley Subscription Services, Inc. VL - 54 IS - 1 SN - 0022-4308 KW - Sciences: Comprehensive Works KW - Conscientiousness KW - Control groups KW - Low achievers KW - Competence KW - Enjoyment KW - Item response theory KW - Waste disposal KW - Emotions KW - Chemistry KW - Interventions KW - Outreach programmes KW - Work environment KW - Decision makers KW - Global warming KW - Classes UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1847440595?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aassia&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Journal+of+Research+in+Science+Teaching&rft.atitle=Emotional+and+motivational+outcomes+of+lab+work+in+the+secondary+intermediate+track%3A+The+contribution+of+a+science+center+outreach+lab&rft.au=Itzek-Greulich%2C+Heike%3BVollmer%2C+Christian&rft.aulast=Itzek-Greulich&rft.aufirst=Heike&rft.date=2017-01-01&rft.volume=54&rft.issue=1&rft.spage=3&rft.isbn=&rft.btitle=&rft.title=Journal+of+Research+in+Science+Teaching&rft.issn=00224308&rft_id=info:doi/10.1002%2Ftea.21334 LA - English DB - Applied Social Sciences Index & Abstracts (ASSIA) N1 - Copyright - © 2017 Wiley Periodicals, Inc. N1 - Last updated - 2017-01-09 DO - http://dx.doi.org/10.1002/tea.21334 ER - TY - JOUR T1 - Developing Social Sensitivity with Service-Learning AN - 1817762002 AB - This study aimed to determine the effect of service-learning activities on the sensitivity to social problems of students aged 12 and 14. A mixed method was implemented which combines qualitative and quantitative data collection techniques. The Scale for Sensitivity to Social Problems was performed to determine the sensitivity of the young people to social problems. The results of the study showed that there was a meaningful difference in terms of sensitivity to social problems between the students involved in service-learning activities and those who did not participate in these activities. Furthermore, it was also found that service-learning activities have positive influence on the character and social development of the students. JF - Social Indicators Research AU - Ocal, Adem AU - Altinok, Aysen AD - Department of Social Studies Education, Faculty of Gazi Education, Gazi University, Ankara, Turkey ; Institute of Education Sciences, Gazi University, Ankara, Turkey ; Department of Social Studies Education, Faculty of Gazi Education, Gazi University, Ankara, Turkey Y1 - 2016/10// PY - 2016 DA - Oct 2016 SP - 61 EP - 75 CY - Dordrecht PB - Springer Science & Business Media VL - 129 IS - 1 SN - 0303-8300 KW - Sociology KW - Civic engagement KW - Service-learning KW - Social sensitivity KW - Social studies KW - Learning KW - Methodology (Data Collection) KW - Students KW - Youth KW - Social Problems KW - Social Development KW - Elderly KW - 2460:policy, planning, forecasting; social indicators UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1817762002?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Asocabs&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Social+Indicators+Research&rft.atitle=Developing+Social+Sensitivity+with+Service-Learning&rft.au=Ocal%2C+Adem%3BAltinok%2C+Aysen&rft.aulast=Ocal&rft.aufirst=Adem&rft.date=2016-10-01&rft.volume=129&rft.issue=1&rft.spage=61&rft.isbn=&rft.btitle=&rft.title=Social+Indicators+Research&rft.issn=03038300&rft_id=info:doi/10.1007%2Fs11205-015-1091-6 LA - English DB - Sociological Abstracts N1 - Copyright - Springer Science+Business Media Dordrecht 2016 N1 - Last updated - 2016-12-13 DO - http://dx.doi.org/10.1007/s11205-015-1091-6 ER - TY - JOUR T1 - Student Characteristics and Behaviours in Childhood Predict Self-reported Health in Middle Adulthood AN - 1837442506 AB - We examined how self-reported and teacher-rated student characteristics in primary school were associated with adult self-reported health. A representative sample of Luxembourgish students was assessed in 1968 (Mage=11.9, SD=0.6) and 2008 (N=745; Mage=51.8, SD=0.6). Self-reported sense of inferiority and pessimism in childhood were negatively related to subjective health and vitality-related quality of life/health in adulthood (rs=-.08 to -.12); teacher-rated studiousness (age 12years) was positively related to subjective health, healthcare utilization and vitality-related quality of life/health (age 52 years; rs=.13 to .16). After controlling for childhood IQ, parental socio-economic status, educational attainment and sex in multiple regression analyses, most effects of teacher-rated studiousness showed incremental validity beyond the controls. School entitlement, sense of inferiority, impatience and pessimism were positively related to body mass index (rs=.08 to .13). The responsible student scale and teacher-rated studiousness were negatively related to body mass index (rs=-.09 to -.13). The findings demonstrate that childhood characteristics and behaviours are important life-course predictors of key health dimensions beyond childhood IQ and parental socio-economic status. In addition, this narrower level of assessment adds significantly to the empirical body of knowledge on long-term predictors of health outcomes in adulthood. Copyright © 2016 European Association of Personality Psychology. JF - European Journal of Personality AU - Spengler, Marion AU - Roberts, Brent W AU - Ludtke, Oliver AU - Martin, Romain AU - Brunner, Martin AD - Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Tuebingen, Germany ; Department of Psychology, University of Illinois, Urbana-Champaign, IL, USA ; Leibniz Institute for Science and Mathematics Education, Kiel, Germany ; Free University and Berlin-Brandenburg Institute for School Quality, Berlin, Germany ; Hector Research Institute of Education Sciences and Psychology, University of Tubingen, Tuebingen, Germany Y1 - 2016///Sep/Oct PY - 2016 DA - Sep/Oct 2016 SP - 456 EP - 466 CY - Bognor Regis PB - Wiley Subscription Services, Inc. VL - 30 IS - 5 SN - 0890-2070 KW - Psychology KW - Body Mass Index KW - Academic achievement KW - Socioeconomic status KW - Health promotion KW - Subjective judgments KW - Parents KW - Economic status KW - Psychological assessment KW - Health education KW - Quality of life KW - Health status KW - Pessimism KW - Characteristics KW - Inferiority KW - Socioeconomic factors KW - Childhood KW - Adulthood KW - Entitlement KW - Helpseeking KW - Intelligence quotient UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1837442506?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aassia&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=European+Journal+of+Personality&rft.atitle=Student+Characteristics+and+Behaviours+in+Childhood+Predict+Self-reported+Health+in+Middle+Adulthood&rft.au=Spengler%2C+Marion%3BRoberts%2C+Brent+W%3BLudtke%2C+Oliver%3BMartin%2C+Romain%3BBrunner%2C+Martin&rft.aulast=Spengler&rft.aufirst=Marion&rft.date=2016-09-01&rft.volume=30&rft.issue=5&rft.spage=456&rft.isbn=&rft.btitle=&rft.title=European+Journal+of+Personality&rft.issn=08902070&rft_id=info:doi/10.1002%2Fper.2049 LA - English DB - Applied Social Sciences Index & Abstracts (ASSIA) N1 - Copyright - Copyright © 2016 European Association of Personality Psychology N1 - Last updated - 2017-02-13 DO - http://dx.doi.org/10.1002/per.2049 ER - TY - RPRT T1 - Student Self-Assessment of Math and Science Ability in High School. Data Point. NCES 2016-164 AN - 1826550990; ED567192 AB - The High School Longitudinal Survey (HSLS:09) is a nationally-representative, longitudinal study of over 23,000 9th graders from 944 schools in 2009. This study follows students throughout secondary and postsecondary years collecting data on student trajectories, major fields of study, career paths, and STEM interest. The study's Base Year was 2009 and the First Follow-up was conducted in 2012, when most of the cohort were 11th graders. The following two questions, along with their findings, are presented: (1) How did student confidence in ability to do math and science assignments change during high school?; and (2) How did students' self-assessments of their own math abilities and perceptions of how others assessed their math abilities change during high school? AU - Hanebut, Rachel AU - Christopher, Elise Y1 - 2016/07// PY - 2016 DA - July 2016 SP - 2 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - Postsecondary Education KW - Science Process Skills KW - Self Esteem KW - Gender Differences KW - STEM Education KW - Majors (Students) KW - Career Choice KW - Longitudinal Studies KW - Mathematics Skills KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826550990?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Career and Technical Education Coursetaking and Postsecondary Enrollment and Attainment: High School Classes of 1992 and 2004. Data Point. NCES 2016-109 AN - 1826550978; ED567228 AB - This Data Point examines public high school graduates' postsecondary enrollment and attainment (at any type of postsecondary institution, at any level), for the class of 1992 as of 2000, and for the class of 2004 as of 2012. This Data Point uses data from two nationally representative studies of public and private high school students: the National Education Longitudinal Study of 1988 (NELS:88), which began with a sample of over 24,000 eighth-grade students, and the Education Longitudinal Study of 2002 (ELS:2002), which began with a sample of over 15,000 tenthgrade students, and their associated High School Transcript Studies. The Data Point reports data from these studies' public high school graduates. Causal inferences should not be made from these correlational data. It was found that: (1) Enrollment rates were higher in the more recent cohort, particularly among graduates who earned more CTE credits; and (2) Attainment rates were lower in the more recent cohort than in the earlier cohort. AU - Hudson, Lisa AU - Boivin, Sharon Y1 - 2016/07// PY - 2016 DA - July 2016 SP - 2 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - Postsecondary Education KW - High School Graduates KW - Public Schools KW - Credits KW - Enrollment KW - National Surveys KW - Educational Attainment KW - Vocational Education KW - Longitudinal Studies KW - Cohort Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826550978?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Persistence and Attainment among Postsecondary Subbaccalaureate Students. Data Point. NCES 2016-083 AN - 1826550233; ED567226 AB - This Data Point examines the persistence and attainment of students who enrolled in postsecondary education for the first time in 2003-04, focusing on subbaccalaureate students (those seeking a certificate or associate's degree) and, among subbaccalaureate students, those who pursue occupational education. Their progress was tracked over 6 years. The BPS students examined here were initially surveyed in 2003-04 (at the end of their first academic year) then re-surveyed in 2005-06 and in 2008-09. The final BPS:04/09 dataset contains information on nearly 16,700 students. It was found that: (1) Subbaccalaureate students have a lower rate of persistence and attainment than baccalaureate students; and (2) Students seeking a subbaccalaureate credential in an occupational field of study have a persistence and attainment rate that is not measurably different from that of subbaccalaureate students in other fields of study. AU - Roberts, Ashley Y1 - 2016/07// PY - 2016 DA - July 2016 SP - 2 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Beginning Postsecondary Students Longitudinal Study KW - ERIC, Resources in Education (RIE) KW - Two Year Colleges KW - Higher Education KW - Postsecondary Education KW - Majors (Students) KW - Educational Attainment KW - Associate Degrees KW - Longitudinal Studies KW - Comparative Analysis KW - Bachelors Degrees KW - Two Year College Students KW - Statistical Analysis KW - College Students KW - Academic Persistence KW - Occupations KW - Student Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826550233?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Online Credit Recovery: Enrollment and Passing Patterns in Montana Digital Academy Courses. REL 2016-139 AN - 1826535552; ED566910 AB - Most U.S. school districts (88 percent) offer credit recovery courses or programs for students. In rural states such as Montana, online credit recovery options are especially popular because they allow schools to serve students in remote areas throughout the year, across a range of subjects, and with few additional resources (Carver & Lewis, 2011; Oliver, Osborne, Patel, & Kleiman, 2009). Such programs offer students greater flexibility and choice, which results in more opportunities to make up classes and a greater likelihood that students will stay in school and stay on track to graduate (Oliver et al., 2009). Despite the growing popularity of online credit recovery courses, there is little research about which students take these courses or how well they perform. This report addresses this information gap by examining 2013/14 data from the Montana Digital Academy (MTDA), the only state-funded program offering online credit recovery courses in Montana. The report provides a descriptive analysis of course enrollment and passing rates. It also draws on interviews with eight district leaders and one MTDA representative to provide context for the analysis and to describe other credit recovery strategies in Montana. The report offers educators an early look at the potential of online credit recovery courses to help struggling students get back on track to graduation. It can also help state leaders compare the MTDA with other online programs and identify possible areas for investigation or improvement when designing credit recovery options. The report's key findings are: (1) More male students than female students enrolled in MTDA online credit recovery courses, and students in grades 10 and 11 made up a larger proportion of MTDA student enrollments than those in grades 9 and 12; (2) Enrollments in MTDA online credit recovery courses were higher in English language arts than in any other subject; (3) The passing rate in MTDA online credit recovery courses was 57 percent of enrollments; (4) Passing rates in MTDA online credit recovery courses were lowest in math (49 percent) and English language arts (52 percent); and (5) Passing rates were lower for students who took one MTDA online credit recovery course per semester (40 percent) than for students who took multiple courses in a semester (nearly 80 percent). Appended are: (1) Study methodology; (2) Local management; and (3) Interview protocol. [This report was written with Biraj Bisht and Rashea Hamilton.] AU - Stevens, David AU - Frazelle, Sarah Y1 - 2016/06// PY - 2016 DA - June 2016 SP - 27 PB - Regional Educational Laboratory Northwest. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - Montana KW - ERIC, Resources in Education (RIE) KW - Middle Schools KW - Secondary Education KW - Junior High Schools KW - High Schools KW - Qualitative Research KW - Intellectual Disciplines KW - Credits KW - Gender Differences KW - Middle School Students KW - Academic Achievement KW - Language Arts KW - Enrollment Rate KW - Repetition KW - Online Courses KW - At Risk Students KW - Required Courses KW - Statistical Analysis KW - Interviews KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826535552?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Ramping up for College Readiness in Minnesota High Schools: Implementation of a Schoolwide Program. REL 2016-146 AN - 1826535551; ED566907 AB - The College Readiness Consortium at the University of Minnesota has developed Ramp-Up to Readiness™ (Ramp-Up), a schoolwide advisory program to increase students' likelihood of college enrollment and completion by enhancing five dimensions of college readiness (academic, admissions, career, financial, and personal-social) among students in middle schools and high schools. The program has been piloted in 52 middle and high schools throughout Minnesota, but few data are available on the program's effectiveness. Stakeholders involved in the Midwest College and Career Success Research Alliance expressed an interest in learning more about the program: how it attempts to improve students' college readiness, how it differs from typical college readiness supports in high schools, how it is implemented, whether schools meet the consortium's expectations for implementation, and how school staff perceive the program. Since 2012 the Regional Educational Laboratory (REL) Midwest has worked with members of the alliance to find answers. This report identifies the core components of the Ramp-Up program, provides information on how Ramp-Up differs from other college readiness activities, measures the degree to which schools in a sample of Minnesota high schools were able to meet the consortium's standards for adequate implementation, and provides comments from high school staff about the program's strengths and weaknesses as well as the challenges they experienced while implementing it. Twenty Minnesota public schools serving grades 10-12 were involved in the study. Ten of the 20 schools were randomly assigned to implement Ramp-Up during the 2013/14 school year, while the other 10 were assigned to implement Ramp-Up during 2014/15. During April-July 2014 the study team collected data from staff and students at these schools. Data collection included interviews with the school staff members who were most familiar with the schools' college readiness programming, focus groups with staff, and staff surveys. Students in grades 10-12 also completed a survey. The study's main findings are: (1) Schools implementing Ramp-Up provided more emphasis on college readiness than non-Ramp-Up schools did, and teachers in Ramp-Up schools provided more emphasis on four of the five dimensions of readiness than teachers in non-Ramp- Up schools did; (2) When averaged across Ramp-Up program components, all schools' implementation fidelity scores fell within the range that the consortium had designated as adequate; (3) 8 of the 10 Ramp-Up schools had difficulty developing and monitoring students' postsecondary plans, which is one of Ramp-Up's core component processes; and (4) Ramp-Up schools' staff generally had a favorable view of the program and offered several ways to improve it. Appended are: (1) Background information on college readiness; (2) Study data and methodology; and (3) Additional results related to research questions 3 and 4. AU - Lindsay, Jim AU - Davis, Elisabeth AU - Stephan, Jennifer AU - Bonsu, Pamela AU - Narlock, Jason Y1 - 2016/06// PY - 2016 DA - June 2016 SP - 50 PB - Regional Educational Laboratory Midwest. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - Minnesota KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - Institutional Characteristics KW - Program Effectiveness KW - Secondary School Teachers KW - Focus Groups KW - Fidelity KW - Public Schools KW - Program Implementation KW - College Readiness KW - School Personnel KW - Interviews KW - High School Students KW - Student Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826535551?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Teacher Job Satisfaction. Data Point. NCES 2016-131 AN - 1826527584; ED566946 AB - This report uses teacher responses to the Schools and Staffing Survey (SASS) public and private school teacher questionnaires from the 2003-04, 2007-08, and 2011-12 school years. SASS is a system of related questionnaires that provide descriptive data on the context of elementary and secondary education in the United States. The SASS system covers a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. This Data Point includes information about teacher job satisfaction. Teachers reported their agreement with the statement: "I am generally satisfied with being a teacher at this school." In this Data Point, "Satisfied" teachers are those who responded "strongly agree" or "somewhat agree." "Dissatisfied" teachers are those who responded "somewhat disagree" or "strongly disagree." This brief report answers the questions: (1) In the 2003-04, 2007-08, and 2011-12 school years, what percentage of teachers reported that they were satisfied with their jobs, and how did satisfaction vary between teachers in public and private schools?; and (2) In public and private schools, how did teacher job satisfaction vary by teachers' perceptions of administrative support in the 2011-12 school year? The following figures of mathematical data are included: (1) Percent of teachers reporting they were satisfied in their jobs: School years 2003-04, 2007-08, and 2011-12; and (2) Percent of satisfied teachers, by their perceptions of administrative support: School year 2011-12. Separate data tables on teacher job satisfaction are available at: http://nces.ed.gov/pubs2016/2016131_1.pdf. AU - Sparks, Dinah AU - Malkus, Nat Y1 - 2016/06// PY - 2016 DA - June 2016 SP - 2 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Job Satisfaction KW - Public Schools KW - Teachers KW - National Surveys KW - Teacher Administrator Relationship KW - Differences KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826527584?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Case Studies of Schools Receiving School Improvement Grants. Final Report. NCEE 2016-4002 AN - 1826526252; ED565615 AB - The Study of School Turnaround (SST) examines the change process in a diverse, purposive sample of schools receiving federal School Improvement Grants (SIG) from 2010-11 to 2012-13. With the passage of the American Recovery and Reinvestment Act of 2009 (ARRA), the SIG program underwent three major shifts. First, ARRA boosted total SIG funding in fiscal year 2009 to approximately 6.5 times the original 2009 appropriation through Title I, section 1003(g) of the Elementary and Secondary Education Act (ESEA). SIG funds were distributed to states by formula based on each state's Title I share. States then had to competitively make SIG awards to districts with eligible schools. Second, ARRA targeted funds at only the very worst schools--those that were in the bottom 5 percent of performance and had been low performing for an extended period of time. Third, schools receiving SIG were now required to implement one of four prescriptive intervention models believed to be more aggressive and comprehensive than those generally adopted under prior policies. By increasing the level of funding, better targeting these funds to the persistently lowest-achieving schools, and requiring that schools adopt specific intervention models, the revamped SIG program aimed to catalyze more aggressive efforts to turn around student performance. This report focuses on a small sample of schools receiving SIG over the first three years of the revamped SIG program, from 2010-11 to 2012-13. It presents findings from the study's 25 core sample schools, which were the focus of data collection in spring 2011 and spring 2012, and a subsample of 12 of the 25 schools (collectively referred to as the core subsample), which were selected for data collection in spring 2013 and are the focus of more in-depth analyses looking across all three years of SIG. The findings include: (1) A majority of the 25 core sample schools replaced their principal (21 schools) at least once in the year before SIG (2009-10) or in Year 1 of SIG (2010-11); (2) About half of the 25 core sample schools (12 schools, including 9 turnaround, 2 restart, and 1 transformation) replaced at least 50 percent of their teachers during the 2009-10, 2010-11, or 2011-12 school years; (3) According to teacher survey data, more teachers reported participating in professional learning on math, literacy, and data use than on ELL instruction, special education, or classroom management during Year 2 of SIG (2011-12); (4) Core sample schools reported receiving support from their district (22 of 22 schools) and external support provider(s) (22 of 25 schools), but in some cases, respondents described shortcomings in their district or external support; (5) Among the 12 core subsample schools, those that appeared to engage in more efforts to build human capital in Years 1 and 2 of SIG (7 schools) were more likely to improve their organizational capacity (or sustain their already higher capacity); and (6) Sustainability of any improvements may prove fragile. The following are appended: (1) Study of School Turnaround Codebook, 2010-13; (2) Technical Approach to Qualitative Analyses; (3) Details of Teacher Survey Analyses; and (4) Leading Indicators of School-Level Capacity. AU - Le Floch, Kerstin Carlson AU - O'Day, Jennifer AU - Birman, Beatrice AU - Hurlburt, Steven AU - Nayfack, Michelle AU - Halloran, Clare AU - Boyle, Andrea AU - Brown, Seth AU - Mercado-Garcia, Diana AU - Goff, Rose AU - Rosenberg, Linda AU - Hulsey, Lara Y1 - 2016/04// PY - 2016 DA - April 2016 SP - 270 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - American Recovery and Reinvestment Act 2009 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Federal Aid KW - Change KW - Principals KW - Case Studies KW - Grants KW - School Districts KW - Capacity Building KW - Educational Improvement KW - Sustainability KW - Teacher Surveys KW - School Turnaround KW - Human Capital KW - Federal Legislation KW - Teachers KW - Faculty Development KW - Personnel Management UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826526252?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Projections of Education Statistics to 2023. Forty-Second Edition. NCES 2015-073 AN - 1826524261; ED565614 AB - "Projections of Education Statistics to 2023" is the 42nd report in a series begun in 1964. It includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. This report provides revisions of projections shown in Projections of Education Statistics to 2022 and projections of enrollment, graduates, teachers, and expenditures to the year 2023. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2023 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. The following are appended: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. [This report was prepared with IHS Global Insight. For "Projections of Education Statistics to 2022. Forty-First Edition. NCES 2014-051," see ED544761.] AU - Hussar, William J. AU - Bailey, Tabitha M. Y1 - 2016/04// PY - 2016 DA - April 2016 SP - 192 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Secondary Education KW - High Schools KW - Postsecondary Education KW - Higher Education KW - Two Year Colleges KW - Graduate Students KW - High School Graduates KW - Educational Finance KW - Regional Characteristics KW - Educational Trends KW - Elementary School Teachers KW - Attendance KW - Secondary School Teachers KW - Expenditures KW - Public Schools KW - Enrollment Trends KW - Trend Analysis KW - Age Differences KW - Elementary Schools KW - Undergraduate Students KW - Gender Differences KW - College Freshmen KW - Private Colleges KW - Public Colleges KW - Racial Differences KW - School Statistics KW - Secondary Schools KW - Teacher Selection KW - Academic Degrees KW - Teacher Student Ratio KW - Tables (Data) KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826524261?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Applying to the DC Opportunity Scholarship Program: How Do Parents Rate Their Children's Current Schools at Time of Application and What Do They Want in New Schools? NCEE Evaluation Brief. NCEE 2016-4003 AN - 1826524239; ED565616 AB - The DC Opportunity Scholarship Program (OSP), established in 2004, is the only federally-funded private school voucher program for low-income parents in the United States. This evaluation brief describes findings using data from more than 2,000 applicants' parents, who applied to the program from spring 2011 to spring 2013 following reauthorization under the Scholarships for Opportunity and Result (SOAR) Act of 2011. The application form asked parents to rate elements of their child's current school with which they were satisfied or dissatisfied and to indicate which elements were top priorities for them when looking for a new school. The ratings provide insights about school-related reasons parents may have had for applying for a voucher and what they were looking for in a new school. Key findings include: (1) The majority of parents (57 percent) gave their child's current school at time of application a grade of "A" or "B." Fourteen percent of parents gave their child's school a "D" or "F"; (2) Most parents chose academic quality as their top priority for a new school. School safety was the second most common choice of top priority. School facilities, racial mix, and parent involvement were least likely to be chosen as top priorities; (3) Parents mostly were satisfied with their child's current school at time of application on elements they viewed as top priorities for a new school; 66 percent of parents were satisfied with their child's current school on the element they indicated was their top priority for choosing a new school. Appended are: (1) Parent Grades For Current Schools at Time of Application; (2) Parent Dissatisfaction With Current Schools at Time of Application; (3) Data on Parents' Top Priorities in Choosing a New School; and (4) Parent Dissatisfaction With Current Schools at Time of Application and Top Priority in Choosing a New School. AU - Dynarski, Mark AU - Betts, Julian AU - Feldman, Jill Y1 - 2016/04// PY - 2016 DA - April 2016 SP - 29 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Low Income Groups KW - School Safety KW - Charter Schools KW - Public Schools KW - Satisfaction KW - Parent Attitudes KW - School Choice KW - School Location KW - Parents KW - Private Schools KW - Educational Vouchers KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826524239?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - A Compendium of Social-Behavioral Research Funded by NCER and NCSER: 2002-2013. NCER 2016-2002 AN - 1826525242; ED565617 AB - The purpose of this compendium is to catalog NCER's and NCSER's contributions to social-behavioral research. Research undertaken as part of these projects is contributing to a knowledge base that ultimately aims to improve academic outcomes for students via improvements in students' social-behavioral competencies, teachers' practices, and the climate of schools. This compendium is part of a series of compendia that will highlight different areas of NCER- and NCSER-funded research. Other compendia explore math and science research and education technology research. In this compendium, readers will find descriptions of the social-behavioral research projects from across NCER's and NCSER's portfolios. These projects have different primary purposes, including exploration, development of interventions (practices and policies), evaluation of interventions, and development and validation of measurement tools. However, the projects are all unified in that they aim to understand and improve the social-behavioral outcomes of students in order to support academic growth and achievement. Appended are: (1) Compendium Process; (2) Social-Behavioral Projects That Developed or Tested Instructional Interventions; (3) Social-Behavioral Projects That Developed or Tested Professional Development; (4) Social-Behavioral Projects That Developed or Tested Educational Technology; and (5) Social-Behavioral Projects That Developed or Validated Assessments. AU - Yamaguchi, Ryoko AU - Hall, Adam AU - Stapleton, Katina AU - Doolittle, Emily AU - Buckley, Jacquelyn Y1 - 2016 PY - 2016 DA - 2016 SP - 200 PB - National Center for Education Research. , P.O. Box 1398, Jessup, MD 20794. KW - ERIC, Resources in Education (RIE) KW - Progress Monitoring KW - Federal Aid KW - Research Projects KW - Mental Health Programs KW - Intervention KW - Instruction KW - School Safety KW - Attendance KW - Classroom Techniques KW - School Health Services KW - Dropout Prevention KW - Cognitive Processes KW - Educational Environment KW - Public Agencies KW - Student Attitudes KW - Social Science Research KW - Interpersonal Competence KW - Parent School Relationship KW - Transitional Programs KW - Student Behavior KW - Educational Technology KW - Faculty Development KW - Behavioral Science Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826525242?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - The Role of Between-Case Effect Size in Conducting, Interpreting, and Summarizing Single-Case Research. NCER 2015-002 AN - 1773215765; ED562991 AB - The field of education is increasingly committed to adopting evidence-based practices. Although randomized experimental designs provide strong evidence of the causal effects of interventions, they are not always feasible. For example, depending upon the research question, it may be difficult for researchers to find the number of children necessary for such research designs (e.g., to answer questions about impacts for children with low-incidence disabilities). A type of experimental design that is well suited for such low-incidence populations is the single-case design (SCD). These designs involve observations of a single case (e.g., a child or a classroom) over time in the absence and presence of an experimenter-controlled treatment manipulation to determine whether the outcome is systematically related to the treatment. Research using SCD is often omitted from reviews of whether evidence-based practices work because there has not been a common metric to gauge effects as there is in group design research. To address this issue, the National Center for Education Research (NCER) and National Center for Special Education Research (NCSER) commissioned a paper by leading experts in methodology and SCD. Authors William Shadish, Larry Hedges, Robert Horner, and Samuel Odom contend that the best way to ensure that SCD research is accessible and informs policy decisions is to use good standardized effect size measures--indices that put results on a scale with the same meaning across studies--for statistical analyses. Included in this paper are the authors' recommendations for how SCD researchers can calculate and report on standardized between-case effect sizes, the way in these effect sizes can be used for various audiences (including policymakers) to interpret findings, and how they can be used across studies to summarize the evidence base for education practices. Chapters 1 and 2 provide an overview of the paper and a detailed definition SCDs, their basic forms, and how they can be used to make causal inferences. Chapters 3 and 4 explain SCD research and the benefit of the use of effect sizes in general, the different types of standardized effect sizes (i.e., between-case and within-case), how they can be used in SCD research, and a suggested approach for reporting between-case effect sizes. Chapters 5 and 6 describe how to use between-case effect sizes for individual SCD studies, benefits that are likely to result from increased reporting of between-case effect sizes, and how these effect sizes can be used to identify evidence-based practices across studies. Chapter 7 provides recommendations for future directions and development of between-group effect sizes in SCD. A glossary is included. AU - Shadish, William R. AU - Hedges, Larry V. AU - Horner, Robert H. AU - Odom, Samuel L. Y1 - 2015/12// PY - 2015 DA - December 2015 SP - 109 PB - National Center for Education Research. , P.O. Box 1398, Jessup, MD 20794. KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Researchers KW - Computation KW - Inferences KW - Meta Analysis KW - Case Studies KW - Observation KW - Computer Software KW - Research Design KW - Effect Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773215765?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - JOUR T1 - Life Expectancy after Inpatient Rehabilitation for Traumatic Brain Injury in the United States. AN - 1744663672; 25057965 AB - This study characterized life expectancy after traumatic brain injury (TBI). The TBI Model Systems (TBIMS) National Database (NDB) was weighted to represent those ≥16 years of age completing inpatient rehabilitation for TBI in the United States (US) between 2001 and 2010. Analyses included Standardized Mortality Ratios (SMRs), Cox regression, and life expectancy. The US mortality rates by age, sex, race, and cause of death for 2005 and 2010 were used for comparison purposes. Results indicated that a total of 1325 deaths occurred in the weighted cohort of 6913 individuals. Individuals with TBI were 2.23 times more likely to die than individuals of comparable age, sex, and race in the general population, with a reduced average life expectancy of 9 years. Independent risk factors for death were: older age, male gender, less-than-high school education, previously married at injury, not employed at injury, more recent year of injury, fall-related TBI, not discharged home after rehabilitation, less functional independence, and greater disability. Individuals with TBI were at greatest risk of death from seizures; accidental poisonings; sepsis; aspiration pneumonia; respiratory, mental/behavioral, or nervous system conditions; and other external causes of injury and poisoning, compared with individuals in the general population of similar age, gender, and race. This study confirms prior life expectancy study findings, and provides evidence that the TBIMS NDB is representative of the larger population of adults receiving inpatient rehabilitation for TBI in the US. There is an increased risk of death for individuals with TBI requiring inpatient rehabilitation. JF - Journal of neurotrauma AU - Harrison-Felix, Cynthia AU - Pretz, Christopher AU - Hammond, Flora M AU - Cuthbert, Jeffrey P AU - Bell, Jeneita AU - Corrigan, John AU - Miller, A Cate AU - Haarbauer-Krupa, Juliet AD - 1 Research Department, Craig Hospital , Englewood, Colorado. ; 2 Rehabilitation Hospital of Indiana , Indianapolis, India na. ; 3 Traumatic Brain Injury Team, Health Systems and Trauma Systems Branch, Division of Unintentional Injury Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention , Altanta, Georgia . ; 4 Department of Physical Medicine and Rehabilitation, Ohio State University , Columbus, Ohio. ; 5 National Institute on Disability and Rehabilitation Research , United States Department of Education, Washington, DC. Y1 - 2015/12/01/ PY - 2015 DA - 2015 Dec 01 SP - 1893 EP - 1901 VL - 32 IS - 23 KW - Index Medicus KW - mortality KW - rehabilitation KW - life expectancy KW - brain injury, chronic KW - Young Adult KW - Risk Factors KW - Humans KW - Adult KW - Databases, Factual KW - Aged KW - Middle Aged KW - Inpatients KW - Adolescent KW - United States -- epidemiology KW - Male KW - Female KW - Cause of Death KW - Brain Injuries -- rehabilitation KW - Life Expectancy KW - Brain Injuries -- mortality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1744663672?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Atoxline&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Journal+of+neurotrauma&rft.atitle=Life+Expectancy+after+Inpatient+Rehabilitation+for+Traumatic+Brain+Injury+in+the+United+States.&rft.au=Harrison-Felix%2C+Cynthia%3BPretz%2C+Christopher%3BHammond%2C+Flora+M%3BCuthbert%2C+Jeffrey+P%3BBell%2C+Jeneita%3BCorrigan%2C+John%3BMiller%2C+A+Cate%3BHaarbauer-Krupa%2C+Juliet&rft.aulast=Harrison-Felix&rft.aufirst=Cynthia&rft.date=2015-12-01&rft.volume=32&rft.issue=23&rft.spage=1893&rft.isbn=&rft.btitle=&rft.title=Journal+of+neurotrauma&rft.issn=1557-9042&rft_id=info:doi/10.1089%2Fneu.2014.3353 LA - English DB - ProQuest Environmental Science Collection N1 - Date completed - 2016-09-14 N1 - Date created - 2015-12-03 N1 - Date revised - 2017-01-14 N1 - Last updated - 2017-01-19 DO - http://dx.doi.org/10.1089/neu.2014.3353 ER - TY - RPRT T1 - A Descriptive Study of the Pilot Implementation of Student Learning Objectives in Arizona and Utah. REL 2016-102 AN - 1773212766; ED561236 AB - Approximately 30 states are now adopting teacher evaluation policies that include student learning objectives (SLOs), which are classroom-specific student test growth targets set by teachers and approved (and scored) by principals. Today state and district leaders are trying to determine the appropriate level of guidance and oversight to provide in support of this work. This study describes results of the pilot implementation of SLOs in two states--Arizona (with 363 teachers) and Utah (with 82 teachers)--that were implementing SLOs with the same aims: to positively affect student achievement and to fulfill the state's required student-accountability component for teacher evaluations. Findings indicated that, in their SLOs, Arizona teachers tended to target student proficiency growth on vendor-developed tests, without including any specifics about instructional strategies, while Utah's pilot teachers (over half of them special education teachers) tended to define their own SLO-focused instructional strategies and/or use their own classroom-level tests or rubrics, with goals geared toward students demonstrating knowledge (through project completion) or a physical skill. Arizona teachers' end-of-year SLO scores from their principals varied, distinguishing high- and low-performing teachers, and teachers with higher SLO scores were also rated higher on classroom observations and student surveys. Conversely, SLO scores varied little in Utah's pilot, with 89 percent of teachers "meeting expectations." (Utah's pilot teachers were not rated on other measures.) On end-of-year surveys, Utah pilot teachers generally perceived the SLO process as worthwhile and beneficial to their students and to their own professional growth; however, they did not perceive the SLO pilot as positively affecting their instruction or their knowledge of effective ways to assess students. (A low response rate precluded parallel survey analysis in Arizona.) Appended are: (1) Data and methodology; (2) Correlations between Arizona teacher measures, by grade span; and (3) Response frequencies for Utah's pilot teacher survey. AU - Makkonen, Reino AU - Tejwani, Jaclyn AU - Rodriguez, Fernando Y1 - 2015/11// PY - 2015 DA - November 2015 SP - 38 PB - Regional Educational Laboratory West. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - Arizona KW - Utah KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Secondary Education KW - Principals KW - Teacher Improvement KW - Teacher Attitudes KW - Scores KW - Scoring Rubrics KW - Academic Achievement KW - Observation KW - Pilot Projects KW - Correlation KW - Elementary School Teachers KW - Accountability KW - Secondary School Teachers KW - Teacher Competencies KW - Evaluation Methods KW - Teacher Evaluation KW - Tests KW - Goal Orientation KW - Student Educational Objectives KW - Student Evaluation KW - Student Surveys KW - State Standards KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773212766?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Summary of Research Generated by Striving Readers on the Effectiveness of Interventions for Struggling Adolescent Readers. NCEE 2016-4001 AN - 1773223153; ED560732 AB - The Striving Readers program aimed to raise the literacy levels of middle and high school students reading below grade level and to build a strong research base on effective adolescent literacy interventions. This report summarizes the results of a systematic review of evaluations of the ten different interventions funded by the Striving Readers grant program in 2006 and 2009. Twelve of the 17 evaluations met What Works Clearinghouse (WWC) evidence standards without reservations, three evaluations met WWC evidence standards with reservations, and two evaluations did not meet WWC evidence standards. Based on findings from the evaluations found to meet WWC evidence standards with or without reservations, four of the ten interventions funded by Striving Readers had positive, potentially positive, or mixed effects on reading achievement. Three of these four interventions had not previously been reviewed by the WWC. The following are appended: (1) Review process; (2) References; and (3) Detailed findings from the Striving Readers-funded studies meeting What Works Clearinghouse™ evidence standards. AU - Boulay, Beth AU - Goodson, Barbara AU - Frye, Michael AU - Blocklin, Michelle AU - Price, Cristofer Y1 - 2015/10// PY - 2015 DA - October 2015 SP - 25 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Massachusetts KW - Wisconsin KW - Ohio KW - Kansas KW - Oregon KW - Kentucky KW - Louisiana KW - Illinois KW - Virginia KW - ERIC, Resources in Education (RIE) KW - Middle Schools KW - Secondary Education KW - Junior High Schools KW - High Schools KW - Program Effectiveness KW - Middle School Students KW - Reading Strategies KW - Intervention KW - Evaluation Methods KW - Reading Achievement KW - Reading Programs KW - Standards KW - Program Evaluation KW - Evidence KW - Reading Difficulties KW - High School Students KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773223153?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Performance of Fourth-Grade Students in the 2012 NAEP Computer-Based Writing Pilot Assessment: Scores, Text Length, and Use of Editing Tools. Working Paper Series. NCES 2015-119 AN - 1773217776; ED562627 AB - This study examined whether or not fourth-graders could fully demonstrate their writing skills on the computer and factors associated with their performance on the National Assessment of Educational Progress (NAEP) computer-based writing assessment. The results suggest that high-performing fourth-graders (those who scored in the upper 20 percent in the computer- and paper-based writing assessments on the NAEP) write better on the computer than on paper and can fully demonstrate their writing proficiency in a computer-based assessment. There are, however, indications that low-performing fourth-graders (i.e., those in the bottom 20 percent) and middle-performing fourth-graders (representing the middle 60 percent) may have performed less well on the computer than on paper. This suggests a potential differential effect of writing on the computer on writing performance that might have contributed to the widened achievement gap between high- and non-high-performing (i.e., low- and middle-performing) students in the 2012 computer-based pilot assessment, compared to the 2010 paper-based pilot assessment. Unequal prior exposure to writing on the computer and preference for mode of writing (paper vs. computer) appear to be associated with this widening of the achievement gap. For example, about 94 percent of high-performing students in 2012 reported having access to the Internet at home, compared to about half (52 percent) of low-performing students. The score difference between those with access to the Internet at home and those without was substantive, with an effect size of 0.87. The statistics presented in this report are estimates based on a NAEP pilot assessment conducted with a nationally representative sample of 10,400 grade 4 students. As a pilot assessment, the sample was not adjusted to account for nonresponse bias. As a result, the sample may not completely represent the grade 4 population. The following are appended: (1) Exact text of questions in the 2012 NAEP Writing Contextual Questionnaires; (2) Tables; (3) Tables for Chapter 3; (3) Tables for Chapter 4; (4) Tables for Chapter 5; and (5) Figures. [The American Institutes for Research provided technical and editorial services.] AU - White, Sheida AU - Kim, Young Yee AU - Chen, Jing AU - Liu, Fei Y1 - 2015/10// PY - 2015 DA - October 2015 SP - 150 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Intermediate Grades KW - Elementary Education KW - Elementary School Students KW - Writing Skills KW - Scores KW - Writing Tests KW - Pilot Projects KW - Correlation KW - Computer Software KW - National Competency Tests KW - Word Processing KW - High Achievement KW - Student Attitudes KW - Preferences KW - Writing Achievement KW - Achievement Gap KW - Low Achievement KW - Access to Computers KW - Text Structure KW - Internet KW - Computer Assisted Testing UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773217776?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - OSERS (Office of Special Education and Rehabilitative Services) Transition Data Fact Sheet AN - 1826522739; ED565226 AB - The Office of Special Education and Rehabilitative Services (OSERS) administers programs that assist in educating children and youth with disabilities and provides funding for vocational rehabilitation (VR) services for youth and adults with disabilities. OSERS established the Transition Steering Committee to focus specifically on the services, needs, and outcomes of youth with disabilities who may benefit from the work conducted and services authorized by its program component offices. OSERS provides funds to support transition services, transition programs, technical assistance projects, and research projects related to youth with disabilities. However, the committee found that program-specific data about OSERS transition work are not frequently summarized and not readily available to OSERS staff across its component offices and the general public, especially members of the transition community. To address this need, the committee developed the "Transition Data Fact Sheet" as a quick reference to inform OSERS staff and the transition community about critical data areas related to the transition of youth with disabilities from school activities to post-school activities. The data in this fact sheet are presented for OSERS staff and others to use in their work and to draw their own conclusions from the data provided. The "Transition Data Fact Sheet" is intended to be a reference tool and should not be treated as a comprehensive document. It is organized into three areas of emphasis: (1) transition services; (2) post-school outcomes; and (3) OSERS investments in transition--related research, special education and VR services. It is important to note that most of the data and information presented are primarily specific to youth with disabilities between the ages of 14 and 24. Y1 - 2015/09// PY - 2015 DA - September 2015 SP - 10 PB - Office of Special Education and Rehabilitative Services, US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - National Longitudinal Transition Study Spec Educ KW - Rehabilitation Act 1973 KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - Postsecondary Education KW - Employment Level KW - Special Education KW - Federal Aid KW - Access to Education KW - Vocational Rehabilitation KW - Delivery Systems KW - Young Adults KW - Transitional Programs KW - Disabilities KW - Research KW - Graduation Rate KW - Adolescents KW - Youth KW - Financial Support KW - Educational Legislation KW - Grants KW - Dropout Rate KW - Secondary School Students KW - Equal Education KW - Longitudinal Studies KW - Federal Legislation KW - Vocational Education KW - Technical Assistance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826522739?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Implementation and Impacts of Pay-for-Performance: The 2010 Teacher Incentive Fund (TIF) Grantees after Two Years. NCEE Study Snapshot. NCEE 2015-4022 AN - 1773222982; ED560152 AB - The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This second report provides implementation and impact information. Ninety percent of all TIF districts in 2012-2013 reported implementing at least 3 of the 4 required components for teachers, and only about one-half (52 percent) reported implementing all four. This was a slight improvement from the first year of implementation. In a subset of 10 districts participating in the random assignment study, educators' understanding of key program components improved during the second year, but many teachers still did not understand that they were eligible for a bonus. The pay-for-performance bonus policy had small, positive impacts on students' reading achievement; impacts on students' math achievement were not statistically significant but similar in magnitude. [For the full final report with technical details: Chiang, Hanley, Alison Wellington, Kristin Hallgren, Cecilia Speroni, Mariesa Herrmann, Steven Glazerman, and Jill Constantine (2015), "Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance After Two Years" (NCEE 2015-4020), see ED559723.] Y1 - 2015/09// PY - 2015 DA - September 2015 SP - 4 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Program Effectiveness KW - Reading Achievement KW - Merit Pay KW - Salaries KW - Principals KW - Program Implementation KW - Mathematics Achievement KW - Grants KW - Incentives KW - Teacher Salaries UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773222982?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Usage of Practices Promoted by School Improvement Grants. NCEE 2015-4019 AN - 1773220298; ED559928 AB - The American Recovery and Reinvestment Act of 2009 injected $7 billion into two of the Obama administration's signature competitive education grant programs: Race to the Top (RTT) and School Improvement Grants (SIG). While RTT focused on state policies and SIG focused on school practices, both programs promoted related policies and practices, including an emphasis on turning around the nation's lowest-performing schools. Despite the sizable investment in both of these programs, comprehensive evidence on their implementation and impact has been limited to date. This report focuses on two implementation questions: (1) Do states and schools that received grants actually use the policies and practices promoted by these two programs? (2) Does their usage of these policies and practices differ from states and schools that did not receive grants? Answers to these questions provide context for interpreting impact findings that will be presented in a future report. The second volume of this report details our SIG findings, which are based on spring 2012 surveys of approximately 470 schools in 60 districts and 22 states. Key findings include: (1) Schools implementing a SIG-funded model reported using more practices promoted by SIG than schools not implementing such models in all four areas examined: comprehensive instructional reforms, teacher and principal effectiveness, learning time and community-oriented schools, and operational flexibility and support; (2) Across all schools, usage of practices promoted by SIG was highest in the comprehensive instructional reforms area (90 percent of practices examined) and lowest in the operational flexibility and support area (46 percent of practices examined); and (3) There were no differences between schools implementing a SIG-funded model and schools not implementing one in usage of ELL-focused practices promoted by SIG. Schools with higher percentages of ELLs used more ELL-focused practices than schools with lower percentages of ELLs, but there were no differences in usage between schools with higher and lower ELL/non-ELL achievement gaps. Five appendices are included: (1) Additional Figures Based on School Surveys; (2) District-Reported Practices Aligned with the SIG Application Criteria; (3) Detailed Findings from Interviews and Surveys; (4) Survey Questions Aligned with SIG Practices; and (5) Additional Information about English Language Learner-Focused Analyses for the SIG Component of the Evaluation. AU - Dragoset, Lisa AU - James-Burdumy, Susanne AU - Hallgren, Kristin AU - Perez-Johnson, Irma AU - Herrmann, Mariesa AU - Tuttle, Christina AU - Angus, Megan Hague AU - Herman, Rebecca AU - Murray, Matthew AU - Tanenbaum, Courtney AU - Graczewski, Cheryl Y1 - 2015/09// PY - 2015 DA - September 2015 SP - 178 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - American Recovery and Reinvestment Act 2009 KW - Race to the Top KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Educational Legislation KW - Federal Aid KW - Educational Administration KW - Grants KW - Educational Improvement KW - Teacher Effectiveness KW - Models KW - Administrator Effectiveness KW - Comparative Analysis KW - School Turnaround KW - Federal Legislation KW - English Language Learners KW - Online Surveys KW - Program Implementation KW - Educational Practices KW - Educational Change KW - Federal Programs KW - Achievement Gap KW - Educational Policy KW - Alignment (Education) KW - Interviews KW - School Surveys KW - Evidence UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773220298?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - State, District, and School Implementation of Reforms Promoted under the Recovery Act: 2009-10 through 2011-12. The Final Report from Charting the Progress of Education Reform: An Evaluation of the Recovery Act's Role. NCEE 2015-4016 AN - 1773220215; ED559930 AB - This report, based on surveys completed by all 50 State Education Agencies (SEAs) and the District of Columbia (DC) and nationally representative samples of districts and schools during spring 2011 and 2012, examines implementation of the key education reform strategies promoted by the Recovery Act in 2011-12, the extent to which implementation reflected progress since Recovery Act funds were first distributed, and challenges with implementation. Findings showed variation in the prevalence and progress of reform activities across the areas of reform assessed and by state, district, or school level. Implementation progress was most consistent across the areas of reform at the state level. At all levels, implementation challenges related to educator evaluation and compensation were common. The following are appended: (1) Methodology; (2) Indicators, Components, and Recovery Act Program Requirements; (3) Detailed Tables for Standards and Assessments Chapter; (4) Detailed Tables for Data Systems Chapter; (5) Detailed Tables for Educator Workforce Development Chapter; (6) Detailed Tables for Improving Low-Performing Schools Chapter; and (6) Detailed Tables for Reforms Across Assurance Areas Chapter. AU - Troppe, Patricia AU - Milanowski, Anthony AU - Garrison-Mogren, Roberta AU - Webber, Ann AU - Gutmann, Babette AU - Reisner, Elizabeth AU - Goertz, Margaret Y1 - 2015/09// PY - 2015 DA - September 2015 SP - 363 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - American Recovery and Reinvestment Act 2009 KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Information Systems KW - Federal Aid KW - School Districts KW - Educational Improvement KW - State Departments of Education KW - School Turnaround KW - Data KW - Schools KW - Federal Legislation KW - Program Implementation KW - Educational Change KW - Student Evaluation KW - Faculty Development KW - State Standards KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773220215?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Usage of Policies and Practices Promoted by Race to the Top. NCEE 2015-4018 AN - 1773220136; ED559916 AB - The American Recovery and Reinvestment Act of 2009 injected $7 billion into two of the Obama administration's signature competitive education grant programs: Race to the Top (RTT) and School Improvement Grants (SIG). While RTT focused on state policies and SIG focused on school practices, both programs promoted related policies and practices, including an emphasis on turning around the nation's lowest-performing schools. Despite the sizable investment in both of these programs, comprehensive evidence on their implementation and impact has been limited to date. This report focuses on two implementation questions: (1) Do states and schools that received grants actually use the policies and practices promoted by these two programs? (2) Does their usage of these policies and practices differ from states and schools that did not receive grants? Answers to these questions provide context for interpreting impact findings that will be presented in a future report. The first volume of this report details our RTT findings, which are based on spring 2012 interviews with 49 states and the District of Columbia. Key findings include: (1) Early (Round 1 and 2) RTT states reported using more policies and practices promoted by RTT than non-RTT states in five of the six major areas examined: state capacity, standards and assessments, data systems, teachers and leaders, and charter schools (school turnaround was the exception). Later (Round 3) RTT states reported using more policies and practices promoted by RTT than non-RTT states in just one area: teachers and leaders; (2) Across all states, usage of policies and practices promoted by RTT was highest in the state capacity and data systems areas (66 and 68 percent of policies and practices examined) and lowest in the teachers and leaders area (24 percent or policies and practices examined); and (3) There were no differences between RTT and non-RTT states in usage of English Language Learner (ELL)-focused policies and practices promoted by RTT. States with higher percentages of ELLs used more ELL-focused policies and practices than states with lower percentages of ELLs, but there were no differences in usage between states with higher and lower ELL/non-ELL achievement gaps. Four appendices include: (1) Additional Figures Based on State Interviews; (2) Detailed Findings from State Interviews; (3) Interview Questions Aligned with RTT Policies and Practices; and (4) Additional Information about English Language Learner-Focused Analysis for the RTT Component of the Evaluation. [For the executive summary, see ED559918.] AU - Dragoset, Lisa AU - James-Burdumy, Susanne AU - Hallgren, Kristin AU - Perez-Johnson, Irma AU - Herrmann, Mariesa AU - Tuttle, Christina AU - Angus, Megan Hague AU - Herman, Rebecca AU - Murray, Matthew AU - Tanenbaum, Courtney AU - Graczewski, Cheryl Y1 - 2015/09// PY - 2015 DA - September 2015 SP - 192 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Race to the Top KW - American Recovery and Reinvestment Act 2009 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Information Systems KW - Federal Aid KW - Principals KW - Capacity Building KW - Teacher Evaluation KW - Data KW - Teacher Certification KW - Federal Programs KW - Certification KW - Administrator Evaluation KW - State Policy KW - Educational Legislation KW - Grants KW - Educational Improvement KW - Charter Schools KW - School Turnaround KW - Federal Legislation KW - English Language Learners KW - Educational Practices KW - Educational Policy KW - Interviews KW - Student Evaluation KW - State Standards KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773220136?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Usage of Policies and Practices Promoted by Race to the Top and School Improvement Grants: Executive Summary. NCEE 2015-4017 AN - 1773217921; ED559918 AB - The American Recovery and Reinvestment Act of 2009 injected $7 billion into two of the Obama administration's signature competitive education grant programs: Race to the Top (RTT) and School Improvement Grants (SIG). While RTT focused on state policies and SIG focused on school practices, both programs promoted related policies and practices, including an emphasis on turning around the nation's lowest-performing schools. Despite the sizable investment in both of these programs, comprehensive evidence on their implementation and impact has been limited to date. This report focuses on two implementation questions: (1) Do states and schools that received grants actually use the policies and practices promoted by these two programs? (2) Does their usage of these policies and practices differ from states and schools that did not receive grants? Answers to these questions provide context for interpreting impact findings that will be presented in a future report. [For the full report, see ED559916.] AU - James-Burdumy, Susanne Y1 - 2015/09// PY - 2015 DA - September 2015 SP - 20 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Race to the Top KW - American Recovery and Reinvestment Act 2009 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Information Systems KW - Federal Aid KW - Principals KW - Capacity Building KW - Teacher Evaluation KW - Data KW - Teacher Certification KW - Federal Programs KW - Certification KW - Administrator Evaluation KW - State Policy KW - Educational Legislation KW - Grants KW - Educational Improvement KW - Charter Schools KW - School Turnaround KW - Federal Legislation KW - English Language Learners KW - Educational Practices KW - Educational Policy KW - Interviews KW - Student Evaluation KW - State Standards KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773217921?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Evaluation of the Teacher Incentive Fund: Implementation and Impacts of Pay-for-Performance after Two Years. NCEE 2015-4020 AN - 1773212533; ED559723 AB - The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This second report provides implementation and impact information. Ninety percent of all TIF districts in 2012-2013 reported implementing at least 3 of the 4 required components for teachers, and only about one-half (52 percent) reported implementing all four. This was a slight improvement from the first year of implementation. In a subset of 10 districts participating in the random assignment study, educators' understanding of key program components improved during the second year, but many teachers still did not understand that they were eligible for a bonus. The pay-for-performance bonus policy had small, positive impacts on students' reading achievement; impacts on students' math achievement were not statistically significant but similar in magnitude. Appended are: (1) Supplemental Information on Study Sample Design, Data, and Methods for Chapter II; (2) Supplemental Information on Analytic Methods for Chapter II; (3) Supplemental Findings on Programs and Experiences of All TIF Districts For Chapter III; (4) Supplemental Findings of TIF Implementation in Evaluation Districts for Chapter IV; (5) Supplemental Findings on Impacts Of Pay-For-Performance on Educators' Attitudes and Behaviors For Chapter V; (6) Supplemental Findings in Impacts of Pay-For-Performance on Educator Effectiveness and Student Achievement for Chapter VI; and (7) Supplemental Findings on Relationships between TIF Program Characteristics and the impacts of Pay-For Performance for Chapter VI. AU - Chiang, Hanley AU - Wellington, Alison AU - Hallgren, Kristin AU - Speroni, Cecilia AU - Herrmann, Mariesa AU - Glazerman, Steven AU - Constantine, Jill Y1 - 2015/09// PY - 2015 DA - September 2015 SP - 262 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Secondary Education KW - Junior High Schools KW - Teacher Behavior KW - Merit Pay KW - Salaries KW - Principals KW - Grants KW - Academic Achievement KW - Teacher Attitudes KW - Incentives KW - Teacher Salaries KW - Teacher Effectiveness KW - Administrator Behavior KW - Administrator Effectiveness KW - Program Implementation KW - Administrator Attitudes KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773212533?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - How Methodology Decisions Affect the Variability of Schools Identified as Beating the Odds. REL 2015-071.rev AN - 1773222196; ED558161 AB - A number of states and school districts have identified schools that perform better than expected, given the populations they serve, in order to recognize school performance or to learn from local school practices and policies. These schools have been labeled "beating the odds," "high-performing/high-poverty," "high-flying," and other terms that reflect their demonstration of higher academic achievement than schools with similar student demographic characteristics. If administrators are to learn from these schools, it is important to correctly identify the schools that perform above expectations. However, there is no one right approach to identifying these schools. Typical identification approaches often consider many factors, including policy priorities, available data, resources and capacity (including technical analysis), and stakeholders' preferences. These choices can affect which schools are identified and labeled as exceeding performance expectations. This report considers the Michigan Department of Education's approach to identifying beating-the-odds schools by using two statistical methods. The first method, the prediction method, identifies a school as beating the odds if it outperforms its predicted level of performance given school demographics by comparing the predicted performance of each school to its actual performance. The second method, the comparison method, identifies a school as beating the odds if it outperforms other demographically similar schools by comparing the performance of each school to the performance levels of the 29 demographically most similar schools in the state. This report uses Michigan's approach as an example to demonstrate how the choice of statistical methods and technical specifications can change which schools are identified as beating the odds. Michigan's two statistical models produced different results: the comparison method identified fewer than half as many as the prediction method (28 versus 75), with a 39 percent agreement rate. When a change was made to the school performance measure, school characteristic indicator, or school sample configuration, the schools identified as beating the odds changed by varying degrees, with changes in school performance measures causing the biggest difference. Identification results also varied across time. For year-to-year variation from school year 2007/08 through 2010/11, the agreement rate between one year and the next was, on average, less than 50 percent. The findings confirm the importance of carefully considering the conceptual criteria and technical specifications and measures to be used in identifying schools exceeding performance expectations. Different policy and technical choices may lead to wide variations in resulting lists of schools labeled as beating the odds. The following are appended: (1) Literature review; and (2) Technical details on methods and additional results. [This version of this report replaces the version released in February 2015. Revisions are indicated by a dagger (†). For the original version, see ED554442.] AU - Abe, Yasuyo AU - Weinstock, Phyllis AU - Chan, Vincent AU - Meyers, Coby AU - Gerdeman, Dean R. AU - Brandt, Christopher W. Y1 - 2015/07// PY - 2015 DA - July 2015 SP - 49 PB - Regional Educational Laboratory Midwest. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - Michigan KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Prediction KW - Institutional Characteristics KW - Comparative Analysis KW - Public Schools KW - Academic Achievement KW - Statistical Analysis KW - School Effectiveness KW - Identification UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773222196?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice. REL 2015-086 AN - 1773221899; ED558163 AB - While the literature on learning disabilities and on second-language acquisition is relatively extensive within the field of education, less is known about the specific characteristics and representation of English learner students with learning disabilities. Because there are no definitive resources and processes for identifying and determining best placement for English learner students with learning disabilities, schools, districts, and states struggle with this issue. As a result, English learner students who may or may not have learning disabilities are both over- and underrepresented in special education. This report aims to inform policymakers interested in developing procedures, including the use of guidelines and protocols, for identifying, assessing, and placing English learner students who may or may not have learning disabilities. The report describes (1) the key issues discussed in the research literature and (2) current state procedures for the 20 states with the largest English learner populations. The following are appended: (1) Methods; (2) Research and policy literature reviewed in this report; and (3) State resources related to assessing and supporting English learner students with learning disabilities. An annotated bibliography of references cited in the report and other references related to English learner students who may have learning disabilities is also included. AU - Burr, Elizabeth AU - Haas, Eric AU - Ferriere, Karen Y1 - 2015/07// PY - 2015 DA - July 2015 SP - 62 PB - Regional Educational Laboratory West. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - State Policy KW - Special Education KW - Learning Disabilities KW - Standardized Tests KW - Disability Identification KW - Second Language Learning KW - Response to Intervention KW - Literature Reviews KW - Criteria KW - English (Second Language) KW - Student Placement KW - English Language Learners KW - Educational Policy KW - Parent Participation KW - Student Needs KW - Educational Resources KW - Academic Accommodations (Disabilities) KW - Data Collection KW - Guides KW - Testing Accommodations KW - Disproportionate Representation KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773221899?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105 AN - 1773221784; ED558154 AB - This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share, and apply the key ideas and strategies presented in the "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School" educator's practice guide, produced by the What Works Clearinghouse™, Institute of Education Sciences. The knowledge and resources provided will assist educators in meeting English learners' instructional needs and the rigorous requirements of state college and career readiness standards. To gain the best results from this process, the PLC facilitator should have a copy of this guide and prior to each session, should study the relevant section and prepare all materials to ensure an efficient and productive learning experience for members. This facilitator's guide uses a five-step process for collaborative learning. The process was adapted from Wald and Castleberry's (2000) five stages of work for teams engaging in a collaborative learning cycle. The five stages represent an inquiry-action cycle that encourages teams to debrief, define, explore, experiment, and reflect and plan. The purpose of this guide is to provide PLC facilitators with a game plan for conducting each session. The directions provided include guidance for facilitators, but typically, specific language or a script is not provided. [For the handouts that accompany this guide, "Professional Learning Communities Facilitator's Guide Handouts for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. Rel 2015-105", see ED558156.] AU - Dimino, Joseph A. AU - Taylor, Mary Jo AU - Morris, Joan Y1 - 2015/07// PY - 2015 DA - July 2015 SP - 134 PB - Regional Educational Laboratory Southwest. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Teachers KW - Kindergarten KW - Primary Education KW - Early Childhood Education KW - Grade 1 KW - Elementary Education KW - Grade 2 KW - Grade 3 KW - Grade 4 KW - Intermediate Grades KW - Grade 6 KW - Middle Schools KW - Grade 5 KW - Grade 7 KW - Junior High Schools KW - Secondary Education KW - Grade 8 KW - Prompting KW - Lesson Plans KW - Word Lists KW - Word Recognition KW - Written Language KW - Semantics KW - Group Activities KW - Scaffolding (Teaching Technique) KW - Video Technology KW - Planning KW - Reinforcement KW - Cues KW - Teaching Methods KW - Vocabulary Development KW - Context Effect KW - Cooperative Learning KW - Scoring Rubrics KW - Learner Engagement KW - Second Language Learning KW - Communities of Practice KW - English (Second Language) KW - Feedback (Response) KW - Mentors KW - Instructional Materials KW - Oral Language KW - English Language Learners KW - Facilitators (Individuals) KW - Guides KW - Learning Activities KW - Literacy Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773221784?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Selected Statistics from the Public Elementary and Secondary Education Universe: School Year 2013-14. First Look. NCES 2015-151 AN - 1773218329; ED559991 AB - This National Center for Education Statistics (NCES) First Look report introduces new data for the universe of public elementary and secondary schools and agencies in the United States in school year (SY) 2013-14. Specifically, this report includes statistics that describe: (1) the numbers and types of public elementary and secondary schools and local education agencies (LEAs); (2) the operational status of schools and districts, including those that opened as new in SY 2013-14 or have closed since the prior school year; (3) student membership counts; (4) teacher counts and; (5) pupil/teacher ratios. The public elementary and secondary universe data used in this report are from the nonfiscal components of the Common Core of Data (CCD). The following are appended: (1) Methodology and Technical Notes; and (2) Glossary. AU - Glander, Mark Y1 - 2015/07// PY - 2015 DA - July 2015 SP - 31 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Secondary Education KW - Elementary Secondary Education KW - Elementary School Students KW - Special Education KW - Rural Schools KW - Magnet Schools KW - School Districts KW - Urban Schools KW - Elementary School Teachers KW - Secondary School Students KW - Secondary School Teachers KW - Secondary Schools KW - Suburban Schools KW - School Closing KW - Charter Schools KW - Public Schools KW - Teacher Student Ratio KW - Nontraditional Education KW - Vocational Education KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773218329?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Relationship between Education and Work Credentials. Data Point. NCES 2015-556 AN - 1720060059; ED557577 AB - This Data Point uses data from the U.S. Census Bureau's Survey of Income and Program Participation (SIPP), a nationally representative sample survey of households. The SIPP provides information on many topics, including income, participation in government programs, family dynamics, and education. This report uses new SIPP data on professional licenses and certifications, collected September to December 2012. AU - Hudson, Lisa AU - Ewert, Stephanie Y1 - 2015/06// PY - 2015 DA - June 2015 SP - 2 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - National Surveys KW - Educational Attainment KW - Adults KW - Occupations KW - Credentials KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1720060059?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Measuring Principals' Effectiveness: Results from New Jersey's Principal Evaluation Pilot. REL 2015-089 AN - 1697491920; ED556130 AB - The purpose of this study was to describe the measures used to evaluate principals in New Jersey in the first (pilot) year of the new principal evaluation system and examine three of the statistical properties of the measures: their variation among principals, their year-to-year stability, and the associations between these measures and the characteristics of students in the schools. The study reviewed information that developers of principal practice instruments provided about their instruments and examined principals' performance ratings using data from 14 districts in New Jersey that piloted the principal evaluation system in the 2012/13 school year. The study had four key findings: First, the developers of principal practice instruments provided partial information about their instruments' reliability (consistency across raters and observations) and validity (accurate measurement of true principal performance). Second, principal practice ratings and schoolwide student growth percentiles have the potential to differentiate among principals. Third, school median student growth percentiles, which measure student achievement growth during the school year, exhibit year-to-year stability even when the school changes principals. This may reflect persistent school characteristics, suggesting a need to investigate whether other evaluation measures could more closely gauge principals' contributions to student achievement growth. Finally, school median student growth percentiles correlate with student disadvantage, a relationship that warrants further investigation using statewide evaluation data. Results show a mix of strengths and weaknesses in the statistical properties of the measures used to evaluate principals in New Jersey. Future research could provide more evidence on the accuracy of measures used to evaluate principals. The following are appended: (1) Description of districts participating in the pilot; (2) Data used in the study; (3) Design of the principal evaluation system and component measures selected by pilot districts; and (4) Variation in ratings on the component measures. AU - Ross, Christine AU - Herrmann, Mariesa AU - Angus, Megan Hague Y1 - 2015/05// PY - 2015 DA - May 2015 SP - 49 PB - Regional Educational Laboratory Mid-Atlantic. , 11785 Beltsville Drive Suite 300, Calverton, MD 20705. KW - New Jersey KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Performance Based Assessment KW - Institutional Characteristics KW - Measures (Individuals) KW - Principals KW - Reliability KW - Validity KW - Academic Achievement KW - School Districts KW - Accuracy KW - Pilot Projects KW - Correlation KW - Evaluation Methods KW - Administrator Effectiveness KW - Disadvantaged KW - Statistical Analysis KW - Administrator Evaluation KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697491920?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - State Capacity to Support School Turnaround. NCEE Evaluation Brief. NCEE 2015-4012 AN - 1697491893; ED556118 AB - One objective of the U.S. Department of Education's (ED) School Improvement Grants (SIG) and Race to the Top (RTT) program is to help states enhance their capacity to support the turnaround of low-performing schools. This capacity may be important, given how difficult it is to produce substantial and sustained achievement gains in low-performing schools. There is limited existing research on the extent to which states have the capacity to support school turnaround and are pursuing strategies to enhance that capacity. This brief documents states' capacity to support school turnaround as of spring 2012 and spring 2013. It examines capacity issues for all states and for those that reported both prioritizing turnaround and having significant gaps in expertise to support it. Key findings, based on interviews with administrators from 49 states and the District of Columbia, include the following: (1) More than 80 percent of states made turning around low-performing schools a high priority, but at least 50 percent found it very difficult to turn around low-performing schools; (2) 38 states (76 percent) reported significant gaps in expertise for supporting school turnaround in 2012, and that number increased to 40 (80 percent) in 2013; (3) More than 85 percent of states reported using strategies to enhance their capacity to support school turnaround, with the use of intermediaries decreasing over time and the use of organizational or administrative structures increasing over time; and (4) States that reported both prioritizing school turnaround and having significant gaps in expertise to support it were no more likely to report using intermediaries than other states but all 21 of these states reported having at least one organizational or administrative structure compared with 86 percent (25 of 29) of all other states. Appended are: (1) Race to the Top and School Improvement Grant Intervention Models as Described by the U.S. Department of Education SIG Guidance (2012); (2) State Interview Questions Used for Analyses in this Brief; and (3) Analysis of State Capacity to Support School Turnaround by RTT Status. AU - Tanenbaum, Courtney AU - Boyle, Andrea AU - Graczewski, Cheryl AU - James-Burdumy, Susanne AU - Dragoset, Lisa AU - Hallgren, Kristin Y1 - 2015/05// PY - 2015 DA - May 2015 SP - 26 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Race to the Top KW - American Recovery and Reinvestment Act 2009 KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Higher Education KW - Postsecondary Education KW - Federal Aid KW - Administrator Role KW - Capacity Building KW - Intervention KW - Professional Development KW - College School Cooperation KW - Models KW - Evaluation Methods KW - Teacher Evaluation KW - Federal Programs KW - Educational Change KW - Agency Cooperation KW - Administrator Attitudes KW - Low Achievement KW - Data Analysis KW - Teacher Role KW - Individualized Instruction KW - Grants KW - Expertise KW - Needs Assessment KW - Rewards KW - Educational Improvement KW - Achievement Gains KW - School Turnaround KW - State Government KW - Educational Practices KW - Educational Policy KW - Teacher Persistence KW - Teacher Recruitment KW - Change Strategies KW - Interviews KW - Technical Assistance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697491893?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Logic Models for Program Design, Implementation, and Evaluation: Workshop Toolkit. REL 2015-057 AN - 1697491063; ED556231 AB - The Logic Model Workshop Toolkit is designed to help practitioners learn the purpose of logic models, the different elements of a logic model, and the appropriate steps for developing and using a logic model for program evaluation. Topics covered in the sessions include an overview of logic models, the elements of a logic model, an introduction to evaluation, uses of a logic model to develop evaluation questions and identify indicators of success, and strategies to determine the right evaluation design for your program or policy. The toolkit, which includes an agenda, slide deck, participant workbook and facilitator's manual, was delivered to three REL-NEI research alliances: the Northeast Educator Effectiveness Research Alliance, the Urban School Improvement Alliance, and the Puerto Rico Research Alliance for Dropout Prevention. Appended are: (1) Simple logic model; (2) Template for simple logic model; (3) Sample logic model for college readiness program; and (4) Example of a logic model for an educator evaluation system theory of action. A list of combined references and resources is also provided. AU - Shakman, Karen AU - Rodriguez, Sheila M. Y1 - 2015/05// PY - 2015 DA - May 2015 SP - 118 PB - Regional Educational Laboratory Northeast & Islands. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Preschool Education KW - Early Childhood Education KW - Workshops KW - Flow Charts KW - Program Design KW - Logical Thinking KW - Case Studies KW - Workbooks KW - Capacity Building KW - Professional Development KW - Models KW - Evaluation Methods KW - Teacher Evaluation KW - Science Teachers KW - Visual Aids KW - Program Implementation KW - Guidance KW - Policy Formation KW - Blended Learning KW - Program Development KW - College Readiness KW - Check Lists KW - Program Evaluation KW - Preschool Evaluation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697491063?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Financial Accounting for Local and State School Systems: 2014 Edition. NCES 2015-347 AN - 1826534056; ED566853 AB - The 2014 edition of "Financial Accounting for Local and State School Systems" updates the 2009 (see ED505993) and 2003 editions of the handbook. The 2003 edition was the work of the NCES National Forum on Education Statistics, Core Finance Data Task Force. That task force systematically rewrote nearly the entire text, incorporating new chapters and reviewing and revising the account code structure and account code definitions. The 2009 edition of the handbook incorporated changes resulting from the issuance of GASB Statements 40 through 47. This edition incorporates changes resulting from the issuance of GASB Statements 48 through 70. Appended are: (1) Summary of Account Code Changes Since 2009; (2) Other Resources; (3) Glossary of Acronyms; (4) Illustrative Financial Statements for an Independent School District; and (5) Criteria for Distinguishing Equipment From Supply Items. AU - Allison, Gregory S. Y1 - 2015/03// PY - 2015 DA - March 2015 SP - 217 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grants KW - Educational Finance KW - School Districts KW - Computer Software KW - Operating Expenses KW - Disclosure KW - Accounting KW - Income KW - Costs KW - Expenditures KW - State Departments of Education KW - Budgeting KW - Classification KW - Government (Administrative Body) KW - Reports KW - Information Utilization KW - School Construction KW - Planning KW - Budgets KW - Guides UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826534056?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Online Course Use in New York High Schools: Results from a Survey in the Greater Capital Region. REL 2015-075 AN - 1697492368; ED555633 AB - As in most states, New York does not currently have a state-level protocol for collecting data about schools' objectives or methods for offering online courses. The goals of the study conducted by the Regional Educational Laboratory Northeast and Islands' Northeast Rural Districts Research Alliance (NRDRA) were (1) to create a survey tool capable of collecting information about how and why schools in New York are using online learning, as well as the factors that hinder the use of online courses; and (2) to provide information about how and why high schools in the Greater Capital Region of the state used online courses for their students in 2012/13. NRDRA members from the Capital Area School Development Association (CASDA) administered the survey to their 99 member public high schools at the start of the 2013/14 school year. Researchers analyzed survey data collected from 59 responding schools to produce estimates of online course use in CASDA schools. Results indicate that 59 percent of the responding schools used at least one online course for their students during the 2012/13 school year, with an average of six percent of the student population across these schools enrolling in an online course. The primary uses of online courses were to provide students with opportunities to recover credit and complete core courses required for a high school diploma. Respondent high schools identified three concerns related to their students' educational experiences in online courses: course quality, the academic integrity of online learning, and the lack of student and teacher face-to-face interaction. For responding schools that did not use online courses, the most frequently cited reasons for not using online courses were concerns about students' educational experiences in online courses and limited school resources, including funding and access to technology. Further research is needed to examine the academic outcomes of students enrolled in online courses. Three appendices are included: (1) Online course use survey; (2) Data and methodology; and (3) Supplemental statistical tables. [This report was written in collaboration with the Northeast Rural Districts Research Alliance. For a summary of this research, see ED555634.] AU - Clements, Margaret AU - Pazzaglia, Angela M. AU - Zweig, Jacqueline Y1 - 2015/03// PY - 2015 DA - March 2015 SP - 34 PB - Regional Educational Laboratory Northeast & Islands. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - New York KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - Teacher Student Relationship KW - Integrity KW - Barriers KW - Rural Schools KW - Access to Education KW - Educational Finance KW - Advanced Placement KW - Urban Schools KW - Decision Making KW - State Regulation KW - Graduation Requirements KW - Online Courses KW - Technology Uses in Education KW - Public Schools KW - Access to Computers KW - Teacher Qualifications KW - Educational Technology KW - Teaching Methods KW - State Policy KW - Interaction KW - Elective Courses KW - Educational Objectives KW - Surveys KW - Dual Enrollment KW - Suburban Schools KW - Repetition KW - Required Courses KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697492368?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Online Course Use in New York High Schools: Results from a Survey in the Greater Capital Region. REL 2015-074. Stated Briefly AN - 1697491763; ED555634 AB - This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. The goal of the study conducted by the Regional Educational Laboratory Northeast and Islands' Northeast Rural Districts Research Alliance (NRDRA) was to provide information about how and why high schools in the Greater Capital Region of the state used online courses for their students in 2012/13. Researchers analyzed survey data collected from 59 responding schools to produce estimates of online course use. Results indicate that 59 percent of respondent high schools in the New York Greater Capital Region enrolled students in online courses in the 2012/13 school year. Schools offered online courses primarily to provide students with opportunities for credit recovery. School officials expressed concern about course quality and academic integrity. [This brief was written in collaboration with the Northeast Rural Districts Research Alliance. For the full report, see ED555633.] AU - Clements, Margaret AU - Pazzaglia, Angela M. AU - Zweig, Jacqueline Y1 - 2015/03// PY - 2015 DA - March 2015 SP - 7 PB - Regional Educational Laboratory Northeast & Islands. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - New York KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - Teacher Student Relationship KW - Integrity KW - Barriers KW - Rural Schools KW - Access to Education KW - Educational Finance KW - Advanced Placement KW - Urban Schools KW - Decision Making KW - State Regulation KW - Graduation Requirements KW - Online Courses KW - Technology Uses in Education KW - Public Schools KW - Access to Computers KW - Teacher Qualifications KW - Educational Technology KW - Teaching Methods KW - State Policy KW - Interaction KW - Elective Courses KW - Educational Objectives KW - Surveys KW - Dual Enrollment KW - Suburban Schools KW - Repetition KW - Required Courses KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697491763?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Final Requirements--School Improvement Grants--Title I of the Elementary and Secondary Education Act of 1965. Final Rule. Federal Register, Part IV, Department of Education, 34 CFR Chapter II AN - 1826533388; ED566394 AB - The Assistant Secretary for Elementary and Secondary Education adopts final requirements for the School Improvement Grants (SIG) program, authorized under section 1003(g) of title I of the Elementary and Secondary Education Act of 1965, as amended (ESEA). These final requirements make changes to the current SIG program requirements and implement language in the Consolidated Appropriations Act, 2014, that allows local educational agencies (LEAs) to implement additional interventions, provides flexibility for rural LEAs, and extends the grant period from three to five years. Additionally, the final requirements make changes that reflect lessons learned from four years of SIG implementation. This regulatory action is authorized by the Consolidated Appropriations Act, 2014, and 20 U.S.C. 6303(g). These requirements are effective March 11, 2015. [Docket ID ED-2014-OESE-0079; CFDA Number: 84.377A] Y1 - 2015/02/09/ PY - 2015 DA - 2015 Feb 09 SP - 7224 EP - 7251 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 80 IS - 26 KW - Elementary Secondary Education Act Title II KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Early Childhood Education KW - Educational Strategies KW - Educational Legislation KW - Grants KW - Intervention KW - Needs Assessment KW - Community Involvement KW - Accountability KW - Educational Improvement KW - Eligibility KW - Models KW - Family Involvement KW - Federal Legislation KW - Educational Change KW - Federal Programs KW - Federal Regulation KW - Evidence Based Practice KW - School District Autonomy UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826533388?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Making Skills Everyone's Business: A Call to Transform Adult Learning in the United States AN - 1773216912; ED558793 AB - To address the need to connect Americans with learning opportunities, the Office of Career, Technical, and Adult Education released the present report. Grounded in evidence and informed by effective and emerging practices, "Making Skills Everyone's Business" offers seven strategies that hold great promise for improving the conditions that create and perpetuate poor literacy, numeracy, and problem solving. These strategies are based on the principle of shared responsibility and acknowledge that America's skills challenge is too large to address by any stakeholder group independently. AU - Strawn, Julie Y1 - 2015/02// PY - 2015 DA - February 2015 SP - 48 PB - Office of Career, Technical, and Adult Education, US Department of Education. Tel: 877-433-7827; e-mail: edpubs@edpubs.ed.gov; Web site: www2.ed.gov/ovae KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Employer Attitudes KW - Employers KW - Adult Learning KW - Career Development KW - Access to Education KW - Educational Opportunities KW - Skill Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773216912?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Early High School Dropouts: What Are Their Characteristics? Data Point. NCES 2015-066 AN - 1697503680; ED554582 AB - This Data Point utilizes data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. HSLS:09 surveyed students, their parents, math and science teachers, school administrators, and school counselors. The study included information about students who were enrolled in school in the fall term of 2009 as ninth-graders and who were not enrolled in school and had not earned a regular high school diploma or alternative credential such as a GED in spring 2012, when they should have been 11th-graders. These students are referred to as "dropouts" in this report AU - Rosen, Jeffrey A. AU - Chen, Xianglei AU - Ingels, Steven Y1 - 2015/02// PY - 2015 DA - February 2015 SP - 2 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - Grade 9 KW - Junior High Schools KW - Middle Schools KW - Dropout Characteristics KW - Dropout Rate KW - Parent Surveys KW - Teacher Attitudes KW - Longitudinal Studies KW - Teacher Surveys KW - Dropout Research KW - Counselor Attitudes KW - Student Attitudes KW - Parent Attitudes KW - Administrator Attitudes KW - High School Students KW - Student Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697503680?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Forum Guide to Elementary/Secondary Virtual Education Data. NFES 2016-095 AN - 1826530498; ED565838 AB - When properly employed, technology may enhance and support learning opportunities available to any student, at any location, and at any time. Determining which instructional and delivery methods are best for a specific individual, group of students, community, or circumstance demands that high-quality data be available to students, parents, instructors, administrators, and policymakers. Despite widespread interest in enhancing and expanding virtual teaching and learning, many state and local education agencies (SEAs and LEAs) do not yet have the ability to collect accurate, high-quality virtual education data. Some organizations have not yet specified the data they want to collect, while others have not developed reliable processes for gathering and managing data. The prevalence of virtual education, the increasing diversity in virtual education opportunities, and the rapid pace of technological change require new ways of thinking about how to modify data elements and systems to effectively identify, collect, and use virtual education data to inform and improve education. Education stakeholders such as policymakers and researchers need data on virtual education to understand its uses and its impact on teaching and learning. This document was developed to assist SEAs and (LEAs) as they: (1) consider the impact of virtual education on established data elements and methods of data collection; and (2) address the scope of changes, the rapid pace of new technology development, and the proliferation of resources in virtual education. Chapter 1 examines the role of virtual education in the changing world of elementary and secondary education, reviews commonly used virtual education terminology, discusses the importance of high-quality data for informing policy, identifies challenges to collecting virtual education data, and suggests methods for modifying traditional education data definitions. Chapter 2 identifies data elements commonly used in virtual education data systems. Chapter 3 provides SEAs and LEAs with: (1) a list of topic areas for consideration when collecting virtual education data or modifying existing data systems to accommodate virtual education data; (2) real world examples of the challenges involved in collecting quality virtual education data; (3) virtual education policy questions; (4) common practices for updating data systems and modifying data elements to encompass virtual education data; and (5) links to data elements in Common Education Data Standards (CEDS) that can be used to answer policy questions. Appendices include the following: (1) Examples of SEA and LEA Policies; (2) SEA Virtual and Distance Learning Websites; (3) Suggested Elements for Virtual Education Data Systems: and (4) References and Related Resources. [This publication was prepared with the assistance of Quality Information Partners, Inc.] Y1 - 2015 PY - 2015 DA - 2015 SP - 75 PB - National Forum on Education Statistics. 1990 K Street NW Room 9095, Washington, DC 2006. KW - Georgia KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Students KW - Practitioners KW - Parents KW - Elementary Secondary Education KW - Information Storage KW - Web Based Instruction KW - Barriers KW - Confidentiality KW - Student Records KW - Distance Education KW - Online Courses KW - Technology Uses in Education KW - Technology Integration KW - Policy Formation KW - Privacy KW - Blended Learning KW - Information Management KW - Data Collection KW - Educational Technology KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826530498?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Summary of Autism Spectrum Disorders Research, FY 2006-FY 2015 AN - 1773223015; ED560814 AB - According to the Centers for Disease Control and Prevention (2014), one in 68 children is now classified as having an Autism Spectrum Disorder A(SD), a significant rise from previous estimates. The prevalence of ASD creates an extraordinary demand on schools, staff, and teachers to provide interventions that meet the educational needs of students with the disorder. The highly variable symptoms and the range of severity of symptoms creates a significant challenge in developing and implementing effective interventions that address the range of developmental and academic needs of students with ASD. In 2007, in its second year of grant funding, the National Center for Special Education Research (NCSER), in the Institute of Education Sciences (IES), created the Autism Spectrum Disorders topic area. This topic area was created to support a program of research intended to improve outcomes for students in preschool through high school identified with ASD. Currently funded research focuses on comprehensive school-based interventions. An intervention is comprehensive, as defined by NCSER, when it is designed to address multiple outcomes. At a minimum, outcomes for funded research must include two or more from the following domains: developmental, cognitive, communicative, academic, social, behavioral, or functional outcomes. Research on ASD interventions, however, is supported across various topic areas within NCSER, including those where funded research focuses on only one outcome (e.g., social) or on earlier ages (e.g., toddlers). The majority of these projects focus specifically on individuals with ASD, though a few focus on individuals with ASD as a part of a larger group of which ASD is one disability. NCSER has also funded a large-scale research and development center focused on supporting students with ASD in secondary school. This report summarizes the NCSER-supported research on children and youth with ASD across all research topics. [This report was summarized by Amy Sussman.] Y1 - 2015 PY - 2015 DA - 2015 SP - 19 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - ERIC, Resources in Education (RIE) KW - Preschool Education KW - Early Childhood Education KW - Elementary Secondary Education KW - Special Education KW - Pervasive Developmental Disorders KW - Intervention KW - Autism KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773223015?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Facts for Districts AN - 1697494601; ED555705 AB - The National Assessment of Education Progress (NAEP) is the largest nationally representative assessment of what the nation's students know and can do in subjects such as mathematics, reading, science, and writing. The results of NAEP are released as The Nation's Report Card. The National Center for Education Statistics (NCES), within the U.S. Department of Education, administers NAEP as mandated by Congress and does so in every state. This provides a common measure of achievement. District staff play an essential role in NAEP. Superintendents and district staff can work closely with principals to explain the importance of the assessment to teachers and students selected for participation. When students take part in NAEP and give their best effort, the outcome is the most accurate measure possible of student achievement across the country. In 2015, NAEP will begin to transition the mathematics, reading, and science assessment from paper and pencil to technology-based assessments. This document briefly describes the changes that will take place and highlights the important and useful features of NAEP for district and school staff. [This publication was prepared for the National Assessment of Educational Progress by Hager Sharp under contract to the National Center for Education Statistics.] Y1 - 2015 PY - 2015 DA - 2015 SP - 2 PB - National Assessment of Educational Progress (NAEP). Assessment Division, 8th Floor, 1990 K Street NW, Washington, DC 20006. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 4 KW - Intermediate Grades KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Grade 12 KW - High Schools KW - Writing (Composition) KW - Reading KW - Academic Achievement KW - School Districts KW - Mathematics KW - Demography KW - Sciences KW - Educational Assessment KW - Computer Assisted Testing KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697494601?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2011-12 (Fiscal Year 2012). First Look. NCES 2014-303 AN - 1697492723; ED553488 AB - This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2012.1. Specifically, this report includes findings from the following types of school finance data: (1) Revenue and expenditure totals by state and the 100 largest LEAs; (2) LEA revenues by federal, state, and local revenues by source; (3) Expenditures by function and object totals by state; (4) Current expenditures per pupil by state and the 100 largest LEAs; (5) Interest on debt; and (6) Capital outlay. The finance data used in this report are from the School District Finance Survey (F-33), a component of the Common Core of Data CCD. The CCD is the primary National Center for Education Statistics (NCES) database on public elementary and secondary education in the United States. The F-33 survey consists of LEA-level finance data submitted annually to the NCES and the Economic Reimbursable Surveys Division of the United States Census Bureau (Census Bureau) by state education agencies (SEAS) in the 50 states and the District of Columbia. The SEAs submit data in conformance with "Financial Accounting for Local and State School Systems:2009 Edition(Allison, Honegger, and Johnson 2009), the NCES handbook that provides guidance to SEAs and LEAs in establishing and maintaining their school financial accounting systems. The purpose of this First Look report is to introduce new data through the presentation of tables containing descriptive information. The selected findings chosen for this report demonstrate the range of information available when using F-33 data files. Appendix A describes the survey content and methodology. Appendix B is a glossary of key terms used in this report. Appendix C includes a table with the difference in median current expenditures per pupil in noncharter districts and independent charter school districts for 22 states that reported data. Appendix D includes the final FY 11 tables that includes all revisions since the tables were originally published in the report entitled Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2010-11 (Fiscal Year 2011) (NCES 2013-344). AU - Cornman, Stephen Q. Y1 - 2015/01// PY - 2015 DA - January 2015 SP - 46 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Public Education Financial Survey KW - State Nonfiscal Survey of Public Elem Sec Educ KW - Public Elementary and Secondary School Universe KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Secondary Education KW - Higher Education KW - Postsecondary Education KW - Documentation KW - Credit (Finance) KW - Special Education KW - Salaries KW - Federal Aid KW - Educational Administration KW - Expenditure per Student KW - Educational Finance KW - School Districts KW - State Aid KW - Income KW - Expenditures KW - Transportation KW - Purchasing KW - Public Education KW - Student Personnel Services KW - Special Schools KW - State Programs KW - Financial Support KW - Food Service KW - Surveys KW - Debt (Financial) KW - Operating Expenses KW - Census Figures KW - Maintenance KW - Local Government KW - Charter Schools KW - Databases KW - Reports KW - Vocational Education KW - Fringe Benefits KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697492723?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Facts for Teachers AN - 1697491937; ED555703 AB - The National Assessment of Education Progress (NAEP) is the largest continuing and nationally representative assessment of what students know and can do in various subjects. NAEP serves a different role than state assessments. States have their own assessments that are designed to provide individual student data about achievement on different content standards. The National Center for Education Statistics (NCES), within the U.S. Department of Education, administers NAEP as mandated by Congress and does so in every state. This provides a common measure of achievement that allows for comparisons of achievement to the nation and participating urban districts. The results of NAEP are released to the public as The Nation's Report Card. Teachers are essential partners in NAEP. Teachers promote understanding of what influences student learning and can use NAEP questions as a resource in the classroom. This brief document highlights important dates and information about the 2015 administration of NAEP, how NAEP reports results, and recent NAEP findings. [This publication was prepared for the National Assessment of Educational Progress by Hager Sharp under contract to the National Center for Education Statistics.] Y1 - 2015 PY - 2015 DA - 2015 SP - 4 PB - National Assessment of Educational Progress (NAEP). Assessment Division, 8th Floor, 1990 K Street NW, Washington, DC 20006. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Grade 4 KW - Intermediate Grades KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Grade 12 KW - High Schools KW - Testing KW - National Competency Tests KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697491937?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Evaluation of the Regional Educational Laboratories. Final Report. NCEE 2015-4008 AN - 1697491019; ED555575 AB - This report is the second from the congressionally-mandated evaluation of the Regional Educational Laboratory (REL) program authorized by the Education Sciences Reform Act (P.L. 107-279). For this report, 8 (out of 24) impact study reports produced by the RELs under their 2006-2011 contracts and published by IES were rated by expert panels for their quality and relevance. In addition, samples of state educational agency and school district administrators were surveyed during the 2011-12 school year regarding their education research and technical assistance needs and their awareness of, use of, and satisfaction with the REL program. The study found that: (1) Expert panelists rated the 8 impact study reports selected for review as, on average, between "strong" and "very strong" in quality (4.10 on a 5-point scale, with 5 being the highest value), and between "relevant" and "very relevant" (4.06 on a 5-point scale); (2) Eighty-six percent of state educational agency administrators and 52 percent of school district administrators reported being "very familiar," "somewhat familiar," or "a little familiar" with the REL program; and (3) Fifty percent of state administrators and 26 percent of district administrators who were at least "a little familiar" with the REL program were "very satisfied" with it. Appended are: (1) Rubrics for Expert Panel Review of Impact Studies; (2) Inter-rater Agreement; (3) Distribution of Indicator-Level Expert Panelist Ratings; (4) Summary of Impact Studies Reviewed; (5) Sample and Weights for the REL Customer Survey; (6) REL Customer Survey; and (7) Technical Working Group Members. AU - Carison, Elaine AU - Bitterman, Amy AU - Zhang, Xiaodong AU - Lee, Hyunshik AU - Gutmann, Babette AU - Wills, Kerri AU - Sinclair, Beth Y1 - 2015 PY - 2015 DA - 2015 SP - 293 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Appalachia KW - United States (Central) KW - United States (Mid Atlantic States) KW - United States (Northeast) KW - United States (Northwest) KW - United States (Pacific States) KW - United States (Southeast) KW - United States (Southwest) KW - United States (West) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Program Effectiveness KW - Administrators KW - Laboratories KW - School Districts KW - Surveys KW - State Departments of Education KW - Regional Programs KW - Reports KW - Federal Programs KW - Program Evaluation KW - Technical Assistance KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697491019?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - BOOK T1 - Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2011-12 (Fiscal Year 2012) AN - 1684418877; 2011-817631 AB - This report contains national and state totals of revenues and expenditures for public elementary and secondary education during the 2011-2012 school year. This First Look includes revenues by source and expenditures by function and object, including current expenditures per pupil and instructional expenditures per pupil. State education agencies in the 50 states and the District of Columbia provide the data to the National Center for Education Statistics (NCES) at the Institute of Education Sciences (IES), part of the US Department of Education. Tables, Appendixes, References. JF - United States Department of Education, Jan 2015, v+39 pp. AU - Cornman, Stephen Q Y1 - 2015/01// PY - 2015 DA - January 2015 PB - United States Department of Education KW - Education and education policy - Education KW - Education and education policy - Schools KW - Education and education policy - Statistics, research, research methods, and research support KW - Business and service sector - Accounting KW - United States KW - Education KW - Statistics KW - Schools KW - Appropriations and expenditures KW - Fiscal year KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1684418877?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=Cornman%2C+Stephen+Q&rft.aulast=Cornman&rft.aufirst=Stephen&rft.date=2015-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Revenues+and+Expenditures+for+Public+Elementary+and+Secondary+Education%3A+School+Year+2011-12+%28Fiscal+Year+2012%29&rft.title=Revenues+and+Expenditures+for+Public+Elementary+and+Secondary+Education%3A+School+Year+2011-12+%28Fiscal+Year+2012%29&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2014/2014301.pdf LA - English DB - PAIS Index N1 - Date revised - 2015-06-01 N1 - Publication note - United States Department of Education, 2015 N1 - SuppNotes - NCES 2014-301; First Look/ED TAB N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - Teaching and Learning International Survey (TALIS) 2013: U.S. Technical Report. NCES 2015-010 AN - 1826530298; ED565764 AB - This technical report is designed to provide researchers with an overview of the design and implementation of the Teaching and Learning International Survey (TALIS) 2013. This information is meant to supplement that presented in OECD publications by describing those aspects of TALIS 2013 that are unique to the United States. Chapter 2 provides information about sampling requirements and sampling in the United States. Chapter 3 provides information on instrument development. Chapter 4 describes the details of how schools and teachers were recruited, and Chapter 5 describes field operations used for collecting data. Chapter 6 describes participation rates at the school and teacher level. Chapter 6 also includes nonresponse bias analysis (NRBA) results for unit-level and item-level response rates (details of the NRBA are provided in appendix E). Chapter 7 describes international activities related to data processing, and weighting. Chapter 8 describes the data available from both international and U.S. sources. Chapter 9 discusses some special issues involved in analyzing the TALIS 2013 U.S. data because of response rates below the international TALIS standards (as described in chapter 6) and also includes selected data tables from the international TALIS report. In addition, the technical report includes all recruitment materials used during the conduct of the study, the U.S. versions of the TALIS questionnaires, and a complete list of all adaptations made to the questionnaires. The following are appended: (1) Recruitment Materials; (2) Agencies Endorsing TALIS 2013; (3) U.S. Questionnaires; (4) TALIS 2013 Questionnaire Adaptations; and (5) Nonresponse Bias Analysis. [This report was prepared in part with Strategic Analytics, Inc.] AU - Strizek, Gregory A. AU - Tourkin, Steve AU - Erberber, Ebru Y1 - 2014/12// PY - 2014 DA - December 2014 SP - 257 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teacher Participation KW - School Involvement KW - Instruction KW - Research Design KW - Access to Information KW - Program Implementation KW - Statistical Analysis KW - Performance Factors KW - Weighted Scores KW - Data Collection KW - Sampling KW - Data Analysis KW - Measurement Objectives KW - Test Construction KW - Institutional Characteristics KW - Learning KW - Questionnaires KW - Information Sources KW - Teacher Characteristics KW - Response Rates (Questionnaires) KW - Surveys KW - Eligibility KW - Regression (Statistics) KW - Foreign Countries KW - Data Processing KW - Tables (Data) KW - Participant Characteristics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826530298?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - 36th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2014 AN - 1720063446; ED557419 AB - This is the 36th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2014. Section 664(d) of the "Individuals with Disabilities Education Act" ("IDEA") (P.L. 108-446), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The 36th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2014" describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities and early intervention services to infants and toddlers with disabilities and their families; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting states and localities in providing for the education of all children with disabilities; and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under "IDEA," Part C or B, nationally and at the state level. In particular, Part C of "IDEA" provides funds to states to assist them in developing and implementing statewide, comprehensive, coordinated, multidisciplinary interagency systems to make early intervention services available to all children from birth through age 2 with disabilities and their families, whereas Part B of "IDEA" provides funds to states to assist them in providing FAPE to children ages 3 through 21 with disabilities who are in need of special education and related services. Throughout this report, infants and toddlers served under "IDEA," Part C, children served under "IDEA," Part B, and students served under "IDEA" Part B, refer to individuals with disabilities who receive services under "IDEA," Part C or Part B. "Special education services," which is referenced throughout this report, is a term that is synonymous with services provided under "IDEA," Part B. Similarly, "early intervention services" is a term used synonymously with services provided under "IDEA," Part C. This report contains six major sections that address the five annual report requirements contained in section 664(d) of "IDEA." The sections are: (1) a summary and analysis of "IDEA" section 618 data at the national level; (2) a summary and analysis of "IDEA" section 618 data at the state level; (3) a summary and analysis of the U.S. Department of Education's (Department's) findings and determinations regarding the extent to which states are meeting the requirements of "IDEA," Parts B and C; (4) a summary of special education research conducted under Part E of the "Education Sciences Reform Act of 2002"; (5) a summary of national special education studies and evaluations conducted under sections 664(a) and (c) of "IDEA"; and (6) a summary of the extent and progress of the assessment of national activities, which focus on determining the effectiveness of "IDEA" and improving its implementation. The content of this report differs from that of the "35th Annual Report to Congress, 2013" in the following ways: (1) it presents some data concerning "IDEA," Part B "maintenance of effort (MOE) reduction" and coordinated early intervening services (CEIS); and (2) data for the three freely associated states (the Federated States of Micronesia, the Republic of Palau, and the Republic of the Marshall Islands) are considered along with those for the 50 states, the District of Columbia, Bureau of Indian Education (BIE) schools, the Commonwealth of Puerto Rico, and the four outlying areas (American Samoa, Guam, the Northern Mariana Islands, and the Virgin Islands) when the entirety of the United States is being represented. The following are appended: (1) Infants, Toddlers, Children, and Students Served Under "IDEA," by Age Group and State; (2) "Developmental Delay" Data for Children Ages 3 Through 5 and Students Ages 6 Through 9 Served Under "IDEA," Part B; (3) Differences in State Reporting of "IDEA," Part B, Disabilities; and (4) "IDEA" Part B Maintenance of Effort Reduction and Coordinated Early Intervening Services. Y1 - 2014/12// PY - 2014 DA - December 2014 SP - 289 PB - Office of Special Education and Rehabilitative Services, US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - Individuals with Disabilities Education Act Part B KW - Individuals with Disabilities Education Act Part C KW - National Longitudinal Transition Study Spec Educ KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Postsecondary Education KW - Preschool Education KW - Early Childhood Education KW - High School Graduates KW - Toddlers KW - Special Education KW - Chronic Illness KW - College Bound Students KW - Student Characteristics KW - Dropouts KW - Student Placement KW - At Risk Students KW - Compliance (Legal) KW - Supervision KW - Limited English Speaking KW - Age Differences KW - Geographic Location KW - Suspension KW - Educational Legislation KW - Multiple Disabilities KW - Civil Rights KW - Racial Differences KW - Difficulty Level KW - Eligibility KW - Mental Retardation KW - Educational Environment KW - Teacher Student Ratio KW - Ethnic Groups KW - School Personnel KW - Infants KW - Special Education Teachers KW - Access to Education KW - Child Health KW - Discipline KW - Demography KW - Emotional Disturbances KW - Teacher Certification KW - Transitional Programs KW - Disabilities KW - Planning KW - Public Education KW - Nontraditional Education KW - Teacher Qualifications KW - Trend Analysis KW - Drug Abuse KW - Young Children KW - Special Needs Students KW - Educational Indicators KW - Learning Disabilities KW - Developmental Delays KW - Equal Education KW - Longitudinal Studies KW - Violence KW - Behavior Problems KW - Expulsion KW - Weapons KW - Federal Legislation KW - Student Attitudes KW - Early Intervention KW - Autism UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1720063446?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Gearing up to Teach the Common Core State Standards for Mathematics in the Rural Northeast Region. Stated Briefly. REL 2015-066 AN - 1651840295; ED549979 AB - This study describes key challenges and necessary supports related to implementation of the Common Core State Standards for Mathematics (CCSSM) identified by rural math educators in the Northeast. The research team interviewed state and district math coordinators and surveyed teachers in Maine, New Hampshire, New York and Vermont, to assess their most pressing challenges and associated needs. Key challenges included time and support for teachers to change their instructional practices to meet the CCSSM, availability of high-quality instructional materials, and opportunities for collaboration. The report was produced in response to input from the Northeast Rural Districts Research Alliance (NRDRA), one of eight research alliances working with REL Northeast & Islands. This "Stated Briefly" report is a companion piece that summarizes the results of another report entitled "Gearing up to teach the Common Core State Standards for Mathematics in rural Northeast Region schools," released on November 12, 2014. [For companion piece "Gearing up to teach the Common Core State Standards for Mathematics in rural Northeast Region schools," see ED548005.] AU - Kirk, Walters AU - Smith, Toni M. AU - Ford, Jennifer AU - Scheopner Torres, Aubrey Y1 - 2014/12// PY - 2014 DA - December 2014 SP - 6 PB - Regional Educational Laboratory Northeast & Islands. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - United States (Northeast) KW - Maine KW - New Hampshire KW - New York KW - Vermont KW - ERIC, Resources in Education (RIE) KW - Mathematics Instruction KW - Teacher Attitudes KW - School Districts KW - Rural Education KW - Professional Development KW - Needs Assessment KW - Instructional Materials KW - Teacher Surveys KW - Educational Practices KW - Mathematics Teachers KW - Interviews KW - Curriculum Implementation KW - Educational Quality KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651840295?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Mobile Digest of Education Statistics, 2013. NCES 2014-086 AN - 1651847279; ED548743 AB - This is the first edition of the "Mobile Digest of Education Statistics." This compact compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The "Mobile Digest" is designed as an easy mobile reference for materials found in detail in the "Digest of Education Statistics, 2013". The Digest includes selections of data from many government sources, especially those of the National Center for Education Statistics (NCES). The Digest includes information on schools and colleges, enrollments, teachers, graduates, finances, and educational outcomes. Unless otherwise stated, all data are extracted from the "Digest of Education Statistics, 2013" (http://nces.ed.gov/programs/digest/). Unless indicated as a projection or estimate, all data presented in this report are actual. AU - Snyder, Thomas D. Y1 - 2014/11// PY - 2014 DA - November 2014 SP - 76 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Secondary Education KW - Preschool Education KW - Early Childhood Education KW - Higher Education KW - Postsecondary Education KW - Kindergarten KW - Primary Education KW - Federal Aid KW - Undergraduate Study KW - Educational Finance KW - Graduates KW - Educational Attainment KW - Elementary School Teachers KW - Teacher Salaries KW - Secondary School Teachers KW - Income KW - Dropouts KW - Costs KW - Expenditures KW - Reading Achievement KW - Public Schools KW - Enrollment Trends KW - Disabilities KW - Course Selection (Students) KW - Statistical Data KW - Science Achievement KW - Data Collection KW - Data Analysis KW - Graduate Study KW - Gender Differences KW - Teacher Characteristics KW - Mathematics Achievement KW - Private Colleges KW - Public Colleges KW - Racial Differences KW - College Faculty KW - Enrollment Rate KW - Student Financial Aid KW - Academic Degrees KW - Attendance Patterns KW - Ethnic Groups KW - Private Schools KW - Nonprofit Organizations UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651847279?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Teaching Residency Programs: A Multisite Look at a New Model to Prepare Teachers for High-Need Schools. NCEE 2015-4002 AN - 1651829128; ED548234 AB - In Fall 2009 and Spring 2010, 30 teaching residency programs received funding through one of 28 Teacher Quality partnership grants awarded to establish or expand residency programs. These programs follow a model of teacher preparation in which prospective teachers complete graduate-level coursework alongside a year-long fieldwork experience in the district in which the prospective teacher will be hired. This report provides descriptive information regarding the 30 residency programs. For a purposefully-selected subset of 12 of the programs, in-depth information is provided regarding program participants and the retention rates of teachers once hired by the district. The residency programs provided a fieldwork experience with a mentor teacher, along with integrated coursework. On average, residents reported being fully in charge of instruction for 21 days during the first half of the residence and 37 days during the second half. The programs included the equivalent of 10 courses, on average. The programs somewhat broadened the pool of people entering the teaching profession in the participating districts. For example, novice teachers from the residency programs were more likely than teachers from other programs to report having worked in a full-time job other than teaching (72 percent versus 63 percent). However, novice residency program teachers and teachers from other preparation programs had similar demographic characteristics. Novice teachers from residency programs had similar retention rates to other novice teachers. Approximately 90 percent of teachers from both groups reported staying in the same district from spring 2012 to fall 2012; about 5 percent of teachers were no longer teaching. Additional information on teaching residency programs, their participants, and novice teachers is appended. [For the Executive Summary, see ED548235.] AU - Silva, Tim AU - McKie, Allison AU - Knechtel, Virginia AU - Gleason, Philip AU - Makowsky, Libby Y1 - 2014/11// PY - 2014 DA - November 2014 SP - 167 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Elementary Education KW - Secondary Education KW - Teacher Collaboration KW - Career Change KW - Masters Programs KW - Elementary School Teachers KW - Secondary School Teachers KW - Teacher Competencies KW - Peer Relationship KW - Student Placement KW - Partnerships in Education KW - At Risk Students KW - Teaching Experience KW - Federal Programs KW - Student Recruitment KW - Teacher Education Programs KW - Program Descriptions KW - Interaction KW - Graduate Study KW - Responsibility KW - Grants KW - Surveys KW - Beginning Teachers KW - Regression (Statistics) KW - Mentors KW - Scheduling KW - Grade Point Average KW - Teacher Persistence KW - Disadvantaged Schools KW - Program Effectiveness KW - Beginning Teacher Induction KW - Minority Group Students KW - Academic Achievement KW - School Districts KW - Semi Structured Interviews KW - Educational Attainment KW - Work Experience KW - Comparative Analysis KW - Teacher Certification KW - Student Teaching KW - Experiential Learning KW - Enrollment KW - College Graduates KW - Field Experience Programs KW - Courses KW - Financial Support KW - Coaching (Performance) KW - Training KW - Teacher Characteristics KW - Admission Criteria KW - Observation KW - Educational Improvement KW - College Faculty KW - Teacher Selection KW - Student Attitudes KW - Role KW - Teacher Placement KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829128?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Teaching Residency Programs: A Multisite Look at a New Model to Prepare Teachers for High-Need Schools. Executive Summary. NCEE 2015-4003 AN - 1651828876; ED548235 AB - In Fall 2009 and Spring 2010, 30 teaching residency programs received funding through one of 28 Teacher Quality partnership grants awarded to establish or expand residency programs. These programs follow a model of teacher preparation in which prospective teachers complete graduate-level coursework alongside a year-long fieldwork experience in the district in which the prospective teacher will be hired. This report provides descriptive information regarding the 30 residency programs. For a purposefully-selected subset of 12 of the programs, in-depth information is provided regarding program participants and the retention rates of teachers once hired by the district. The residency programs provided a fieldwork experience with a mentor teacher, along with integrated coursework. On average, residents reported being fully in charge of instruction for 21 days during the first half of the residence and 37 days during the second half. The programs included the equivalent of 10 courses, on average. The programs somewhat broadened the pool of people entering the teaching profession in the participating districts. For example, novice teachers from the residency programs were more likely than teachers from other programs to report having worked in a full-time job other than teaching (72 percent versus 63 percent). However, novice residency program teachers and teachers from other preparation programs had similar demographic characteristics. Novice teachers from residency programs had similar retention rates to other novice teachers. Approximately 90 percent of teachers from both groups reported staying in the same district from spring 2012 to fall 2012; about 5 percent of teachers were no longer teaching. [For the full report, see ED548234.] AU - Silva, Tim AU - McKie, Allison AU - Knechtel, Virginia AU - Gleason, Philip AU - Makowsky, Libby Y1 - 2014/11// PY - 2014 DA - November 2014 SP - 16 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Elementary Education KW - Secondary Education KW - Teacher Collaboration KW - Career Change KW - Masters Programs KW - Elementary School Teachers KW - Secondary School Teachers KW - Teacher Competencies KW - Peer Relationship KW - Student Placement KW - Partnerships in Education KW - At Risk Students KW - Teaching Experience KW - Federal Programs KW - Student Recruitment KW - Teacher Education Programs KW - Program Descriptions KW - Interaction KW - Graduate Study KW - Responsibility KW - Grants KW - Surveys KW - Beginning Teachers KW - Regression (Statistics) KW - Mentors KW - Scheduling KW - Grade Point Average KW - Teacher Persistence KW - Disadvantaged Schools KW - Program Effectiveness KW - Beginning Teacher Induction KW - Minority Group Students KW - Academic Achievement KW - School Districts KW - Semi Structured Interviews KW - Educational Attainment KW - Work Experience KW - Comparative Analysis KW - Teacher Certification KW - Student Teaching KW - Experiential Learning KW - Enrollment KW - College Graduates KW - Field Experience Programs KW - Courses KW - Financial Support KW - Coaching (Performance) KW - Training KW - Teacher Characteristics KW - Admission Criteria KW - Observation KW - Educational Improvement KW - College Faculty KW - Teacher Selection KW - Student Attitudes KW - Role KW - Teacher Placement KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651828876?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - JOUR T1 - Assessing access: is there educational equity within urban schooling? AN - 1625334051; 4617873 AB - Identifying sources of variation has been used extensively in educational research as a tool to identify potential drives of variances in student achievement. However, prior research predominantly relied on findings from national- or international-level data, and thus their conclusions remain very broad-based. This study contributes new insight by assessing if and where there is variation in standardized testing performance for entire populations of cohorts of students in a single, large urban school district in the United States. Specifically, this study evaluates variance in Stanford Achievement Test Ninth Edition (SAT9) reading and math scores for all elementary school students in the School District of Philadelphia over four academic years and within three analytical levels of the educational experience, student, classroom, and school. To do so, this study employs three-level hierarchical linear modeling (HLM) to determine how the overall variance in testing performance can be partitioned within classrooms, between classrooms, and between schools. The initial results indicate that the overwhelmingly largest contributor to total variance in achievement is within classrooms at the student level. However, incorporating a full span of covariates into a three-tiered model of student achievement explains the majority of the between classroom and between school variance, though only half of the within classroom variance. Implications are discussed. Reprinted by permission of Sage Publications Ltd JF - Education and urban society AU - Gottfried, Michael AU - Johnson, Erica AD - Loyola Marymount University ; National Center for Education Statistics Y1 - 2014/11// PY - 2014 DA - Nov 2014 SP - 773 EP - 797 VL - 46 IS - 7 SN - 0013-1245, 0013-1245 KW - Sociology KW - Evaluation KW - Schools KW - Academic achievement KW - Classrooms KW - U.S.A. KW - Students KW - Urban areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1625334051?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aibss&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Education+and+urban+society&rft.atitle=Assessing+access%3A+is+there+educational+equity+within+urban+schooling%3F&rft.au=Gamin%2C+Mark&rft.aulast=Gamin&rft.aufirst=Mark&rft.date=1994-07-24&rft.volume=&rft.issue=&rft.spage=10.J&rft.isbn=&rft.btitle=&rft.title=The+Plain+Dealer&rft.issn=&rft_id=info:doi/ LA - English DB - International Bibliography of the Social Sciences (IBSS) N1 - Date revised - 2014-11-17 N1 - Last updated - 2014-11-17 N1 - SubjectsTermNotLitGenreText - 501 542 8322; 4551; 2362 11324; 13161 1247; 12334 4049; 11324; 433 293 14 DO - http://dx.doi.org/10.1177/0013124512468002 ER - TY - GEN T1 - William D. Ford Federal Direct Loan Program. Final Regulations. Federal Register, Department of Education, 34 CFR Part 685 AN - 1826533483; ED566387 AB - The purpose of this regulatory action is to amend the regulations governing the William D. Ford Federal Direct Loan (Direct Loan) Program (§ 685.200 of title 34 of the Code of Federal Regulations (CFR)). These regulations strengthen and improve administration of the Federal Direct PLUS Loan Program authorized under title IV of the Higher Education Act of 1965, as amended (HEA). The amendment will update the standard for determining if a potential parent or student borrower has an adverse credit history for purposes of eligibility for a Direct PLUS Loan (PLUS loan). Specifically, the final regulations will revise the definition of ''adverse credit history'' and require that parents and students who have an adverse credit history but who are approved for a PLUS loan on the basis that extenuating circumstances exist or who obtain an endorser for the PLUS loan must receive loan counseling before receiving the loan. The current regulations governing adverse credit history determinations have not been updated since the Direct Loan Program was established in 1994. The final regulations will reflect programmatic and economic changes that have occurred since 1994. These regulations are effective July 1, 2015. [Docket ID ED-2014-OPE-0082] Y1 - 2014/10/23/ PY - 2014 DA - 2014 Oct 23 SP - 63317 EP - 63332 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 79 IS - 205 KW - Higher Education Act 1965 KW - Federal Direct PLUS Loan Program KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Student Financial Aid KW - Credit (Finance) KW - Federal Legislation KW - Student Loan Programs KW - Educational Legislation KW - Debt (Financial) KW - College Students KW - Federal Regulation KW - Parents KW - Eligibility UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826533483?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Selected Statistics from the Public Elementary and Secondary Education Universe: School Year 2012-13. First Look. NCES 2014-098 AN - 1826529970; ED566866 AB - This National Center for Education Statistics (NCES) First Look report introduces new data for the universe of public elementary and secondary schools and agencies in the United States in school year (SY) 2012-13. Specifically, this report includes statistics that describe: (1) the numbers and types of public elementary and secondary schools and local education agencies (LEAs); (2) the operational status of schools and districts, including those that opened as new in SY 2012-13 or have closed since the prior school year; (3) student membership counts; and (4) teacher counts and pupil/teacher ratios. The public elementary and secondary universe data used in this report are from the nonfiscal components of the Common Core of Data (CCD). The following are appended: (1) Methodology and Technical Notes; and (2) Glossary. AU - Keaton, Patrick Y1 - 2014/10// PY - 2014 DA - October 2014 SP - 31 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - State Nonfiscal Survey of Public Elementary Secondary Education KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Geographic Location KW - Rural Schools KW - Magnet Schools KW - School Districts KW - Surveys KW - Urban Schools KW - Suburban Schools KW - Charter Schools KW - Public Schools KW - Teacher Student Ratio KW - Disadvantaged Youth KW - Enrollment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826529970?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - JOUR T1 - Predicting Behavior Assessment System for Children-Second Edition Self-Report of Personality Child Form Results Using the Behavioral and Emotional Screening System Student Form: A Replication Study with an Urban, Predominantly Latino/a Sample AN - 1651863681; EJ1038582 AB - This study assesses the ability of a brief screening form, the Behavioral and Emotional Screening System-Student Form (BESS-SF), to predict scores on the much longer form from which it was derived: the Behavior Assessment System for Children-Second Edition Self-Report of Personality-Child Form (BASC-2-SRP-C). The present study replicates a former study included in the BESS manual with an entirely new sample. Participants included 252 students from a large, urban, Southwestern U.S. city school district in the third through fifth grades. The sample's ethnic majority was Hispanic (81.7%). Results revealed high specificity and negative predictive values between the screener and omnibus form, suggesting a child who identifies as not "at-risk" on the BESS-SF will likely identify as not "at-risk" on the BASC-2-SRP-C domains. These results effectively replicate the previous findings with a new sample of largely Hispanic (Latino/a) students from a large urban school district. JF - Journal of Psychoeducational Assessment AU - Kiperman, Sarah AU - Black, Mary S. AU - McGill, Tia M. AU - Harrell-Williams, Leigh M. AU - Kamphaus, Randy W. Y1 - 2014/10// PY - 2014 DA - October 2014 SP - 587 EP - 596 PB - SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. VL - 32 IS - 7 SN - 0734-2829, 0734-2829 KW - United States (Southwest) KW - Behavior Assessment System for Children KW - ERIC, Current Index to Journals in Education (CIJE) KW - Elementary Education KW - Grade 3 KW - Primary Education KW - Early Childhood Education KW - Grade 4 KW - Intermediate Grades KW - Grade 5 KW - Middle Schools KW - Prediction KW - Elementary School Students KW - Scores KW - Accuracy KW - Urban Schools KW - Correlation KW - Behavior Problems KW - Screening Tests KW - Replication (Evaluation) KW - Classification KW - Emotional Problems KW - Statistical Analysis KW - Hispanic American Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651863681?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Journal+of+Psychoeducational+Assessment&rft.atitle=Predicting+Behavior+Assessment+System+for+Children-Second+Edition+Self-Report+of+Personality+Child+Form+Results+Using+the+Behavioral+and+Emotional+Screening+System+Student+Form%3A+A+Replication+Study+with+an+Urban%2C+Predominantly+Latino%2Fa+Sample&rft.au=Kiperman%2C+Sarah%3BBlack%2C+Mary+S.%3BMcGill%2C+Tia+M.%3BHarrell-Williams%2C+Leigh+M.%3BKamphaus%2C+Randy+W.&rft.aulast=Kiperman&rft.aufirst=Sarah&rft.date=2014-10-01&rft.volume=32&rft.issue=7&rft.spage=587&rft.isbn=&rft.btitle=&rft.title=Journal+of+Psychoeducational+Assessment&rft.issn=07342829&rft_id=info:doi/ LA - English DB - ERIC N1 - Last updated - 2017-01-13 N1 - SubjectsTermNotLitGenreText - 9379 10789 6447; 8094; 3363 10278 8016 4542; 4420 5264; 4421 5264; 4422 5264; 4758 10278 8016 4542 4759 7160; 11182 9306 5241; 9370 2572; 8820 3629 6582 3062; 916 8234; 3394 8234; 2267 10087 2574 3629 6582; 1595 7404; 94 3627 2416 10031; 10087 2574 3629 6582 ER - TY - RPRT T1 - Evaluation of the DC Opportunity Scholarship Program: An Early Look at Applicants and Participating Schools under the SOAR Act. Year 1 Report, Executive Summary. NCEE 2015-4000 AN - 1651851493; ED547164 AB - This report explores implementation of the District of Columbia Opportunity Scholarship Program (OSP) in the first two years after Congress reauthorized it with some changes under the SOAR Act of 2011. Key findings include the following: (1) Just over half of all DC private schools participated in the OSP, with current schools more likely to have published tuition rates above the OSP scholarship amounts than did participating schools in the past; (2) OSP applicants under the SOAR Act represent between three and four percent of the estimated 53,000 children in DC who meet the eligibility criterion; and (3) A number of awarded scholarships go unused, with students from disadvantaged schools and families using awarded scholarships at lower rates than others. [For the full report, see ED547163.] AU - Feldman, Jill AU - Lucas-McLean, Juanita AU - Gutmann, Babette AU - Dynarski, Mark AU - Betts, Julian Y1 - 2014/10// PY - 2014 DA - October 2014 SP - 12 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Program Effectiveness KW - Institutional Characteristics KW - Educational Legislation KW - Educational Demand KW - Scholarships KW - Student Characteristics KW - Urban Schools KW - Federal Legislation KW - Participation KW - Federal Programs KW - Economically Disadvantaged KW - School Choice KW - Private Schools KW - Educational Vouchers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651851493?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Are Low-Performing Schools Adopting Practices Promoted by School Improvement Grants? NCEE Evaluation Brief. NCEE 2015-4001 AN - 1651835946; ED547647 AB - The federal School Improvement Grants (SIG) program aims to improve student achievement by promoting the implementation of four school intervention models: transformation, turnaround, restart, and closure. Previous research provides evidence that low-performing schools adopt some practices promoted by the four models, but little is known about how schools combine these practices. This brief describes both the individual SIG-promoted improvement practices and the combinations of these practices that low-performing schools reported adopting. Key findings, based on spring 2013 survey responses from 480 school administrators in low-performing schools that were and were not implementing a SIG intervention model, include the following: (1) Schools on average reported adopting 20 of 32 improvement practices promoted by the SIG transformation or turnaround models; (2) No school reported adopting all practices required under the transformation or turnaround models; (3) More than 96 percent of schools reported adopting each of the 3 most commonly adopted individual practices: using data to inform and differentiate instruction, increasing technology access for teachers or using computer-assisted instruction, and providing ongoing professional development that involves teachers working collaboratively or is facilitated by school leaders; and (4) For 16 of the 32 practices examined, schools implementing a SIG model were statistically significantly more likely than schools not implementing one to report adopting that practice. Almost every school reported adopting a unique combination of practices, but certain practices (for example, the 3 most commonly adopted practices listed above) were much more likely than others (for example, using financial incentives to recruit and retain effective teachers and principals) to be included in these combinations. The following are appended: (1) School Improvement Grant: Intervention Models as Described by the U.S. Department of Education SIG Guidance (2012); and (2) Table B.1. Baseline Characteristics of the State and District Samples and Table B.2. Survey Questions Addressing the SIG Practices. AU - Herrmann, Mariesa AU - Dragoset, Lisa AU - James-Burdumy, Susanne Y1 - 2014/10// PY - 2014 DA - October 2014 SP - 35 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act Title I KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Secondary Education KW - Teacher Collaboration KW - Principals KW - School Districts KW - Intervention KW - Incentives KW - Teacher Competencies KW - Models KW - Technology Uses in Education KW - Educational Change KW - Federal Programs KW - Access to Computers KW - Low Achievement KW - Data Analysis KW - Elementary Schools KW - Adoption (Ideas) KW - School Community Relationship KW - Institutional Characteristics KW - Individualized Instruction KW - Recruitment KW - Grants KW - Surveys KW - Educational Improvement KW - Teacher Effectiveness KW - Secondary Schools KW - School Closing KW - Charter Schools KW - Administrator Effectiveness KW - School Turnaround KW - Time Factors (Learning) KW - Educational Practices KW - Change Strategies KW - Governance KW - Technical Assistance KW - Faculty Development KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651835946?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - JOUR T1 - The Progress and Promise of the Reading for Understanding Research Initiative AN - 1667939913; 201502857 AB - Decades of reading research have improved our understanding of the ways that young children learn how to read and of the component skills that support the ongoing development of reading and reading comprehension. However, while these investments have transformed reading instruction and reading outcomes for many learners, too many children are not reading at the basic level nor are they reading with understanding. The Institute of Education Sciences created the Reading for Understanding Research Initiative in 2010 to fund a set of connected projects that would enrich the theoretical frameworks that undergird efforts to improve deep comprehension and to design and test new interventions and assessments to improve reading for understanding across all grades in US schools. This article describes the central themes that guided the design of the Reading for Understanding Initiative and the work underway by the six research teams funded under this program. Adapted from the source document JF - Educational Psychology Review AU - Douglas, Karen M AU - Albro, Elizabeth R AD - National Center for Education Research, Institute of Education Sciences, U.S. Department of Education, 555 New Jersey Avenue NW, Room 617, Washington, DC, 20208, USA Karen.Douglas@ed.gov Y1 - 2014/09// PY - 2014 DA - September 2014 SP - 341 EP - 355 VL - 26 IS - 3 SN - 1040-726X, 1040-726X KW - Reading Comprehension (70750) KW - Reading Instruction (70950) KW - Reading Acquisition (70650) KW - Children (11850) KW - article KW - 4117: applied linguistics; reading instruction and remediation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1667939913?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Allba&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Educational+Psychology+Review&rft.atitle=The+Progress+and+Promise+of+the+Reading+for+Understanding+Research+Initiative&rft.au=Douglas%2C+Karen+M%3BAlbro%2C+Elizabeth+R&rft.aulast=Douglas&rft.aufirst=Karen&rft.date=2014-09-01&rft.volume=26&rft.issue=3&rft.spage=341&rft.isbn=&rft.btitle=&rft.title=Educational+Psychology+Review&rft.issn=1040726X&rft_id=info:doi/ LA - English DB - Linguistics and Language Behavior Abstracts (LLBA) N1 - Date revised - 2015-04-01 N1 - Last updated - 2016-09-27 N1 - CODEN - EPSREO N1 - SubjectsTermNotLitGenreText - Reading Comprehension (70750); Reading Acquisition (70650); Children (11850); Reading Instruction (70950) ER - TY - RPRT T1 - Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance after One Year. NCEE 2014-4019 AN - 1651827745; ED546820 AB - The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system that included four required components. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This first of four planned reports provides implementation information prior to educators receiving annual performance measure information or payouts. Fewer than half of all 2010 TIF districts reported implementing all four required program components, although 85 percent reported implementing at least three of the four. In a subset of 10 districts who participated in the random assignment study, educators' reporting of the program indicated most misunderstood the performance measures and the amount of pay-for-performance bonus that they were eligible for. Most educators were satisfied with their professional opportunities, school environment, and the TIF program. Educators in those schools that offered the pay-for-performance aspect of TIF tended to be less satisfied than those in schools that did not offer such bonuses. However, educators in schools offering pay-for-performance bonuses were more satisfied with the opportunity to earn additional pay, and a greater percentage indicated feeling increased pressure to perform due to the TIF program. Appendices include: (1) Supplementary Information on Study Sample and Design; (2) Survey Response Rates and Characteristics of Respondents; (3) Analytic Methods and Sensitivity Analyses; (4) Supplemental Findings on TIF Design and Implementation for Chapters III and IV; and (5) Supplementary Findings for Chapter V. [For the executive summary of this report, see ED546821. For the NCEE Snapshot of this report, see ED546823.] AU - Max, Jeffrey AU - Constantine, Jill AU - Wellington, Alison AU - Hallgren, Kristin AU - Glazerman, Steven AU - Chiang, Hanley AU - Speroni, Cecilia Y1 - 2014/09// PY - 2014 DA - September 2014 SP - 186 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Secondary Education KW - Junior High Schools KW - Compensation (Remuneration) KW - Program Effectiveness KW - Job Satisfaction KW - Merit Pay KW - Federal Aid KW - Principals KW - Middle School Students KW - Teacher Attitudes KW - School Districts KW - Academic Achievement KW - Elementary School Teachers KW - Incentives KW - Middle School Teachers KW - Faculty Mobility KW - Program Implementation KW - Federal Programs KW - Administrator Attitudes KW - Elementary Schools KW - Elementary School Students KW - Recruitment KW - Grants KW - Teacher Effectiveness KW - Administrator Effectiveness KW - Program Attitudes UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827745?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Early Implementation Experiences of the 2010 Teacher Incentive Fund Grantees. NCEE Study Snapshot. NCEE 2014-4021 AN - 1651827718; ED546823 AB - The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system that included four required components. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This National Center for Education Evaluation and Regional Assistance (NCEE) Study Snapshot describes the findings of the first of four planned reports that provides implementation information prior to educators receiving annual performance measure information or payouts. Fewer than half of all 2010 TIF districts reported implementing all four required program components, although 85 percent reported implementing at least three of the four. In a subset of 10 districts who participated in the random assignment study, educators' reporting of the program indicated most misunderstood the performance measures and the amount of pay-for-performance bonus that they were eligible for. Most educators were satisfied with their professional opportunities, school environment, and the TIF program. Educators in those schools that offered the pay-for-performance aspect of TIF tended to be less satisfied than those in schools that did not offer such bonuses. However, educators in schools offering pay-for-performance bonuses were more satisfied with the opportunity to earn additional pay, and a greater percentage indicated feeling increased pressure to perform due to the TIF program. [IES develops these study snapshots to offer short, accessible summaries of complex technical evaluation reports. For the full report with technical details: Max, Jeffrey, Jill Constantine, Alison Wellington, Kristin Hallgren, Steve Glazerman, Hanley Chiang, and Cecilia Speroni (2014). "Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay for Performance After One Year" (NCEE 2014-4019), see ED546820.] Y1 - 2014/09// PY - 2014 DA - September 2014 SP - 3 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Secondary Education KW - Junior High Schools KW - Compensation (Remuneration) KW - Program Effectiveness KW - Job Satisfaction KW - Merit Pay KW - Federal Aid KW - Principals KW - Grants KW - Teacher Attitudes KW - School Districts KW - Elementary School Teachers KW - Incentives KW - Middle School Teachers KW - Program Attitudes KW - Program Implementation KW - Federal Programs KW - Administrator Attitudes KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827718?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance after One Year. Executive Summary. NCEE 2014-4020 AN - 1651827388; ED546821 AB - The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system that included four required components. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This executive summary provides highlights from the first of four planned reports providing implementation information prior to educators receiving annual performance measure information or payouts. Fewer than half of all 2010 TIF districts reported implementing all four required program components, although 85 percent reported implementing at least three of the four. In a subset of 10 districts who participated in the random assignment study, educators' reporting of the program indicated most misunderstood the performance measures and the amount of pay-for-performance bonus that they were eligible for. Most educators were satisfied with their professional opportunities, school environment, and the TIF program. Educators in those schools that offered the pay-for-performance aspect of TIF tended to be less satisfied than those in schools that did not offer such bonuses. However, educators in schools offering pay-for-performance bonuses were more satisfied with the opportunity to earn additional pay, and a greater percentage indicated feeling increased pressure to perform due to the TIF program. [For the full report, see ED546820.] AU - Max, Jeffrey AU - Constantine, Jill AU - Wellington, Alison AU - Hallgren, Kristin AU - Glazerman, Steven AU - Chiang, Hanley AU - Speroni, Cecilia Y1 - 2014/09// PY - 2014 DA - September 2014 SP - 22 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Secondary Education KW - Junior High Schools KW - Compensation (Remuneration) KW - Program Effectiveness KW - Job Satisfaction KW - Merit Pay KW - Federal Aid KW - Principals KW - Middle School Students KW - School Districts KW - Academic Achievement KW - Teacher Attitudes KW - Elementary School Teachers KW - Incentives KW - Middle School Teachers KW - Faculty Mobility KW - Program Implementation KW - Federal Programs KW - Administrator Attitudes KW - Elementary Schools KW - Elementary School Students KW - Recruitment KW - Grants KW - Teacher Effectiveness KW - Administrator Effectiveness KW - Program Attitudes UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827388?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Reporting What Readers Need to Know about Education Research Measures: A Guide. REL 2014-064 AN - 1651827202; ED546774 AB - This guide is designed to help researchers make sure that their research reports include enough information about study measures so that readers can assess the quality of the study's methods and results. The guide also provides examples of write-ups about measures and suggests resources for learning more about these topics. The guide assumes that researchers have: (1) clearly articulated their research questions; (2) completed a rigorous review of the leading measures for assessing each necessary component of the theory of change and the relevant domains and constructs; and (3) selected measures that are aligned with the intervention's theory of change (also referred to as a logic model), and that address the study's research questions. These measures may include contextual factors, inputs to implementation, expected intervention activities, out- puts, and both short-term and long-term outcomes (Lugo-Gil et al. 2011; W.K. Kellogg 2004). Also provided are five checklists to help researchers provide complete information describing: (1) their study's measures; (2) data collection training and quality; (3) the study's reference population, study sample, and measurement timing; (4) evidence of the reliability and construct validity of the measures; and (5) missing data and descriptive statistics. The brief includes an example of parts of a report's methods and results section illustrating how the checklists can be used to check the completeness of reporting. A bibliography is also included. The appendix contains "Measures Reporting Checklist for Researchers". AU - Boller, Kimberly AU - Kisker, Ellen Eliason Y1 - 2014/09// PY - 2014 DA - September 2014 SP - 26 PB - Regional Educational Laboratory. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Elementary Education KW - Grade 1 KW - Primary Education KW - Early Childhood Education KW - Grade 2 KW - Grade 3 KW - Research Reports KW - Teacher Student Relationship KW - Research Methodology KW - Scores KW - Intervention KW - Inquiry KW - Measurement Techniques KW - Test Reliability KW - Time KW - Statistical Analysis KW - Statistical Data KW - Data Collection KW - Sampling KW - Quality Control KW - Elementary Schools KW - Experimenter Characteristics KW - Research Skills KW - Interaction KW - Mathematics Instruction KW - Training KW - Interrater Reliability KW - Science Instruction KW - Learner Engagement KW - Observation KW - Pretests Posttests KW - Rating Scales KW - Construct Validity KW - Check Lists KW - Evidence KW - Educational Research KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827202?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - The Correlates of Academic Performance for English Language Learner Students in a New England District. Stated Briefly. REL 2014-021 AN - 1773221921; ED560731 AB - This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. The study examined student and program characteristics that are related to English proficiency and content area achievement for English language learner students in one urban district in New England. The study found that English learner students with individualized education programs had English proficiency scores significantly lower than the mean for all English learner students in all grades, and that students' English proficiency scores were associated with both math and reading performance in all grades. Results also showed that there were no clear patterns in the relationship between the type of English learner program attended and students' English proficiency, math, or reading scores. [This brief was written in collaboration with the English Language Learners Alliance.] [For the full report, see ED560752.] AU - Parker, Caroline E. AU - O'Dwyer, Laura M. AU - Irwin, Clare W. Y1 - 2014/08// PY - 2014 DA - August 2014 SP - 6 PB - Regional Educational Laboratory Northeast & Islands. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - New England KW - Connecticut KW - Connecticut Mastery Testing Program KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Reading Tests KW - Language Proficiency KW - Student Characteristics KW - Mathematics Achievement KW - Academic Achievement KW - Second Language Learning KW - English (Second Language) KW - Reading Achievement KW - Second Language Instruction KW - English Language Learners UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773221921?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Correlates of Academic Performance for English Language Learner Students in a New England District. REL 2014-020 AN - 1773221869; ED560752 AB - The number of English language learners has grown in the Northeast & Islands Region over the past decade. While the total student population shrank 3.5 percent between 2001/02 and 2009/10, the population of English language learner students grew 7.6 percent and now constitutes 6.1 percent of students in the region, up from 5.5 percent in 2001/02. In Connecticut the shift was even greater. While the student population shrank 1.1 percent, the population of English language learner students grew 39.7 percent and now constitutes 5.3 percent of Connecticut's student population, up from 3.8 percent in 2001/02 (National Center for Education Statistics, n.d.). While the percentage of English language learner students may be small in some districts, these students often fail to meet state proficiency standards. A large urban district in Connecticut with a share of just over 10 percent of English language learner students in its student population was selected as the site for this study. The researchers used cross-sectional data from the Language Assessment Systems Links (LAS Links) assessment, which measures English proficiency in grades K-12; the Connecticut Mastery Test (CMT) of math and reading in grades 3-8; and the Connecticut Achievement and Performance Test (CAPT) of math and reading in grade 10 to address three research questions: (1) What were the characteristics of English language learner students and of the English language learner programs and schools they attended in 2010/11; (2) Which student characteristics, types of English language learner programs, and school characteristics were most closely related to English language learner students' English proficiency scores in 2010/11; and (3) Which student characteristics, including English proficiency levels, and which types of English language learner programs were most closely related to English language learner students' math and reading performance? Key findings detailed in this report include: (1) Characteristics of English language learner students and of the programs and schools these students attended in 2010/11; (2) Student characteristics, types of English language learner programs, and school characteristics most closely related to English language learner students' English proficiency scores in 2010/11; and (3) Student characteristics and types of English language learner programs most closely related to English language learner students' math and reading performance. Appended are: (1) Literature review; (2) About the Language Assessment Systems Links assessment; (3) Measures of academic achievement; (4) Analysis sample; (5) Analysis methods; (6) Description of variable coding schemes for models; and (7) Regression tables. AU - Parker, Caroline E. AU - O'Dwyer, Laura M. AU - Irwin, Clare W. Y1 - 2014/08// PY - 2014 DA - August 2014 SP - 59 PB - Regional Educational Laboratory Northeast & Islands. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - New England KW - Connecticut KW - Connecticut Mastery Testing Program KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Language Tests KW - Institutional Characteristics KW - Measures (Individuals) KW - Language Proficiency KW - Student Characteristics KW - Mathematics Achievement KW - Academic Achievement KW - Second Language Learning KW - Correlation KW - English (Second Language) KW - Regression (Statistics) KW - Demography KW - Second Language Instruction KW - Reading Achievement KW - English Language Learners KW - Reading Readiness Tests KW - Urban Areas KW - Mathematics Tests KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773221869?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Transferability of Postsecondary Credit Following Student Transfer or Coenrollment. Statistical Analysis Report. NCES 2014-163 AN - 1651827387; ED546652 AB - The federal government invests billions of dollars in grants and loans to help students access and complete postsecondary education. Federal policymakers, therefore, have had a continuing interest in understanding the ability of students to transfer credits between postsecondary institutions. In 2005, the Senate Health, Education, Labor, and Pensions Committee and the House Education and Workforce Committee requested that the Government Accountability Office (GAO) examine factors that influence the transferability of postsecondary credit. The GAO considered: (1) how postsecondary education institutions decide which credits to accept for transfer; (2) how states and accrediting agencies facilitate the credit transfer process; and (3) the implications for students and the federal government of students' inability to transfer credits (GAO 2005). More recently, the Higher Education Opportunity Act of 2008 required institutions participating in Title IV student aid programs to disclose additional information about their policies surrounding the transfer of credit. Given that policymakers have identified the transfer of credit as an issue of interest, this report examines how often, and under what conditions, postsecondary institutions accept the transfer of credits earned by students at other institutions. Using transcript data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), this report addresses the following questions: (1) How often do members of a cohort of beginning college students transfer or coenroll between postsecondary education institutions during their undergraduate years? (2) How often, and in what amounts, do credits transfer when students move from one institution to another? and (3) What characteristics of institutions (i.e., control, level, accreditation, and selectivity) and students (i.e., grade point average [GPA] and degree/award level of program) are related to credit transfer? This report addresses these questions in three chapters. Chapter 1 addresses the first two research questions, providing nationally representative estimates of the number of undergraduate students who transferred from their first institution and whether the credits they earned were transferred to destination institutions. Chapter 2 documents the relationship between selected student or institutional characteristics and credit transfer. Finally, because credit transfer may be associated with these student and institutional characteristics in combination, chapter 3 reports the results of a multivariate analysis designed to control for these variables' joint associations with credit transfer. Six appendices are included: (1) Glossary; (2) Technical Notes and Methodology; (3) Figure and Standard Error Tables; (4) Multiple Transfer Students; (5) Missing Case Analysis for Multivariate Model; and (6) Factors That Predict the Probability of Inflated Zero Credits Transferring. AU - Simone, Sean Anthony Y1 - 2014/08// PY - 2014 DA - August 2014 SP - 142 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Higher Education Opportunity Act 1970 KW - Higher Education Act Title IV KW - Postsecondary Education Transcript Study KW - Beginning Postsecondary Students Long Study KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Institutional Characteristics KW - Undergraduate Students KW - Student Characteristics KW - Government Role KW - Federal Government KW - Decision Making KW - Transfer Policy KW - College Transfer Students KW - College Credits KW - Student Records KW - Multivariate Analysis KW - Transcripts (Written Records) KW - Student Financial Aid KW - Academic Degrees KW - State Government KW - Colleges KW - School Policy KW - Statistical Analysis KW - Grade Point Average KW - Agency Cooperation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827387?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Principal Attrition and Mobility: Results from the 2012-13 Principal Follow-Up Survey. First Look. NCES 2014-064 AN - 1651830395; ED545366 AB - This report presents selected findings from the Public School Principal Status and Private School Principal Status Data Files of the 2012-13 Principal Follow-up Survey (PFS). The PFS is a nationally representative sample survey of public and private K-12 schools in the 50 states and District of Columbia and was initiated to inform discussions and decisions regarding principal attrition and mobility among policymakers, researchers, and parents. First collected in school year 2008-09, the PFS was designed as a component of the Schools and Staffing Survey (SASS) and was sponsored by the National Center for Education Statistics (NCES) of the Institute of Education Sciences within the U.S. Department of Education. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through questionnaires sent to districts, schools, principals, teachers, and library media centers. Information from all of the surveys can be linked. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2012-13 SASS Public School Principal Status and Private School Principal Status Data Files. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. The tables in this report contain counts and percentages demonstrating bivariate associations between variables. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. Comparisons drawn in the selected findings have been tested for statistical significance at the 0.05 level using Student's t statistics to ensure that the differences are larger than those that might be expected due to sampling variation. No adjustments were made for multiple comparisons. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Statistical Analysis Software (SAS 9.3) and SUDAAN (11.0) were used to compute the statistics for this report. Appended are : (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Variables; and (4) Principal Status Forms. AU - Goldring, Rebecca AU - Taie, Soheyla Y1 - 2014/07// PY - 2014 DA - July 2014 SP - 62 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Researchers KW - Parents KW - Elementary Education KW - Secondary Education KW - Elementary Secondary Education KW - Institutional Characteristics KW - Administrator Role KW - Principals KW - Response Rates (Questionnaires) KW - Error of Measurement KW - Surveys KW - Occupational Mobility KW - Administrator Characteristics KW - Secondary Schools KW - Work Experience KW - Labor Turnover KW - Educational Environment KW - Public Schools KW - Followup Studies KW - Sampling KW - Work Environment KW - Tables (Data) KW - Private Schools KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830395?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Partially Nested Randomized Controlled Trials in Education Research: A Guide to Design and Analysis. NCER 2014-2000 AN - 1651829614; ED545532 AB - Suppose an education researcher wants to test the impact of a high school drop-out prevention intervention in which at-risk students attend classes to receive intensive summer school instruction. The district will allow the researcher to randomly assign students to the treatment classes or to the control group. Half of the students (the treatment group) are assigned to one of four summer classes being offered. The other half (the control group) are not assigned to receive any services during the summer. Thus, the researcher knows there are four clusters in the treatment group: students in the same class share the same teacher and environment and, therefore, are expected to have more similar outcomes than students from different classes. The students in the control group, however, are not assigned to any classes. How are data for the treatment and control group students to be treated in the analysis? This scenario is an example of a Partially Nested Randomized Controlled Trial (PN-RCT) where treatment students receive intervention services in groups but where this grouping does not occur for control students. The purpose of this paper is to provide guidance to education researchers on how to recognize, design, and analyze data from PN-RCTs to rigorously assess whether an intervention (such as a curriculum, policy, or tutoring program) is effective. In the Introduction, the authors define PN-RCTs, with specific examples that are described in the broader context of the choices for research designs, and provide a roadmap to the rest of the paper and a summary of their take-away messages. Chapters 1 and 2 of the paper are written primarily for applied education researchers with an introductory knowledge of quantitative impact evaluation methods. The goal is to help these researchers negotiate key concerns when proposing and conducting research using PN-RCT designs. The paper addresses design issues such as possibilities for random assignment, cluster formation, statistical power, and confounding factors that may mask the contribution of the intervention. Chapter 3 is intended for education researchers interested in estimating treatment effects for PN-RCT designs; it discusses basic statistical models that adjust for the clustering of treatment students within intervention clusters, associated computer code for estimation, and a step-by-step guide, using examples, on how to estimate the models and interpret the output. Chapter 4 and the technical appendices discuss more advanced statistical topics pertaining to PN-RCTs and are written primarily for an audience with a strong statistical background. The following are appended: (1) Mixed Model Theory for PN-RCTs; (2) Degrees of Freedom for PN-RCTs; (3) Analyzing PN-RCT Data Using R Software; (4) Analyzing Basic PN-RCTs Using HLM Software; and (5) Full SAS Code for Examples. AU - Lohr, Sharon AU - Schochet, Peter Z. AU - Sanders, Elizabeth Y1 - 2014/07// PY - 2014 DA - July 2014 SP - 179 PB - National Center for Education Research. , P.O. Box 1398, Jessup, MD 20794. KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Program Effectiveness KW - Statistical Analysis KW - Intervention KW - Cluster Grouping KW - Data Analysis KW - Research Design KW - Educational Research KW - Models UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829614?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Financial Literacy of 15-Year-Olds: Results from PISA 2012. Data Point. NCES 2014-102 AN - 1651829605; ED545297 AB - This Data Point uses data from the 2012 administration of the Program for International Student Assessment (PISA) financial literacy assessment. PISA is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy and, in 2012, general problem solving and financial literacy. PISA is coordinated by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries. The PISA financial literacy assessment assessed students' knowledge and understanding of fundamental elements of the financial world, including financial concepts, products, and risks, as well as their ability to apply what they know to real-life situations involving financial issues and decisions. [For related data tables, go to: http://nces.ed.gov/surveys/pisa/pisa2012/pisa2012highlights_12.asp.] AU - Gonzales, Patrick AU - Kelly, Dana Y1 - 2014/07// PY - 2014 DA - July 2014 SP - 3 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Program for International Student Assessment KW - Asia KW - Europe KW - South America KW - New Zealand KW - United States KW - ERIC, Resources in Education (RIE) KW - International Programs KW - Consumer Education KW - Academic Achievement KW - Scores KW - Cross Cultural Studies KW - Comparative Analysis KW - Foreign Countries KW - Money Management KW - Classification KW - Knowledge Level KW - Cultural Differences KW - Student Evaluation KW - Student Surveys KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829605?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The English Language Learner Program Survey for Principals. REL 2014-027 AN - 1651831033; ED545226 AB - REL Northeast & Islands at Education Development Center, in partnership with the English Language Learners Alliance, has developed a new survey tool--The English Language Learner Program Survey for Principals--to help state education departments collect consistent data on the education of English language learner students. Designed for school principals, the survey gathers information on school-level policies and practices for educating English language learner students, the types of professional development related to educating these students that principals have received and would like to receive, principals' familiarity with state guidelines and standards for educating these students, and principals' beliefs about educating these students. This report describes the survey in greater detail, looking at how to use it and how it was developed. It also includes the English Language Learner Program Survey for Principals developed for the Rhode Island Department of Education. Two appendices include: (1) Related Literature; and (2) Developing the Survey. [This report was written in collaboration with the English Language Learner Alliance.] AU - Grady, Matthew W. AU - O'Dwyer, Laura M. Y1 - 2014/06// PY - 2014 DA - June 2014 SP - 28 PB - Regional Educational Laboratory Northeast & Islands. , 43 Foundry Avenue, Waltham, MA 02453. KW - Rhode Island KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Elementary Secondary Education KW - English Language Learners KW - Principals KW - Educational Practices KW - Guidelines KW - School Policy KW - Surveys KW - Administrator Attitudes KW - Professional Development KW - Media Adaptation KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831033?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Going Public: Writing about Research in Everyday Language. REL 2014-051 AN - 1651830837; ED545224 AB - Communicating complex concepts to practitioners, policymakers, and other nontechnical readers is a challenge that all policy researchers face. Research in education uses many concepts from methodology and statistics. If researchers want to communicate their findings to an audience of other researchers, they can safely assume that their audience is familiar with these concepts. Research terminology, or "jargon," is efficient to use because it communicates concepts quickly. However, if the objective is to communicate findings to an audience of practitioners, policymakers or interested readers who are not researchers, researchers should not assume that their audience is familiar with research concepts. For this audience, communicating with research jargon is inefficient. To various degrees, depending on backgrounds and training, readers will have to decipher the jargon and guess at its meaning. They may not decipher it correctly, or they may get the meaning wrong, or they may simply stop reading. The concepts in this brief are from the three main areas of an empirical research report: "study design," "measurement," and "data analysis." Not all concepts in a study fit neatly into those three areas, but many do. Some concepts also belong both in design and in analysis because the design phase of many studies includes the consideration of methods for analyzing the data. The focus here is on how to explain complex concepts for readers who are not expected to know what they are. This brief provides guidelines for communicating with these audiences. A glossary of common concepts is included. The intent of the glossary is to illuminate how complex concepts can be made simpler. The concepts are grouped into "design," "measurement," and "analysis." The glossary shows how a concept might be used as jargon, explains what the concept is, and shows how the concept might be written in simpler language. The examples are likely to be found in contemporary education evaluations. AU - Dynarski, Mark AU - Kisker, Ellen Y1 - 2014/06// PY - 2014 DA - June 2014 SP - 24 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Language Usage KW - Measurement KW - Research Reports KW - Glossaries KW - Information Dissemination KW - Vocabulary KW - Research Design KW - Writing Strategies KW - Communication Strategies KW - Concept Formation KW - Misconceptions KW - Definitions KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830837?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Disproportionality in School Discipline: An Assessment of Trends in Maryland, 2009-12. Stated Briefly. REL 2014-033 AN - 1651830218; ED545227 AB - This study of Maryland State Department of Education data on K-12 public school students in Maryland for 2009/10, 2010/11, and 2011/12 examines whether exclusionary discipline (suspension and expulsion) is given out in a way that has a disproportionate impact on Black and other racial/ethnic minority students relative to White students, and on students in special education relative to other students. These disparities are a concern because exclusionary discipline has been linked to poor academic achievement, grade retention, recurrent misbehavior, dropout, juvenile delinquency, and other undesirable out-comes (Anfinson et al., 2010; Fabelo et al., 2011; Forsyth et al., 2013; Gregory, Skiba, & Noguera, 2010; Kinsler, 2011). This study uses Maryland State Department of Education data on K-12 public school students for 2009/10, 2010/11, and 2011/12 to answer two questions on disproportionality in student discipline in the 24 Maryland school systems: (1) Is exclusionary discipline (suspension and expulsion) given out in a way that has a disproportionate impact on Black and other racial/ethnic minority students relative to White students? (2) Is exclusionary discipline given out in a way that has a disproportionate impact on students in special education relative to other students? The study found that during these three school years: (1) The percentage of Maryland students receiving out-of-school suspension or expulsion dropped from 5.6 percent in 2009/10 to 5.0 percent in 2011/12; (2) Because rates of out-of-school suspension and expulsion decreased more rapidly for White students than for Black students, disproportionality between Black and White rates increased in 2011/12, the most recent year examined; (3) For the same type of infraction, Black students had higher rates of out-of-school suspension or expulsion than did Hispanic and White students; (4) In all 24 Maryland school systems Black students received out-of-school suspension or expulsion at more than twice the rate of White students; and (5) Statewide, students in special education were removed from school at more than twice the rate of other students, even though the number of out-of-school suspensions and expulsions decreased for both groups over the three years. Study implications indicate exclusionary discipline exacerbates behavior and attendance problems and contributes to poor academic performance, all of which make dropping out of school more likely (Bridgeland, DiIulio, & Morison, 2006; Gleason & Dynarski, 2002). Students who are suspended or expelled miss classroom instruction time and thus fall behind in their coursework, becoming twice as likely as other students to repeat a grade (Fabelo et al., 2011). Suspension has also been linked to a greater likelihood of recurring misbehavior and future suspension (Anfinson et al., 2010). Although the study findings indicate some large disproportionalities in discipline-especially for Black students and students in special education-the data cannot establish the source of these disparities. Collecting discipline data describing the severity of each type of infraction would help administrators and educators move toward more equitable disciplinary practices. A next step for the Maryland State Department of Education is to identify the most appropriate "tipping point" in disproportionality that will require school districts to develop remediation plans to ensure fair disciplinary practices for all students. "Calculating Relative Rate Ratios" is appended. [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Mid-Atlantic administered by ICF International. It summarizes the findings of Porowski A., O'Conner, R., & Passa, A., 2014, "Disproportionality in school discipline: An assessment of trends in Maryland, 2009-12 (REL 2014-017), ED544770.] AU - O'Conner, Rosemarie AU - Porowski, Allan AU - Passa, Aikaterini Y1 - 2014/06// PY - 2014 DA - June 2014 SP - 12 PB - Regional Educational Laboratory Mid-Atlantic. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Elementary Secondary Education KW - Suspension KW - Special Education KW - Minority Group Students KW - Expulsion KW - White Students KW - Public Schools KW - Disabilities KW - African American Students KW - Hispanic American Students KW - Trend Analysis KW - Disproportionate Representation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830218?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Using Evidence-Based Decision Trees Instead of Formulas to Identify At-Risk Readers. REL 2014-036 AN - 1651829990; ED545225 AB - This study examines whether the classification and regression tree (CART) model improves the early identification of students at risk for reading comprehension difficulties compared with the more difficult to interpret logistic regression model. CART is a type of predictive modeling that relies on nonparametric techniques. It presents results in an easy-to-interpret "tree" format, enabling parents, teachers, principals, and school district leaders to better understand how a student is predicted to be at risk. Using data from a sample of Florida public school students in grades 1 and 2 in 2012/13, the study found that the CART model predicted poor performance on the reading comprehension subtest of the Stanford Achievement Test as accurately as logistic regression while using fewer or the same number of variables. This research is motivated by state education leaders' interest in maintaining high classification accuracy while simultaneously improving practitioner understanding of the rules used to identify students as at-risk or not at-risk readers. An appendix provides detailed information on the study's data sources and methodology. AU - Koon, Sharon AU - Petscher, Yaacov AU - Foorman, Barbara R. Y1 - 2014/06// PY - 2014 DA - June 2014 SP - 26 PB - Regional Educational Laboratory Southeast. , Florida State University, 2010 Levy Avenue Suite 100, Tallahassee, FL 32310. KW - Florida KW - Stanford Achievement Tests KW - ERIC, Resources in Education (RIE) KW - Parents KW - Teachers KW - Administrators KW - Policymakers KW - Elementary Education KW - Primary Education KW - Early Childhood Education KW - Grade 1 KW - Grade 2 KW - Prediction KW - Elementary School Students KW - Nonparametric Statistics KW - Accuracy KW - Reading Comprehension KW - Identification KW - Models KW - Regression (Statistics) KW - Comparative Analysis KW - At Risk Students KW - Public Schools KW - Classification KW - Reading Difficulties UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829990?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Addendum to Effectiveness of Cognitive Tutor Algebra I at Scale. Working Paper WR-1050-DEIES AN - 1773213195; ED559621 AB - This addendum to previously published results presents alternative analyses of data from large-scale effectiveness studies of Cognitive Tutor Algebra I in middle schools and high schools. These alternative analyses produce results that are substantively the same as previously reported. We find a significant positive effect of 0.21 standard deviation units for high school students in the second year of the study. An appendix containing additional tables is included. [See the study: "Effectiveness of Cognitive Tutor Algebra I at Scale," "Educational Evaluation and Policy Analysis," v36 n2 p127-144 Jun 2014 at EJ1024233.] AU - Pane, John F. AU - Griffin, Beth Ann AU - McCaffrey, Daniel F. AU - Karam, Rita Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 8 PB - RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - Middle Schools KW - Junior High Schools KW - Research Reports KW - Achievement Rating KW - Reader Response KW - Middle School Students KW - Test Validity KW - Experimental Groups KW - Attrition (Research Studies) KW - Pretests Posttests KW - Test Reliability KW - Algebra KW - Rating Scales KW - Control Groups KW - Statistical Significance KW - Data Analysis KW - High School Students KW - Effect Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773213195?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ERIC&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=unknown&rft.jtitle=&rft.atitle=&rft.au=Pane%2C+John+F.%3BGriffin%2C+Beth+Ann%3BMcCaffrey%2C+Daniel+F.%3BKaram%2C+Rita&rft.aulast=Pane&rft.aufirst=John&rft.date=2014-05-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Addendum+to+Effectiveness+of+Cognitive+Tutor+Algebra+I+at+Scale.+Working+Paper+WR-1050-DEIES&rft.title=Addendum+to+Effectiveness+of+Cognitive+Tutor+Algebra+I+at+Scale.+Working+Paper+WR-1050-DEIES&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - 34th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2012 AN - 1720065196; ED557423 AB - The 34th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2012 describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities; (2) ensuring that the rights of children with disabilities and their parents are protected; (3) assisting states and localities in providing for the education of all children with disabilities; and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under "IDEA," Part C or B, nationally and at the state level. Three appendices are included: (1) Infants, Toddlers, Children, and Students Served Under "IDEA," by Age Group and State; (2) "Developmental Delay" Data for Children Ages 3 Through 5 and Students Ages 6 Through 9 Served Under "IDEA," Part B; and (3) Differences in State Reporting of "IDEA," Part B, Disabilities. [For the "33rd Annual Report to Congress on the Implementation of the 'Individuals with Disabilities Education Act,' 2011" see ED557420.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 299 PB - Office of Special Education and Rehabilitative Services, US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - Individuals with Disabilities Education Act Part B KW - Individuals with Disabilities Education Act Part C KW - National Longitudinal Transition Study Spec Educ KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Postsecondary Education KW - Preschool Education KW - Early Childhood Education KW - High School Graduates KW - Toddlers KW - Special Education KW - Chronic Illness KW - College Bound Students KW - Student Characteristics KW - Dropouts KW - Student Placement KW - At Risk Students KW - Compliance (Legal) KW - Supervision KW - Limited English Speaking KW - Age Differences KW - Geographic Location KW - Suspension KW - Educational Legislation KW - Multiple Disabilities KW - Civil Rights KW - Racial Differences KW - Difficulty Level KW - Eligibility KW - Mental Retardation KW - Educational Environment KW - Teacher Student Ratio KW - Ethnic Groups KW - School Personnel KW - Infants KW - Special Education Teachers KW - Access to Education KW - Child Health KW - Discipline KW - Demography KW - Emotional Disturbances KW - Teacher Certification KW - Transitional Programs KW - Disabilities KW - Planning KW - Public Education KW - Nontraditional Education KW - Teacher Qualifications KW - Trend Analysis KW - Drug Abuse KW - Young Children KW - Special Needs Students KW - Educational Indicators KW - Learning Disabilities KW - Developmental Delays KW - Equal Education KW - Longitudinal Studies KW - Violence KW - Behavior Problems KW - Expulsion KW - Weapons KW - Federal Legislation KW - Student Attitudes KW - Early Intervention KW - Autism UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1720065196?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - 33rd Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2011 AN - 1720064964; ED557420 AB - This is the 33rd Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2011. Section 664(d) of the "Individuals with Disabilities Education Act" ("IDEA"), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The 33rd Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2011 describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities; (2) ensuring that the rights of children with disabilities and their parents are protected; (3) assisting states and localities in providing for the education of all children with disabilities, and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under "IDEA," Part C or B, nationally and at the state level. The following are appended: (1) Infants, Toddlers, Children, and Students Served Under "IDEA," by Age Group and State; (2) Developmental Delay Data for Children Ages 3 Through 5 and Students Ages 6 Through 9 Served Under "IDEA," Part B; and (3) Differences in State Reporting of "IDEA," Part B, Disabilities. Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 271 PB - Office of Special Education and Rehabilitative Services, US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - Individuals with Disabilities Education Act Part B KW - Individuals with Disabilities Education Act Part C KW - National Longitudinal Transition Study Spec Educ KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Postsecondary Education KW - Preschool Education KW - Early Childhood Education KW - High School Graduates KW - Toddlers KW - Special Education KW - Chronic Illness KW - College Bound Students KW - Student Characteristics KW - Dropouts KW - Student Placement KW - At Risk Students KW - Compliance (Legal) KW - Supervision KW - Limited English Speaking KW - Age Differences KW - Geographic Location KW - Suspension KW - Educational Legislation KW - Multiple Disabilities KW - Civil Rights KW - Racial Differences KW - Difficulty Level KW - Eligibility KW - Mental Retardation KW - Educational Environment KW - Teacher Student Ratio KW - Ethnic Groups KW - School Personnel KW - Infants KW - Special Education Teachers KW - Access to Education KW - Child Health KW - Discipline KW - Demography KW - Emotional Disturbances KW - Teacher Certification KW - Transitional Programs KW - Disabilities KW - Planning KW - Public Education KW - Nontraditional Education KW - Teacher Qualifications KW - Trend Analysis KW - Drug Abuse KW - Young Children KW - Special Needs Students KW - Educational Indicators KW - Learning Disabilities KW - Developmental Delays KW - Equal Education KW - Longitudinal Studies KW - Violence KW - Behavior Problems KW - Expulsion KW - Weapons KW - Federal Legislation KW - Student Attitudes KW - Early Intervention KW - Autism UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1720064964?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. West Virginia. Grade 12, Public Schools AN - 1651831632; ED545150 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for West Virginia's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in West Virginia was 145. This was lower than the average score of 152 for public school students in the nation. The average score for students in West Virginia in 2013 (145) was higher than their average score in 2009 (141). The score gap between higher performing students in West Virginia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 2009 (41 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 14 percent in 2013. This percentage was not significantly different from that in 2009 (13 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 55 percent in 2013. This percentage was not significantly different from that in 2009 (52 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - West Virginia KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831632?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Florida. Grade 12, Public Schools AN - 1651831524; ED545167 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Florida's 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in Florida was 286. This was not significantly different from the average score of 287 for public school students in the nation. The average score for students in Florida in 2013 (286) was not significantly different from their average score in 2009 (283). The score gap between higher performing students in Florida (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 2009 (50 points). The percentage of students in Florida who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2009 (32 percent). The percentage of students in Florida who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was not significantly different from that in 2009 (70 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Florida KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831524?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Making the Most of Opportunities to Learn What Works: A School District's Guide. REL 2014-048 AN - 1651831379; ED545121 AB - This guide for district and school leaders shows how to recognize opportunities to embed randomized controlled trials (RCTs) into planned policies or programs. Opportunistic RCTs can generate strong evidence for informing education decisions--with minimal added cost and disruption. The guide also outlines the key steps to conduct RCTs and responds to common questions and concerns about RCTs. Readers will find a real life example of how one district took advantage of an opportunity to learn whether a summer reading program worked. AU - Akers, Lauren AU - Resch, Alexandra AU - Berk, Jillian Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 6 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Elementary Secondary Education KW - Program Effectiveness KW - Research Methodology KW - School Districts KW - Experimental Groups KW - Intervention KW - Summer Programs KW - Evaluation Methods KW - Comparative Analysis KW - Control Groups KW - Reading Programs KW - Data Collection KW - Program Evaluation KW - Guides KW - Sampling KW - Data Analysis KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831379?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. New Jersey. Grade 12, Public Schools AN - 1651831197; ED545179 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Jersey's 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in New Jersey was 292. This was higher than the average score of 287 for public school students in the nation. The average score for students in New Jersey in 2013 (292) was not significantly different from their average score in 2009 (288). The score gap between higher performing students in New Jersey (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 49 points in 2013. This performance gap was not significantly different from that in 2009 (53 points). The percentage of students in New Jersey who performed at or above the NAEP "Proficient" level was 41 percent in 2013. This percentage was not significantly different from that in 2009 (39 percent). The percentage of students in New Jersey who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2009 (74 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New Jersey KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831197?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Massachusetts. Grade 12, Public Schools AN - 1651830986; ED545153 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Massachusetts' 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Massachusetts was 161. This was higher than the average score of 152 for public school students in the nation. The average score for students in Massachusetts in 2013 (161) was not significantly different from their average score in 2009 (163). The score gap between higher performing students in Massachusetts (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 2009 (45 points). The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 34 percent in 2013. This percentage was not significantly different from that in 2009 (36 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 73 percent in 2013. This percentage was not significantly different from that in 2009 (75 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Massachusetts KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830986?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Arkansas. Grade 12, Public Schools AN - 1651830577; ED545169 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Arkansas' 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in Arkansas was 285. This was lower than the average score of 287 for public school students in the nation. The average score for students in Arkansas in 2013 (285) was higher than their average score in 2009 (280). The score gap between higher performing students in Arkansas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 2009 (50 points). The percentage of students in Arkansas who performed at or above the NAEP "Proficient" level was 33 percent in 2013. This percentage was greater than that in 2009 (29 percent). The percentage of students in Arkansas who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was greater than that in 2009 (68 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Arkansas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830577?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Idaho. Grade 12, Public Schools AN - 1651830277; ED545158 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Idaho's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Idaho was 156. This was higher than the average score of 152 for public school students in the nation. The average score for students in Idaho in 2013 (156) was higher than their average score in 2009 (153). The score gap between higher performing students in Idaho (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 2009 (41 points). The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 24 percent in 2013. This percentage was not significantly different from that in 2009 (23 percent). The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 71 percent in 2013. This percentage was not significantly different from that in 2009 (66 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Idaho KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830277?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. South Dakota. Grade 12, Public Schools AN - 1651830276; ED545162 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for South Dakota's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in South Dakota was 159. This was higher than the average score of 152 for public school students in the nation. The average score for students in South Dakota in 2013 (159) was not significantly different from their average score in 2009 (160). The score gap between higher performing students in South Dakota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was not significantly different from that in 2009 (36 points). The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2009 (29 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2009 (77 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - South Dakota KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830276?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Iowa. Grade 12, Public Schools AN - 1651830249; ED545166 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Iowa's 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in Iowa was 291. This was higher than the average score of 287 for public school students in the nation. The average score for students in Iowa in 2013 (291) was not significantly different from their average score in 2009 (291). The score gap between higher performing students in Iowa (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 2009 (44 points). The percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2009 (39 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 80 percent in 2013. This percentage was not significantly different from that in 2009 (79 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Iowa KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830249?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Connecticut. Grade 12, Public Schools AN - 1651830160; ED545164 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Connecticut's 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in Connecticut was 299. This was higher than the average score of 287 for public school students in the nation. The average score for students in Connecticut in 2013 (299) was higher than their average score in 2009 (292). The score gap between higher performing students in Connecticut (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 49 points in 2013. This performance gap was not significantly different from that in 2009 (51 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 50 percent in 2013. This percentage was greater than that in 2009 (43 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 82 percent in 2013. This percentage was greater than that in 2009 (78 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Connecticut KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830160?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. West Virginia. Grade 12, Public Schools AN - 1651829974; ED545177 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for West Virginia's 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in West Virginia was 280. This was lower than the average score of 287 for public school students in the nation. The average score for students in West Virginia in 2013 (280) was not significantly different from their average score in 2009 (279). The score gap between higher performing students in West Virginia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 2009 (50 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2009 (29 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 70 percent in 2013. This percentage was not significantly different from that in 2009 (68 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - West Virginia KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829974?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Illinois. Grade 12, Public Schools AN - 1651829946; ED545178 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Illinois' 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in Illinois was 289. This was not significantly different from the average score of 287 for public school students in the nation. The average score for students in Illinois in 2013 (289) was not significantly different from their average score in 2009 (292). The score gap between higher performing students in Illinois (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 49 points in 2013. This performance gap was not significantly different from that in 2009 (47 points). The percentage of students in Illinois who performed at or above the NAEP "Proficient" level was 39 percent in 2013. This percentage was not significantly different from that in 2009 (40 percent). The percentage of students in Illinois who performed at or above the NAEP "Basic" level was 76 percent in 2013. This percentage was not significantly different from that in 2009 (78 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Illinois KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829946?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Connecticut. Grade 12, Public Schools AN - 1651829811; ED545152 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Connecticut's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Connecticut was 160. This was higher than the average score of 152 for public school students in the nation. The average score for students in Connecticut in 2013 (160) was higher than their average score in 2009 (156). The score gap between higher performing students in Connecticut (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 2009 (45 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 32 percent in 2013. This percentage was not significantly different from that in 2009 (29 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was not significantly different from that in 2009 (69 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Connecticut KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829811?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Program Monitoring: The Role of Leadership in Planning, Assessment, and Communication. REL 2014-034 AN - 1651829794; ED545117 AB - As educators are increasingly called on to use data to inform improvement initiatives (and are being held accountable for doing so), there is a corresponding need for program leaders to monitor progress. Program monitoring--the systematic and continual observation and recording of key program aspects--can provide leaders with realistic assessments of progress and inform communications with staff and supporters. This reference guide examines three key components of program monitoring--planning, assessment, and communication--within the context of effective and efficient leadership. This guide is one piece of a four-part Regional Educational Laboratory (REL) Pacific series on logic models and program monitoring. These guides provide a straightforward introduction to logic models for educators who are new to these concepts, and they may also serve as a refresher for educators who are already familiar with logic models and program monitoring. This guide serves as a supplemental resource to the Education Logic Model and the Program Outcomes, Measures, and Targets computer-based applications developed by REL Pacific, administered by Mid-continent Research for Education and Learning, and available at http://relpacific.mcrel.org. The applications are interactive tools designed to lead educators through the process of developing logic models and using program monitoring tools. AU - Malone, Nolan AU - Narayan, Krishna AU - Mark, Lauren AU - Miller, Kirsten AU - Kekahio, Wendy Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 6 PB - Regional Educational Laboratory Pacific. , 1003 Bishop Street, Pauahi Tower Suite 777, Honolulu, Hawaii 96813. KW - ERIC, Resources in Education (RIE) KW - Progress Monitoring KW - Leadership Responsibility KW - Information Dissemination KW - Accountability KW - Outcomes of Education KW - Evaluation Methods KW - Communication Strategies KW - Planning KW - Program Development KW - Data Collection KW - Leadership Role KW - Program Evaluation KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829794?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Iowa. Grade 12, Public Schools AN - 1651829742; ED545160 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Iowa's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Iowa was 156. This was higher than the average score of 152 for public school students in the nation. The average score for students in Iowa in 2013 (156) was not significantly different from their average score in 2009 (156). The score gap between higher performing students in Iowa (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 2009 (38 points). The percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 26 percent in 2013. This percentage was not significantly different from that in 2009 (25 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 71 percent in 2013. This percentage was not significantly different from that in 2009 (71 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Iowa KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829742?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. South Dakota. Grade 12, Public Schools AN - 1651829735; ED545176 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for South Dakota's 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in South Dakota was 292. This was higher than the average score of 287 for public school students in the nation. The average score for students in South Dakota in 2013 (292) was not significantly different from their average score in 2009 (292). The score gap between higher performing students in South Dakota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2009 (40 points). The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 39 percent in 2013. This percentage was not significantly different from that in 2009 (40 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was not significantly different from that in 2009 (82 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - South Dakota KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829735?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Idaho. Grade 12, Public Schools AN - 1651829709; ED545163 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Idaho's 2013 student achievement in reading mathematics. In 2013, the average score of twelfth-grade students in Idaho was 292. This was higher than the average score of 287 for public school students in the nation. The average score for students in Idaho in 2013 (292) was not significantly different from their average score in 2009 (290). The score gap between higher performing students in Idaho (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 2009 (46 points). The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 41 percent in 2013. This percentage was not significantly different from that in 2009 (39 percent). The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 80 percent in 2013. This percentage was not significantly different from that in 2009 (78 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Idaho KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829709?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The State of Preschool 2013. First Look. NCES 2014-078 AN - 1651829694; ED545098 AB - Participation in preschool programs has been associated with a number of positive outcomes. Evaluating data from the 40-year follow-up to the High/Scope Perry Preschool Program Study, Belfield and his colleagues show how preschool participation by low income children relates to significant economic benefits both to the children by the time they are in their 40s and to society more generally (Belfield et al. 2006). Summarizing over 160 studies conducted from 1960 through 2000, Camilli et al. found that preschool had a range of shorter and longer term positive relationships to cognitive gains, progression through school, and social-emotional development (Camilli et al. 2010). This report provides an overview of state supported preschool enrollment and state funding of preschool programs. Information provided here is based primarily on data collected from state agencies that manage preschool programs through the State of Preschool 2012-13 data collection. Officials in states with state preschool programs were the respondents to the data collection effort. Data collection occurred between November 2013 and March 2014. Forty states and the District of Columbia operated 53 programs in 2012-13 (see Carolan et al. forthcoming). Two additional data sources are utilized in the report. Comparisons are made to data collected through the State of Preschool 2011-12 data collection. Population counts for determining the percentage of 3- and 4-year-olds in each state that are enrolled in state supported preschool programs were obtained from U.S. Census Population Estimates, State Population Datasets. The Census Bureau's Population Estimates Program (PEP) uses data on births, deaths, and migration to calculate population change since the most recent decennial census. Details about the data sources used in the report are provided in the appendices. Three appendices provide: (1) Technical Notes; (2) Glossary; and (3) Support Tables. [This report was prepared in part under Contract No. ED-IES-13-C-0055 with the National Institute for Early Education Research, Rutgers University.] AU - Barnett, Steven W. AU - Carolan, Megan E. AU - Squires, James H. AU - Brown, Kirsty Clarke Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 30 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Preschool Education KW - Early Childhood Education KW - Financial Support KW - Geographic Location KW - Access to Education KW - Expenditure per Student KW - Educational Finance KW - Resource Allocation KW - Child Care KW - Census Figures KW - State Aid KW - Expenditures KW - Comparative Analysis KW - At Risk Students KW - Enrollment Trends KW - Federal Programs KW - Disabilities KW - State Surveys KW - Disadvantaged Youth KW - Group Experience KW - Population Trends KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829694?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Michigan. Grade 12, Public Schools AN - 1651829693; ED545156 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Michigan's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Michigan was 154. This was not significantly different from the average score of 152 for public school students in the nation. The percentage of students in Michigan who performed at or above the NAEP "Proficient" level was 25 percent in 2013. This percentage was not significantly different from the nation (25 percent). The percentage of students in Michigan who performed at or above the NAEP "Basic" level was 66 percent in 2013. This percentage was not significantly different from the nation (64 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Michigan KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829693?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Michigan. Grade 12, Public Schools AN - 1651829658; ED545175 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Michigan's 2013 student achievement in reading. In 2013, the average score of twelfth-grade students in Michigan was 288. This was not significantly different from the average score of 287 for public school students in the nation. The percentage of students in Michigan who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was not significantly different from the nation (36 percent). The percentage of students in Michigan who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from the nation (73 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Michigan KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829658?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Beating the Odds: Finding Schools Exceeding Achievement Expectations with High-Risk Students. Summary. REL 2014-032 AN - 1651827445; ED544803 AB - State education leaders are often interested in identifying schools that have demonstrated success with improving the literacy of students who are at the highest level of risk for reading difficulties. The identification of these schools that are "beating the odds" is typically accomplished by comparing a school's observed performance on a particular exam, such as a state achievement exam, with how the school would be expected to perform when taking into account its demographic characteristics including the percentage of students classified as economically disadvantaged, minority, or as an English language learner. This summary describes a study that used longitudinal data from the Florida Department of Education on grade 3 public school students for the academic years 2010/11-2012/13 to determine which schools are exceeding student achievement expectations, and what demographic similarities exist between schools that are exceeding expectations and other schools. [This summary was prepared for the Institute of Education Sciences (IES) under Contract ED-IES-12-C-0011 by Regional Educational Laboratory Southeast administered by the Florida Center for Reading Research, Florida State University. For the full report, see ED544802.] AU - Koon, Sharon AU - Petscher, Yaacov AU - Foorman, Barbara R. Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 3 PB - Regional Educational Laboratory Southeast. , Florida State University, 2010 Levy Avenue Suite 100, Tallahassee, FL 32310. KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 3 KW - Institutional Characteristics KW - Minority Group Students KW - Multiple Regression Analysis KW - Student Characteristics KW - Academic Achievement KW - Reading Skills KW - Racial Differences KW - Longitudinal Studies KW - Reading Achievement KW - At Risk Students KW - Public Schools KW - English Language Learners KW - Economically Disadvantaged KW - Disadvantaged Youth KW - Reading Difficulties KW - Literacy Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827445?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Arkansas. Grade 12, Public Schools AN - 1651827415; ED545142 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Arkansas' 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Arkansas was 150. This was lower than the average score of 152 for public school students in the nation. The average score for students in Arkansas in 2013 (150) was higher than their average score in 2009 (146). The score gap between higher performing students in Arkansas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 2009 (41 points). The percentage of students in Arkansas who performed at or above the NAEP "Proficient" level was 18 percent in 2013. This percentage was not significantly different from that in 2009 (16 percent). The percentage of students in Arkansas who performed at or above the NAEP "Basic" level was 64 percent in 2013. This percentage was greater than that in 2009 (59 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Arkansas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827415?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. New Hampshire. Grade 12, Public Schools AN - 1651827246; ED545146 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New Hampshire's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in New Hampshire was 161. This was higher than the average score of 152 for public school students in the nation. The average score for students in New Hampshire in 2013 (161) was not significantly different from their average score in 2009 (160). The score gap between higher performing students in New Hampshire (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 2009 (43 points). The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 32 percent in 2013. This percentage was not significantly different from that in 2009 (32 percent). The percentage of students in New Hampshire who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2009 (74 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.] Y1 - 2014/05// PY - 2014 DA - May 2014 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New Hampshire KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High Schools KW - Grade 12 KW - Geographic Location KW - Achievement Rating KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827246?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - A Focused Look at Rural Schools Receiving School Improvement Grants. NCEE Evaluation Brief. NCEE 2014-4013 AN - 1651831807; ED544784 AB - The Study of School Turnaround is a set of case studies of the school improvement process in a purposive sample of 35 schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (school years 2010-11 to 2012-13). This evaluation brief focuses on the nine SIG schools that were in rural areas and how respondents in these schools perceived their rural context to influence specific turnaround activities. Key findings that emerged from the rural case study data collected in spring 2012 include: (1) Although rural SIG schools reported some challenges that nonrural SIG schools have also reported, such as low student motivation and staff morale, the rural schools reported additional challenges resulting from their schools' remote locations and large catchment areas. For example, respondents reported that these rural characteristics affected the recruitment or retention of teachers and, to a lesser extent, parents' involvement in the schools. (2) School and district administrators in eight of the nine schools suggested that long teacher commutes or isolated communities posed challenges to recruiting or retaining teachers. To counter these challenges, respondents in two schools reported offering direct support for teacher commutes (for example, gas stipends or vans), and respondents in three schools reported offering signing bonuses to incoming teachers. (3) School and district administrators and teaching staff in the nine schools mentioned multiple factors limiting parent involvement in school-based activities. Respondents from five schools perceived that a lack of access to transportation limited parent involvement, whereas respondents from three schools noted that the distance between schools and parents' homes was a contributing factor. Four schools focused on hiring or expanding the role of parent liaisons to increase parent involvement. Appended are: (1) Data Collection and Analytic Methods; (2) Analytic Approach for Categorizing Rural Schools; (3) Percentage of Teachers, by School, Who Reported the Following Challenges as "Moderate or Major" Challenges to Improving Students' Performance; and (4) Analytic Approach for Assessing School Focus on Increasing Parents' Involvement. AU - Rosenberg, Linda AU - Christianson, Megan Davis AU - Angus, Megan Hague AU - Rosenthal, Emily Y1 - 2014/04// PY - 2014 DA - April 2014 SP - 29 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Context Effect KW - Merit Pay KW - Rural Schools KW - Case Studies KW - Grants KW - Longitudinal Studies KW - Educational Improvement KW - Rural Areas KW - Teacher Surveys KW - School Turnaround KW - Transportation KW - Teacher Student Ratio KW - Parent Participation KW - Teacher Recruitment KW - Teacher Persistence KW - Teachers KW - Population Distribution KW - Fringe Benefits KW - Faculty Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831807?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012 AN - 1651831578; ED544783 AB - As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School," provides four recommendations for teaching complex content to English learners while simultaneously building academic language and writing and oral language proficiency. This updated practice guide builds on the work of the first practice guide on English learners, expands the grade range from K-5 to K-8, and incorporates instruction in mathematics, science, and social studies, as well as literacy. With techniques found in this guide, teachers can effectively address English learners' content and language needs by systematically--and at times explicitly--building students' English language and literacy, while teaching history, mathematics, science, and other disciplines. The four recommendations include concrete guidance on: (1) Teaching English learners academic vocabulary intensively within the context of an engaging piece of informational text; (2) Helping English learners make sense of the content area material; (3) Supporting English learners as they learn to generate well-organized essays that are progressively longer and more complex; and (4) Providing struggling English learners with high-quality instructional interventions in reading and English language development. Like all other practice guides, this updated practice guide is based on research that has met the rigorous standards set by the What Works Clearinghouse, capitalizing on recently conducted research on content learning and academic language. The research base for this guide was identified through a comprehensive search for studies evaluating instructional practices for teaching academic content and literacy to English learners in K-8. Appended are: (1) Postscript from the Institute of Education Sciences; (2) About the Panel and Research Staff; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. A glossary is also included. AU - Baker, Scott AU - Lesaux, Nonie AU - Jayanthi, Madhavi AU - Dimino, Joseph AU - Proctor, Patrick C. AU - Morris, Joan AU - Gersten, Russell AU - Haymond, Kelly AU - Kieffer, Michael J. AU - Linan-Thompson, Sylvia AU - Newman-Gonchar, Rebecca Y1 - 2014/04// PY - 2014 DA - April 2014 SP - 115 PB - What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Elementary Education KW - Middle Schools KW - Junior High Schools KW - Small Group Instruction KW - Writing Instruction KW - Academic Education KW - Instructional Effectiveness KW - Elementary School Students KW - Middle School Students KW - Written Language KW - Vocabulary KW - English (Second Language) KW - Second Language Instruction KW - Oral Language KW - English Language Learners KW - Learning Activities KW - Evidence KW - Literacy KW - Educational Research KW - Content Area Writing KW - Teaching Methods KW - Academic Discourse UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831578?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Recognizing and Conducting Opportunistic Experiments in Education: A Guide for Policymakers and Researchers. REL 2014-037 AN - 1651831258; ED544801 AB - An opportunistic experiment is a type of randomized controlled trial that studies the effects of a planned intervention or policy change with minimal added disruption and cost. This guide defines opportunistic experiments and provides examples, discusses issues to consider when identifying potential opportunistic experiments, and outlines the critical steps to complete opportunistic experiments. It concludes with a discussion of the potentially low cost of conducting opportunistic experiments and the potentially high cost of not conducting them. Readers will also find a checklist of key questions to consider when conducting opportunistic experiments in the appendix. AU - Resch, Alexandra AU - Berk, Jillian AU - Akers, Lauren Y1 - 2014/04// PY - 2014 DA - April 2014 SP - 28 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Researchers KW - Recruitment KW - Intervention KW - Compliance (Psychology) KW - Feasibility Studies KW - Research Needs KW - Educational Experiments KW - Educational Policy KW - Cost Effectiveness KW - Research Opportunities KW - Data Collection KW - Data Analysis KW - Educational Research KW - Research Administration UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831258?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - State Requirements for Teacher Evaluation Policies Promoted by Race to the Top. NCEE Evaluation Brief. NCEE 2014-4016 AN - 1651830580; ED544794 AB - This brief describes the extent to which states required teacher evaluation policies aligned with the Race to the Top (RTT) initiative as of spring 2012. Although teacher evaluation policies appear to be rapidly evolving, documenting policy requirements in the early years of RTT implementation can help inform policymakers about the pace of policy innovation nationally. This brief examines the presence of state-level requirements for certain practices but not the actual district- or school-level implementation of such practices. Key findings, based on interviews with administrators from 49 states and the District of Columbia (12 Round 1 and 2 RTT states, 7 Round 3 RTT states, and 31 non-RTT states), include the following: (1) States, on average, reported requiring less than half of eight teacher evaluation policies aligned with RTT priorities, although the number of policies required by RTT states was higher than non-RTT states (3.7 policies for Round 1 and 2 RTT states, 3.6 for Round 3 RTT states, and 2.2 for non-RTT states); (2) States' reported teacher evaluation policies were most aligned with RTT priorities focused on using multiple measures to evaluate teacher performance (30 states); using multiple rating categories to classify teacher performance (31 states); and conducting annual evaluations (25 states); and (3) States' reported teacher evaluation policies were least aligned with RTT priorities focused on using evaluation results to inform decisions regarding career advancement (1 state) and compensation (6 states for annual salary increases, and 5 states for performance-based compensation). AU - Hallgren, Kristin AU - James-Burdumy, Susanne AU - Perez-Johnson, Irma Y1 - 2014/04// PY - 2014 DA - April 2014 SP - 18 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Race to the Top KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Compensation (Remuneration) KW - Measures (Individuals) KW - Educational Legislation KW - Academic Achievement KW - Observation KW - Teacher Effectiveness KW - Teacher Evaluation KW - Federal Legislation KW - Program Implementation KW - Educational Policy KW - Alignment (Education) KW - Educational Assessment KW - Interviews UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830580?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates: School Years 2010-11 and 2011-12. First Look. NCES 2014-391 AN - 1651830181; ED544798 AB - This National Center for Education Statistics (NCES) First Look report introduces new data for two separate measures of 4-year on-time graduation rates as well as event dropout rates for school year (SY) 2010-11 and SY 2011-12. Specifically this report provides the following: (1) Four-year adjusted cohort graduation rate (ACGR) data reported by state or jurisdiction and, for the first time, a national estimated 4-year cohort graduation rate; (2) Averaged freshman graduation rate (AFGR) data by state or jurisdiction and a national estimated AFGR; and (3) High school event dropout rate data by state or jurisdiction and a national estimated event dropout rate. Both the AFGR and ACGR are 4-year on-time graduation rates that provide measures of the percent of students that successfully complete high school in 4 years with a regular high school diploma. Event dropout rates provide a measure of the percentage of students who drop out in a single year. The tables in this report present descriptive information for the United States and for individual states and jurisdictions. The findings chosen for this report provide only a few examples of how the graduation and dropout data may be used. Compared to other measures of graduation rates, the ACGR is considered the most accurate measure available for reporting on-time graduation rates (Seastrom et al. 2006b). A 4-year ACGR is defined as the number of students who graduate in 4 years with a regular high school diploma divided by the number of students who form the adjusted cohort for that graduating class. The term "adjusted cohort" means the students who enter grade 9 plus any students who transfer into the cohort in grades 9-12 minus any students who are removed from the cohort because they transferred out, moved out of the country, or were deceased (34 C.F.R. § 200.19). This First Look provides users with an opportunity to access SY 2010-11 provisional data that have been fully reviewed and edited, and SY 2011-12 preliminary data that have been subjected to a limited data review and editing. Neither set of data have been available publicly prior to the release of this report. Two appendices present: (1) Collection Methodology and Sources of Error; and (2) Detailed Methodology for Calculation of Four-Year On-Time Graduation Rates and Event Dropout Rates. A list of references and related data files is included. AU - Stetser, Marie C. AU - Stillwell, Robert Y1 - 2014/04// PY - 2014 DA - April 2014 SP - 35 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - High School Graduates KW - Gender Differences KW - Ethnicity KW - Dropout Rate KW - Asian American Students KW - Racial Differences KW - Cohort Analysis KW - High School Freshmen KW - White Students KW - Public Schools KW - Disabilities KW - Economically Disadvantaged KW - Enrollment KW - African American Students KW - Hispanic American Students KW - Limited English Speaking KW - American Indian Students KW - High School Students KW - Pacific Islanders KW - Graduation Rate KW - Alaska Natives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830181?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Alternative Student Growth Measures for Teacher Evaluation: Profiles of Early-Adopting Districts. REL 2014-016 AN - 1651829740; ED544797 AB - States and districts are beginning to use student achievement growth--as measured by state assessments (often using statistical techniques known as value-added models or student growth models)--as part of their teacher evaluation systems. But this approach has limited application in most states, because their assessments are typically administered only in grades 3-8 and only in math and reading. In response, some districts have turned to alternative measures of student growth. These alternative measures include alternative assessment-based value-added models (VAMs) that use the results of end-of-course assessments or commercially available tests in statistical models, and student learning objectives (SLOs), which are determined by individual teachers, approved by principals, and used in evaluations that do not involve sophisticated statistical modeling. For this report, administrators in eight districts that were early adopters of alternative measures of student growth were interviewed about how they used these measures to evaluate teacher performance. Key findings from the study are: (1) Districts using SLOs chose them as a teacher-guided method of assessing student growth, while those using alternative assessment-based VAMs chose to take advantage of existing assessments; (2) SLOs can be used for teacher evaluation in any grade or subject, but require substantial effort by teachers and principals, and ensuring consistency is challenging; (3) In the four SLO districts, SLOs are required of all teachers across grades K-12, regardless of whether the teachers serve grades or subjects that include district-wide standardized tests; and (4) Alternative student assessments used by VAM districts differ by developer, alignment with specific courses, and coverage of grades and subjects. VAMs applied to end-of-course and commercial assessments create consistent district-wide measures but generally require technical support from an outside provider. The district administrator interview protocol is appended. [For the summary of this report, see ED544796.] AU - Gill, Brian AU - English, Brittany AU - Furgeson, Joshua AU - McCullough, Moira Y1 - 2014/04// PY - 2014 DA - April 2014 SP - 29 PB - Regional Educational Laboratory Mid-Atlantic. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Program Design KW - School Districts KW - Academic Achievement KW - Feedback (Response) KW - Teacher Effectiveness KW - Achievement Gains KW - Models KW - Teacher Evaluation KW - Profiles KW - Program Implementation KW - Behavioral Objectives KW - Alternative Assessment KW - Selection UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829740?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Out-of-Pocket Net Price for College. Data Point. NCES 2014-902 AN - 1651827439; ED544790 AB - This Data Point uses data from four administrations of the National Postsecondary Student Aid Study (NPSAS:2000, NPSAS:04, NPSAS:08, and NPSAS:12) to briefly present trends in out-of-pocket net price for college, the amount that students and their families must pay to attend college after subtracting grants, loans, work-study, and all other student aid from the total price of attendance. It also presents out-of-pocket net price by income levels for the most recent data available (2011-12). For comparability, findings are presented for undergraduates attending full time for a full year and also trends are presented separately for key institution types (public 2-year, public 4-year, private nonprofit 4-year, and for-profit institutions). AU - Horn, Laura AU - Paslov, Jonathan Y1 - 2014/04// PY - 2014 DA - April 2014 SP - 6 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Student Loan Programs KW - Socioeconomic Status KW - Grants KW - Public Colleges KW - Private Colleges KW - Work Study Programs KW - Tuition KW - Fees KW - Transportation KW - Paying for College KW - College Housing KW - College Students KW - Family Income KW - Student Responsibility KW - Parent Financial Contribution UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827439?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Early Childhood Educator and Administrator Surveys on the Use of Assessments and Standards in Early Childhood Settings. REL 2014-019 AN - 1651827420; ED544787 AB - The Early Childhood Educator Survey and the Early Childhood Administrator Survey allow users to collect consistent data on the use of child assessments and learning standards in early childhood learning settings. Each survey includes modules on educator/administrator background information, assessment use, and learning standards implementation. The surveys and modules can be used either together or individually, and are part of a research agenda to improve early childhood programming and child outcomes through research- and evidence-based practices. Regional Educational Laboratory Northeast & Islands developed these surveys in partnership with its Early Childhood Education Research Alliance. AU - Irwin, Clare W. AU - O'Dwyer, Laura AU - Cook, Kyle DeMeo Y1 - 2014/04// PY - 2014 DA - April 2014 SP - 43 PB - Regional Educational Laboratory Northeast & Islands. , 43 Foundry Avenue, Waltham, MA 02453. KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Early Childhood Education KW - Barriers KW - Administrator Role KW - Student Characteristics KW - Standardized Tests KW - Educational Attainment KW - Educational Needs KW - Evaluation Methods KW - Teacher Certification KW - Guidance KW - Educational Resources KW - Data Collection KW - Sampling KW - Test Construction KW - Preschool Teachers KW - Institutional Characteristics KW - Coaching (Performance) KW - Teacher Characteristics KW - Guidelines KW - Administrator Qualifications KW - Surveys KW - Educational Improvement KW - Administrator Characteristics KW - Mentors KW - State Government KW - Policy Formation KW - Research Utilization KW - Student Evaluation KW - Faculty Development KW - Educational Research KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827420?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - A Focused Look at Schools Receiving School Improvement Grants That Have Percentages of English Language Learner Students. NCEE Evaluation Brief. NCEE 2014-4014 AN - 1651827267; ED544789 AB - The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (2010-11 to 2012-13 school years). This evaluation brief focuses on 11 of these SIG schools with high proportions of English Language Learner (ELL) students (a median of 45 percent ELLs). Three key findings that emerged from the ELL case study data collected in fall 2011 include: (1) Although all 11 schools reported providing specialized supports for ELL students, the schools' approaches to improvement during the initial phase of SIG appeared to include only moderate or limited attention to the unique needs of ELLs; (2) District and school administrators perceived challenges related to teachers' expertise and skills in meeting the unique needs of ELLs; however, teachers' perceptions of their own capacity were more mixed. The capacity of the schools' district offices to support ELLs appeared to vary as well, with two small districts reporting no district-level staff with ELL training or experience and seven larger districts reporting district-level English-as-a-second-language (ESL) departments with multiple trained staff members; and (3) Schools that appeared to provide stronger attention to the unique needs of ELLs in their improvement process were more likely to report having school staff dedicated to ELL needs, such as ELL coordinators, ELL coaches, and ESL/bilingual teachers and tutors. Such schools also were more likely to be located in districts that reportedly provided expertise and an explicit focus on ELLs within the context of SIG. Appended are: (1) Data Collection and Analytic Methods; and (2) Analytic Approach for Assessing ELL Attention. AU - Golden, Laura AU - Harris, Barbara AU - Mercado-Garcia, Diana AU - Boyle, Andrea AU - Le Floch, Kerstin Carlson AU - O'Day, Jennifer Y1 - 2014/04// PY - 2014 DA - April 2014 SP - 36 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Teachers KW - Elementary Education KW - High Schools KW - Secondary Education KW - Elementary Secondary Education KW - Educational Strategies KW - Federal Aid KW - Improvement Programs KW - Mixed Methods Research KW - Organizational Objectives KW - Instruction KW - Decision Making KW - Focus Groups KW - Data KW - Program Implementation KW - Elementary Schools KW - Institutional Characteristics KW - Context Effect KW - Case Studies KW - Grants KW - Community Characteristics KW - Educational Improvement KW - Teacher Surveys KW - School Turnaround KW - English Language Learners KW - Parent Participation KW - Student Needs KW - Change Strategies KW - Interviews KW - Extended School Day KW - Faculty Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827267?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Understanding Variation in Treatment Effects in Education Impact Evaluations: An Overview of Quantitative Methods. NCEE 2014-4017 AN - 1651827259; ED545097 AB - This report summarizes the complex research literature on quantitative methods for assessing how impacts of educational interventions on instructional practices and student learning differ across students, educators, and schools. It also provides technical guidance about the use and interpretation of these methods. The research topics addressed include: subgroup (moderator) analyses based on study participants' characteristics measured "before" the intervention is implemented; subgroup analyses based on study participants' experiences, mediators, and outcomes measured "after" program implementation; and impact estimation when treatment effects vary. The focus is on randomized controlled trials, but the methods are also applicable to quasi-experimental designs. [This report was prepared for the Institute of Education Sciences (IES) by Decision Information Resources, Inc. under Contract ED-IES-12-C-0057, Analytic Technical Assistance and Development.] AU - Schochet, Peter Z. AU - Puma, Mike AU - Deke, John Y1 - 2014/04// PY - 2014 DA - April 2014 SP - 50 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Elementary Secondary Education KW - Influences KW - Program Effectiveness KW - Structural Equation Models KW - Student Characteristics KW - Generalization KW - Academic Achievement KW - Scores KW - Intervention KW - Scoring KW - Literature Reviews KW - Educational Methods KW - Evaluation Methods KW - Computation KW - Evaluation Research KW - Causal Models KW - Statistical Analysis KW - Program Evaluation KW - Sampling KW - Effect Size KW - Context Effect KW - Outcome Measures KW - Teacher Characteristics KW - Validity KW - Experimental Groups KW - Pretests Posttests KW - Regression (Statistics) KW - Control Groups KW - Quasiexperimental Design KW - Participant Characteristics KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827259?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Documentation to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2011-12. Provisional Version 1a. NCES 2014-035 AN - 1826530432; ED565859 AB - This documentation is for the provisional version 1a file of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) Local Education Agency (LEA) Universe Survey for SY 2011-12. It contains a brief description of the data collection, along with information required to understand and access the data file. The CCD is a national statistical program that collects and compiles administrative data from state education agencies (SEAs) covering the universe of all public elementary and secondary schools and LEAs in the United States. The LEA Universe Survey is one of six annual surveys that comprise the CCD. The following are appended: (1) Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2011-12; (2) Value Distribution and Field Frequencies for the Common Core of Data Local Education Agency Universe Survey: School Year 2011-12; (3) Glossary for the Common Core of Data: School Year 2011-12; and (4) State Notes for the Common Core of Data: School Year 2011-12. AU - Keaton, Patrick Y1 - 2014/03// PY - 2014 DA - March 2014 SP - 94 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Secondary Education KW - Elementary Secondary Education KW - Public Schools KW - Educational Indicators KW - Guidelines KW - National Programs KW - School Districts KW - Data Collection KW - National Surveys KW - Secondary Schools KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826530432?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Disproportionality in School Discipline: An Assessment of Trends in Maryland, 2009-12. REL 2014-017 AN - 1651831835; ED544770 AB - In the United States exclusionary discipline (suspension and expulsion) is commonly used to remove disruptive students from the classroom or school. While any disciplinary action should be applied fairly and consistently to all groups, for more than 35 years the research literature has highlighted a discipline gap between racial/ethnic minority students and White students. Recently, the literature has identified a gap in the rates of exclusionary discipline between students in special education and other students. These disparities are a concern because exclusionary discipline has been linked to poor academic achievement, grade retention, recurrent misbehavior, dropout, juvenile delinquency, and other undesirable outcomes. This study examines whether disproportionate rates of suspensions and expulsions exist for racial/ethnic minority students and special education students in Maryland K-12 public schools during the period 2009/10 to 2011/12. Findings during these three school years include: (1) The percentage of Maryland students receiving out-of-school suspension or expulsion dropped from 5.6 percent in 2009/10 to 5.0 percent in 2011/12; (2) Because rates of out-of-school suspension and expulsion decreased more rapidly for White students than for Black students, disproportionality between Black and White rates increased in 2011/12, the most recent year examined; (3) For the same type of infraction, Black students had higher rates of out-of-school suspension or expulsion than did Hispanic and White students; and (4) Statewide, students in special education were removed from school at more than twice the rate of other students. Even though the number of out-of-school suspensions and expulsions decreased for both groups over the three years, it decreased more slowly for students in special education than for other students. Two appendices present: (1) Data sources and disciplinary infraction codes; and (2) Relative rate ratios for students not in special education receiving out-of-school suspension or expulsion, by school system, 2009/10-2011/12. [For the summary of this report, see ED544771.] AU - Porowski, Allan AU - O'Conner, Rosemarie AU - Passa, Aikaterini Y1 - 2014/03// PY - 2014 DA - March 2014 SP - 32 PB - Regional Educational Laboratory Mid-Atlantic. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Special Education KW - Suspension KW - Minority Group Students KW - Pacific Americans KW - Asian American Students KW - Discipline KW - Expulsion KW - White Students KW - Public Schools KW - Multiracial Persons KW - Incidence KW - African American Students KW - Hispanic American Students KW - American Indian Students KW - Disproportionate Representation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831835?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Participation and Pass Rates for College Preparatory Transition Courses in Kentucky. REL 2014-009 AN - 1651830598; ED544765 AB - The purpose of this study was to examine Kentucky high school students' participation and pass rates in college preparatory transition courses, which are voluntary remedial courses in math and reading offered to grade 12 students in the state. Three groups of students were compared using the population of grade 12 students in Kentucky public schools in school year 2011/12 (n = 33,928): students meeting state benchmarks, students approaching state benchmarks (1 to 3 points below), and students performing below state benchmarks (4 or more points below). The courses targeted students who were approaching state benchmarks, but all students were eligible to take them. Results were examined for member school districts of the Southeast/South-Central Educational Cooperative (a research partner with Regional Educational Laboratory Appalachia), a matched comparison group of districts with similar characteristics identified through propensity score matching, and the state as a whole. The study found that most students, even those targeted for the intervention, did not participate in the college preparatory transition courses. Among students who were approaching state benchmarks in math, fewer than one-third (28.1 percent) took transition courses, and among students approaching state benchmarks in reading, fewer than one-tenth (8.0 percent) enrolled in transition courses. Despite the intention of the policy, students from all three groups (meeting, approaching, and below state benchmarks) enrolled in the courses. Statewide pass rates for students who did enroll in transition courses in math or reading were more than 90 percent. Examining participation and pass rates can help schools and districts understand how college preparatory transition courses are used and may be adapted to meet the needs of students targeted for intervention. Four appendices present: (1) Data and methods; (2) Identifying College Preparatory Transition Courses; (3) Complete results of subgroup analyses; and (4) Sensitivity Analysis for Southeast/South-Central Educational Cooperative District Results. [For the executive summary, see ED544766.] AU - Mokher, Christine Y1 - 2014/03// PY - 2014 DA - March 2014 SP - 62 PB - Regional Educational Laboratory Appalachia. , 4825 Mark Center Drive, Alexandria, VA 22311. KW - Kentucky KW - ACT Assessment KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - High Schools KW - Postsecondary Education KW - Grade 11 KW - Grade 12 KW - College Entrance Examinations KW - Mathematics Instruction KW - School Districts KW - Student Participation KW - Academic Achievement KW - Benchmarking KW - Outcomes of Education KW - Comparative Analysis KW - Reading Instruction KW - Transitional Programs KW - Remedial Instruction KW - College Preparation KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830598?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Connections between Teacher Perceptions of School Effectiveness and Student Outcomes in Idaho's Low-Achieving Schools. REL 2014-012 AN - 1651830240; ED544778 AB - Policymakers and practitioners frequently use teacher surveys to inform decisions on school improvement efforts in low-achieving schools. There is little empirical evidence on how the results of these surveys relate to student outcomes. This study provides information on how perception data from a teacher survey in Idaho is correlated with three student outcomes: reading proficiency, math proficiency, and attendance. The Idaho State Department of Education uses the Educational Effectiveness Survey (EES), an annual teacher survey developed and administered by the Center on Educational Effectiveness, to gather information on school qualities believed to be the goals, processes, and supports essential for school success. Used widely in the Northwest Region, the survey is similar to teacher perception surveys used nationally. This study covers the 75 low-achieving Idaho schools that used the state's school improvement services and took the EES in 2012. The analyses of the survey data revealed that teachers' perceptions of the presence of essential goals, processes, and supports were generally not related to reading proficiency, math proficiency, or attendance. A few significant relationships were found in subsamples of schools. For example, the essential support defined in the survey as "effective school leadership" was significantly related to reading proficiency in 2011 in the 33 schools with data for 2010, 2011, and 2012. A significant positive relationship was also found between school attendance in elementary schools in 2012 and teacher ratings of five of nine other essential goals, supports, and processes. The findings suggest that Idaho educators and others using teacher perception surveys should proceed cautiously in making decisions based on perception surveys. For example, researchers and policymakers should consider how well survey measures relate to desired student outcomes and provide useful information on the effectiveness of school improvement efforts. They might also consider using data from other sources to assess the school goals, processes, and supports they seek to investigate through teacher surveys. Appended are: (1) Connections to previous research; (2) Data sources and methods; and (3) Descriptive statistics. ["Connections between Teacher Perceptions of School Effectiveness and Student Outcomes in Idaho's Low-Achieving Schools. REL 2014-012" was written with Traci Fantz. This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Northwest administered by Education Northwest. To access the summary for this report, see ED544777.] AU - Scott, Caitlin AU - Parsley, Danette Y1 - 2014/03// PY - 2014 DA - March 2014 SP - 40 PB - Regional Educational Laboratory Northwest. , 101 SW Main Street Suite 500, Portland, OR 97204-3213. KW - Idaho KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Practitioners KW - Researchers KW - Elementary Secondary Education KW - Mathematics Achievement KW - Teacher Attitudes KW - Correlation KW - Elementary School Teachers KW - Instructional Leadership KW - Secondary School Teachers KW - Attendance KW - Secondary Schools KW - Regression (Statistics) KW - Outcomes of Education KW - Teacher Surveys KW - Leadership Effectiveness KW - Reading Achievement KW - School Effectiveness KW - Least Squares Statistics KW - Low Achievement KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830240?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Condition of America's Public School Facilities: 2012-13. First Look. NCES 2014-022 AN - 1651830191; ED544767 AB - This report provides nationally representative data on the condition of public school facilities. The National Center for Education Statistics (NCES) previously collected data on this topic in 1999 (Lewis et al. 2000). The study presented in this report collected information about the condition of public school facilities in the 2012-13 school year. Specifically, the survey covered the following: (1) Whether the school had permanent and portable (temporary) onsite buildings; (2) The condition of 17 building systems/features in the permanent and portable (temporary) onsite buildings; (3) The condition of seven outdoor features at the school; (4) The overall condition of the permanent and portable (temporary) onsite buildings; (5) The estimated total cost of all repairs/renovations/modernizations required to put the school's onsite buildings in good overall condition, and the sources on which the cost estimate was based; (6) How satisfactory each of eight environmental factors was in the permanent and portable (temporary) onsite buildings; (7) The year in which the school's main instructional building was constructed, the year of the last major renovation of the main instructional building, and the year of the last major building replacement or addition at the school; (8) Whether any major repair/renovation/modernization work was currently being performed at the school; (9) Whether various construction projects were planned for the school in the next 2 years; (10) Which of 17 building systems/features at the school, if any, had major repairs, renovations, or replacements planned for the next 2 years, and if work was planned, the main reason for the planned major repair, renovation, or replacement; (11) Whether there was a written long-range educational facilities plan for the school; (12) Whether inspection of the condition of the physical features of the facility and evaluations of energy use and indoor environmental hazards at the school had been performed by qualified professionals within the last 5 years; and (13) Whether various steps had been taken in the last 5 years to improve energy efficiency at the school. Selected Findings are reported based on survey responses. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. [To access the 1999 report entitled "Condition of America's Public School Facilities, 1999. Statistical Analysis Report," please see ED439599.] AU - Alexander, Debbie AU - Lewis, Laurie Y1 - 2014/03// PY - 2014 DA - March 2014 SP - 61 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Costs KW - Educational Facilities KW - Energy Management KW - Questionnaires KW - Educational Environment KW - Public Schools KW - School Maintenance KW - Educational Facilities Improvement KW - National Surveys KW - Educational Facilities Planning UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830191?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - How States Use Student Learning Objectives in Teacher Evaluation Systems: A Review of State Websites. REL 2014-013 AN - 1651829684; ED544769 AB - Motivated by the need to improve teaching and learning and by federal priorities reflected in requirements for grant programs such as Race to the Top and the Teacher Incentive Fund, many states are developing teacher evaluation systems that include measures of individual teachers' contributions to their students' learning growth. One way to measure teacher impact is with student learning objectives (SLOs)--an alternative to the more generally used value-added modeling with standardized test scores, which may not be available or appropriate for all teachers and subjects. This report gathers information on the use of SLOs in educator evaluation systems in 30 states. It aims to inform state and local policymakers involved in creating or supporting the development of teacher evaluation systems that include SLOs. Two appendices present: (1) Searchable tables of state-by-state use of student learning objectives for educator evaluation; and (2) Links to downloadable sample student learning objective forms and guidance developed by states. [For the summary of this report, see ED544768.] AU - Lacireno-Paquet, Natalie AU - Morgan, Claire AU - Mello, Daniel Y1 - 2014/03// PY - 2014 DA - March 2014 SP - 53 PB - Regional Educational Laboratory Northeast & Islands. , 43 Foundry Avenue, Waltham, MA 02453. KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary Secondary Education KW - State Policy KW - Teacher Evaluation KW - Web Sites KW - Evaluation Criteria KW - Content Analysis KW - Academic Achievement KW - Behavioral Objectives KW - Achievement Gains KW - Teacher Effectiveness UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829684?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Services and Support Programs for Military Service Members and Veterans at Postsecondary Institutions, 2012-13. First Look. NCES 2014-017 AN - 1651831464; ED544760 AB - This report provides descriptive national data on the prevalence and characteristics of services and support programs for military service members and veterans at postsecondary institutions in the United States. This survey provides the first nationally representative data on this topic. The data presented in this First Look were collected for the 12-month 2012-13 academic year (except where specified for fall of 2012) from postsecondary institutions on the services and programs offered to all military service members and veterans enrolled for credit, as well as dependents receiving military or veteran's financial education benefits. The survey covered customized support services such as academic support/tutoring, career planning/services, and mental health counseling; availability of mentoring programs; customization of admissions and orientation activities; availability of Veterans Affairs (VA) work-study opportunities; and tutorial assistance using VA educational benefits. Other topics included institutions' policies for charging veterans in-state tuition, course offerings specifically for military service members and veterans, and availability of training for postsecondary staff members on issues specific to veterans and service members. The survey also collected information about the number and type of students enrolled, and the number and type of dependents enrolled who received military or veteran's financial education benefits. Selected findings on services and support programs for military service members and veterans at 2-year and 4-year Title IV eligible degree-granting postsecondary institutions for the 12-month 2012-13 academic year are presented. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. AU - Queen, Barbara AU - Lewis, Laurie Y1 - 2014/02// PY - 2014 DA - February 2014 SP - 56 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Higher Education Act Title IV KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Tutoring KW - Social Support Groups KW - Tuition KW - College Credits KW - Dependents KW - Veterans KW - Communication Strategies KW - Colleges KW - Access to Information KW - Military Personnel KW - Enrollment KW - Access to Health Care KW - Student Personnel Services KW - College Admission KW - School Orientation KW - Institutional Characteristics KW - Admissions Counseling KW - Work Study Programs KW - Staff Development KW - Mentors KW - School Health Services KW - Military Training KW - Student Financial Aid KW - Educational Policy KW - Two Year College Students KW - Incidence KW - School Size KW - Faculty Development KW - Group Counseling KW - Veterans Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831464?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers. NCSER 2014-3000 AN - 1651829967; ED544759 AB - Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and the National Early Literacy Panel reports, research supported by the Institute of Education Sciences (IES) has expanded understanding of ways to identify and help children who are at risk for reading disabilities. This body of work has also contributed to the identification of critical component skills that support proficient reading (e.g., phonological awareness, word knowledge, working memory), better ways to assess these skills, and more effective interventions for children at risk of developing reading difficulties, including children who are deaf or have intellectual disabilities. Research funded by IES has investigated ways to bring these efficacious interventions into our nation's classrooms by developing and evaluating professional development training that increases teachers' knowledge about literacy and how to teach reading effectively to all students, including students who are struggling to learn how to read. This is important because the most recent National Assessment of Educational Progress reports that by fourth grade, one-third of our students are failing to attain basic reading skills. In this synthesis, the panel convened by IES, connects the building blocks of assessment, cognitive and linguistic components of reading, effective interventions, and teacher professional development to show how IES-funded research is contributing to solutions for improving reading and preventing reading difficulties. Based on the initial reading of the papers, and following an initial in-person meeting to discuss the articles that were read, the panel organized the contributions into four broad categories with component research questions. They are: (1) Assessment: What has been learned about effective identification and assessment of students who have or are at risk for reading difficulties or disabilities? (2) Basic Cognitive and Linguistic Processes: What are the basic cognitive and linguistic processes that support successful reading and how can these skills be improved for students who have or who are at risk for reading disabilities? (3) Intervention: How can reading instruction be more effective for students who have or are at risk for developing reading disabilities? How can reading be taught to students with low incidence disabilities? (4) Professional Development: How can research-based instructional practices be implemented in the classroom? These categories emerged directly from the articles that the panel members read and they reflect the areas the panel believes that IES-supported research has made contributions to in advancing the understanding of how to improve reading outcomes for students with or at risk for reading disabilities. For each question, the panel synthesized the available research findings and highlighted key contributions. The panel was given the task of looking across the range of projects that IES has funded in this area to determine what has been learned, where progress has been made as a result of IES funding, and to provide suggestions for further research in improving reading skills of children with or at risk for reading disabilities. In reading this synthesis, readers should remember that it is not intended to be an overview of the existing research on improving reading for children with or at risk for reading disabilities. Panel members were only asked to review those published articles or book chapters that had emerged from IES-funded projects. Specifically, the panel was asked to review articles from peer-reviewed journals and book chapters from funded projects that were published or in press as of December 2011 (thus some articles that were in press in 2011 will have published dates in 2012 or 2013). Thus, there is a great deal of ongoing research that is not represented in this synthesis because some grants are not yet at the stage in the research process where findings are in and summarized for publication. Note also that reports of IES-funded research that have not been subjected to the peer-review process in publication are not included in this review. Appendix A lists the projects and publications that were reviewed for this synthesis. AU - Connor, Carol M. AU - Alberto, Paul A. AU - Compton, Donald L. AU - O'Connor, Rollanda E. Y1 - 2014/02// PY - 2014 DA - February 2014 SP - 108 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - No Child Left Behind Act 2001 KW - Individuals with Disabilities Education Act KW - Dynamic Indicators of Basic Early Literacy Skills (DIBELS) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Early Childhood Education KW - Preschool Education KW - Thinking Skills KW - Moderate Mental Retardation KW - Hearing Impairments KW - Student Characteristics KW - Peer Teaching KW - Word Recognition KW - Mild Mental Retardation KW - Intervention KW - Disability Identification KW - Literature Reviews KW - Severity (of Disability) KW - Teacher Competencies KW - Skill Development KW - Adaptive Testing KW - At Risk Students KW - Reading Instruction KW - Disabilities KW - Reading Fluency KW - Knowledge Base for Teaching KW - Teaching Methods KW - Vocabulary Development KW - Cognitive Development KW - Cooperative Learning KW - Educational Legislation KW - Individualized Instruction KW - Language Skills KW - Learning Disabilities KW - Reading Skills KW - Response to Intervention KW - Reading Comprehension KW - Behavior Problems KW - Teacher Effectiveness KW - Dialects KW - Short Term Memory KW - Screening Tests KW - Language Processing KW - Mental Retardation KW - Cognitive Ability KW - Federal Legislation KW - Cognitive Processes KW - English Language Learners KW - Early Intervention KW - Reading Difficulties KW - Faculty Development KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829967?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Projections of Education Statistics to 2022. Forty-First Edition. NCES 2014-051 AN - 1651827409; ED544761 AB - "Projections of Education Statistics to 2022" is the 41st report in a series begun in 1964. It includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. This report provides revisions of projections shown in "Projections of Education Statistics to 2021" and projections of enrollment, graduates, teachers, and expenditures to the year 2022. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2022 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. Appended are: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. [This report was prepared with IHS Global Insight. For "Projections of Education Statistics to 2021. Fortieth Edition. NCES 2013-008," see ED538495.] AU - Hussar, William J. AU - Bailey, Tabitha M. Y1 - 2014/02// PY - 2014 DA - February 2014 SP - 194 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Kindergarten KW - Preschool Education KW - Postsecondary Education KW - Higher Education KW - Two Year Colleges KW - High School Graduates KW - Undergraduate Study KW - Educational Finance KW - Elementary School Teachers KW - Attendance KW - Secondary School Teachers KW - Costs KW - Expenditures KW - Public Schools KW - Enrollment Trends KW - Enrollment KW - Trend Analysis KW - Geographic Location KW - Institutional Characteristics KW - Graduate Study KW - Masters Degrees KW - Ethnicity KW - Gender Differences KW - College Freshmen KW - Public Colleges KW - Private Colleges KW - Racial Differences KW - Associate Degrees KW - Academic Degrees KW - Bachelors Degrees KW - Teacher Student Ratio KW - Doctoral Degrees KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827409?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Linking the 2011 National Assessment of Educational Progress (NAEP) in Reading to the 2011 Progress in International Reading Literacy Study (PIRLS) AN - 1651827271; ED545246 AB - This paper describes a statistical linking between the 2011 National Assessment of Educational Progress (NAEP) in Grade 4 reading and the 2011 Progress in International Reading Literacy Study (PIRLS) in Grade 4 reading. The primary purpose of the linking study is to obtain a statistical comparison between NAEP (a national assessment) and PIRLS (an international assessment). By expressing both assessments in the same metric, the linking study can provide international benchmarks for the NAEP Grade 4 reading achievement levels. At each level, the linking shows that the NAEP Grade 4 reading achievement levels are higher than the PIRLS international benchmarks. This finding provides one piece of validity evidence that NAEP results are internationally competitive. Two appendices present: (A) Linking 2011 PIRLS to 2011 NAEP Grade 4 Reading; and (B) Jackknife Standard Errors of Linking Parameters. AU - Phillips, Gary W. Y1 - 2014/02// PY - 2014 DA - February 2014 SP - 31 PB - American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. KW - National Assessment of Educational Progress KW - Progress in International Reading Literacy Study KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Reading Tests KW - Comparative Analysis KW - Measures (Individuals) KW - Reading Achievement KW - Error of Measurement KW - Statistical Analysis KW - Test Validity KW - Benchmarking KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827271?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - JOUR T1 - A Wicked Problem: Can Governments be Fair to Families Living with Disabilities? AN - 1520313541; 201403011 AB - Families provide priceless support to members with disabilities. Without the support of families the lives of most individuals with disabilities would be diminished in comfort, independence, opportunity, and caring relationships. Without the support provided to individuals with disabilities by family members, public expenditures for nonfamily assistance would be several times what is currently expended. In its responsibilities to the well-being of individual citizens and to the efficient and effective use of public resources, governments struggle to accommodate the great diversity among families in what they want and what they need. Governments are challenged in targeting limited resources to reach those who need them most, in the amounts that are most cost-effective, and in a manner that is most beneficial to the family and its member(s) with disabilities. The attention on support to families is further complicated by changes in families and their individual members as they pass through lifecycles of changing relationships, expectations, aspirations, and capabilities. This article offers a modest commentary on how in the midst of such complexities our society can develop fair, effective, and cost-beneficial approaches to supporting families and their individual members. Adapted from the source document. JF - Family Relations AU - Swenson, Sue AU - Lakin, Charlie AD - U.S. Department of Education Y1 - 2014/02// PY - 2014 DA - February 2014 SP - 185 EP - 191 PB - Wiley Publishing, Malden MA VL - 63 IS - 1 SN - 0197-6664, 0197-6664 KW - Cultural Pluralism KW - Citizens KW - Physically Handicapped KW - Well Being KW - Citizen Participation KW - Equity KW - article KW - 6143: child & family welfare UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1520313541?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Asocialservices&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Family+Relations&rft.atitle=A+Wicked+Problem%3A+Can+Governments+be+Fair+to+Families+Living+with+Disabilities%3F&rft.au=Swenson%2C+Sue%3BLakin%2C+Charlie&rft.aulast=Swenson&rft.aufirst=Sue&rft.date=2014-02-01&rft.volume=63&rft.issue=1&rft.spage=185&rft.isbn=&rft.btitle=&rft.title=Family+Relations&rft.issn=01976664&rft_id=info:doi/10.1111%2Ffare.12056 LA - English DB - Social Services Abstracts N1 - Date revised - 2014-05-01 N1 - Number of references - 12 N1 - Last updated - 2016-09-28 N1 - CODEN - FAREDL N1 - SubjectsTermNotLitGenreText - Physically Handicapped; Equity; Citizens; Well Being; Cultural Pluralism; Citizen Participation DO - http://dx.doi.org/10.1111/fare.12056 ER - TY - GEN T1 - Understanding Program Monitoring: The Relationships among Outcomes, Indicators, Measures, and Targets. REL 2014-011 AN - 1509087180; ED544758 AB - This guide offers educators, program managers, administrators, and researchers a resource for building capacity for monitoring program outcomes. It provides concise definitions of program monitoring components and a framework for assessing program progress. Examples demonstrate the relationships among program components: outcomes, indicators, measures (including benchmarks and baselines), and targets. Policymakers and practitioners can use the framework to better monitor and evaluate programs and thus to make better data-informed decisions. (Contains 1 figure and 3 notes.) AU - Malone, Nolan AU - Mark, Lauren AU - Narayan, Krishna Y1 - 2014/02// PY - 2014 DA - February 2014 SP - 5 PB - Regional Educational Laboratory Pacific. , 1003 Bishop Street, Pauahi Tower Suite 777, Honolulu, Hawaii 96813. KW - Preliminary Scholastic Aptitude Test KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Administrators KW - Researchers KW - Policymakers KW - Practitioners KW - High Schools KW - Measurement KW - Program Effectiveness KW - College Entrance Examinations KW - Educational Indicators KW - Scores KW - Capacity Building KW - Benchmarking KW - Outcomes of Education KW - Family Involvement KW - Career Development KW - Family School Relationship KW - College Readiness KW - Performance Factors KW - Program Evaluation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509087180?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Logic Models: A Tool for Designing and Monitoring Program Evaluations. REL 2014-007 AN - 1509086997; ED544752 AB - Logic models can help educators plan and monitor program evaluations. This introduction to logic models as a tool for designing program evaluations defines the major components of education programs--resources, activities, outputs, and short-, mid-, and long-term outcomes--and uses an example to demonstrate the relationships among them. This quick reference guide introduces logic models as a tool to help educators plan and monitor program evaluations. It is one of a four-part series on program planning and monitoring released by Regional Educational Laboratory Pacific. (Contains 1 note and 1 figure.) AU - Lawton, Brian AU - Brandon, Paul R. AU - Cicchinelli, Louis AU - Kekahio, Wendy Y1 - 2014/02// PY - 2014 DA - February 2014 SP - 5 PB - Regional Educational Laboratory Pacific. , 1003 Bishop Street, Pauahi Tower Suite 777, Honolulu, Hawaii 96813. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Elementary Secondary Education KW - Program Effectiveness KW - Logical Thinking KW - Program Implementation KW - Educational Resources KW - Program Evaluation KW - Activities KW - Outcomes of Education KW - Models UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509086997?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Submission of Data by State Educational Agencies; Submission Dates for State Revenue and Expenditure Reports for Fiscal Year (FY) 2013, Revisions to Those Reports, and Revisions to Prior Fiscal Year Reports AN - 1826528362; ED566872 AB - The Secretary announces dates for State educational agencies (SEAs) to submit expenditure and revenue data and average daily attendance statistics on ED Form 2447 (the National Public Education Financial Survey (NPEFS)) for FY 2013, revisions to those reports, and revisions to prior fiscal year reports. The Secretary sets these dates to ensure that data are available to serve as the basis for timely distribution of Federal funds. The U.S. Census Bureau is the data collection agent for the National Center for Education Statistics (NCES). The data will be published by NCES and will be used by the Secretary in the calculation of allocations for FY 2015 appropriated funds. Y1 - 2014/01/15/ PY - 2014 DA - 2014 Jan 15 SP - 2648 EP - 2650 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 79 IS - 10 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Expenditures KW - State Departments of Education KW - Statistical Data KW - Data Collection KW - Compliance (Legal) KW - Annual Reports KW - School Statistics KW - Average Daily Attendance KW - Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826528362?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - 2014 Abridged Technology and Engineering Literacy Framework for the 2014 National Assessment of Educational Progress AN - 1826517183; ED563941 AB - Due to the growing importance of technology and engineering in the educational landscape, and to support America's ability to contribute to and compete in a global economy, the National Assessment Governing Board (NAGB) initiated development of the first NAEP Technology and Engineering Literacy (TEL) Assessment. Relating to national efforts in science, technology, engineering, and mathematics (STEM) fields, the 2014 NAEP Technology and Engineering Literacy Assessment measures the "T" and "E" in STEM, augmenting long-standing NAEP assessments in science and mathematics. The National Assessment of Educational Progress (NAEP), otherwise known as The Nation's Report Card, informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of NAEP, a continuing and nationally representative measure of achievement in various subjects over time. To create the new assessment, the NAGB sought a framework of technological literacy knowledge and skills that identifies the understandings and applications of technology principles that are important for all students. The TEL assessment is designed to measure three interconnected areas of technology and engineering literacy: (1) Technology and Society; (2) Design and Systems; and (3) Information and Communication Technology. In all three areas of technology and engineering literacy, students are expected to be able to apply particular ways of thinking and reasoning when approaching a problem. These types of thinking and reasoning are referred to as "practices." The framework specifies three kinds of practices that students are expected to demonstrate when responding to test questions: (1) Understanding Technological Principles; (2) Developing Solutions and Achieving Goals; and (3) Communicating and Collaborating. The 2014 NAEP Technology and Engineering Literacy Assessment will provide important results and information that can be used to determine whether the nation's students have the essential knowledge and skills needed in the technology and engineering areas. Policymakers, educators, and the public can use data from the initial assessments as tools for monitoring certain aspects of student achievement in technology and engineering literacy over time. Y1 - 2014 PY - 2014 DA - 2014 SP - 19 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 4 KW - Intermediate Grades KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Grade 12 KW - High Schools KW - Competence KW - Academic Achievement KW - STEM Education KW - Test Items KW - National Competency Tests KW - Technological Literacy KW - Problem Solving KW - Design KW - Information Technology KW - Engineering Education KW - Knowledge Level KW - Definitions KW - Science and Society KW - Test Construction KW - Technical Education KW - Computer Assisted Testing UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826517183?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card: Are the Nation's 12th-Graders Making Progress in Mathematics and Reading? NCES 2014-087 AN - 1773221887; ED558413 AB - The Nation's Report Card™ informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. NAEP collects and reports information on student performance at the national, state, and local levels, making the assessment an integral part of our nation's evaluation of the condition and progress of education. This report shows the following: average scores in mathematics and reading in 2013; the percentage of students at or above the "Proficient" level; and score gains for the 11 states that volunteered in both the 2009 and 2013 assessments. National average scores from the 2013 NAEP did not change from 2009. Among the 11 volunteer pilot states that participated in both the 2009 and 2013 assessments, 4 made gains from 2009 in mathematics, and 2 made gains in reading. Y1 - 2014 PY - 2014 DA - 2014 SP - 2 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Connecticut KW - New Hampshire KW - Massachusetts KW - Idaho KW - New Jersey KW - Iowa KW - South Dakota KW - Illinois KW - Florida KW - Arkansas KW - Tennessee KW - West Virginia KW - Michigan KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - Secondary Education KW - High Schools KW - Achievement Rating KW - Reading Achievement KW - Educational Indicators KW - Mathematics Achievement KW - Statistical Data KW - Educational Assessment KW - National Competency Tests KW - Achievement Gains UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773221887?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - State Implementation of Reforms Promoted under the Recovery Act. A Report from Charting the Progress of Education Reform: An Evaluation of the Recovery Act's Role. NCEE 2014-4011 AN - 1509087332; ED544746 AB - The American Recovery and Reinvestment Act (ARRA or the Recovery Act) of 2009 provided an unprecedented level of funding for K-12 education. The program created a "historic opportunity to save hundreds of thousands of jobs, support states and school districts, and advance reforms and improvements that will create long-lasting results for our students and our nation." Specifically, the Recovery Act allocated $70.6 billion in funding for K-12 education, of which $6.8 billion was awarded to states through a combination of newly created and existing grant programs, including the State Fiscal Stabilization Fund (SFSF) formula grants, Race to the Top (RTT) discretionary grants, and additional funding for the School Improvement Grant (SIG) program. In return for Recovery Act grants, recipients were required to commit to four specific core reforms or assurances: (1) Adopting rigorous college-ready and career-ready standards and high-quality assessments; (2) Establishing data systems and using data to improve performance; (3) Increasing teacher effectiveness and the equitable distribution of effective teachers; and (4) Turning around the lowest performing schools. By linking a commitment to the four assurances with receipt of funding, the Recovery Act signaled federal priorities; provided states, districts, and schools with incentives to initiate or intensify reforms in each of these areas; and encouraged states to pursue a combination of mutually supporting reform strategies. This report is part of the multi-year U.S. Department of Education (ED) evaluation "Charting the Progress of Education Reform: An Evaluation of the Recovery Act's Role." ED seeks to understand through this evaluation how states, districts, and schools are working to implement the education reforms promoted by the Recovery Act. The current report focuses on whether, and how, state education agencies (SEAs) were implementing the reforms that the Recovery Act emphasized one year after the act was passed, and sets the stage for examination of implementation at the local level. It provides a picture of the prevalence and progress of the reform agenda promoted by the Recovery Act. A primary focus is SEA implementation of reforms in 2010-11, the first full school year after all Recovery Act funds were awarded. The education policies embedded in the Recovery Act were introduced into an ongoing stream of federal and state reform activity and states had undertaken some reforms before the act's passage. Therefore, the report also examines SEA implementation of reforms in 2009-10, and explores the extent to which 2010-11 reform activities represented progress. Specifically, this report addresses the following questions: (1) To what extent did SEAs report implementing key reform strategies promoted by the Recovery Act in the 2010-11 school year? (2) How much of the 2010-11 school year implementation reflects progress since the Recovery Act? and (3) What were the greatest reform implementation challenges for SEAs in the 2010-11 school year? Eight appendices include: (1) The Survey Development Process; (2) State-Level Indicators, Components, and Recovery Act Program Requirements; (3) SEA Implementation Progress from 2009-10 to 2010-11: Standards and Assessments; (4) Required Components of a Statewide P-16 Education Data System: America COMPETES Act of 2007; (5) SEA Implementation Progress From 2009-10 to 2010-11: Data Systems; (6) SEA Implementation Progress From 2009-10 to 2010-11: Educator Workforce Development; (7) SEA Implementation Progress From 2009-10 to 2010-11: Support for Improving Low-Performing Schools; and (8) Indicators by State. (Contains 59 tables, 15 footnotes, and 13 figures.) AU - Webber, Ann AU - Troppe, Patricia AU - Milanowski, Anthony AU - Gutmann, Babette AU - Reisner, Elizabeth AU - Goertz, Margaret Y1 - 2014/01// PY - 2014 DA - January 2014 SP - 125 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - American Recovery and Reinvestment Act 2009 KW - Race to the Top KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Financial Support KW - Educational Indicators KW - Grants KW - Educational Finance KW - Academic Achievement KW - Incentives KW - Educational Improvement KW - State Departments of Education KW - School Turnaround KW - Data KW - Federal Legislation KW - Educational Change KW - School Effectiveness KW - College Readiness KW - Low Achievement KW - Career Readiness KW - Database Management Systems KW - Labor Force Development KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509087332?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Academic Libraries: 2012. First Look. NCES 2014-038 AN - 1509087215; ED544756 AB - This report presents tabulations for the 2012 Academic Libraries Survey (ALS) conducted by the U.S. Department of Education's National Center for Education Statistics (NCES), within the Institute of Education Sciences. The 2012 ALS population included postsecondary institutions with all of the following: total library expenditures that exceed $10,000; an organized collection of printed or other materials, or a combination thereof; a staff trained to provide and interpret such materials as required to meet the informational, cultural, recreational, or educational needs of the clientele; an established schedule in which services of the staff are available to the clientele; and the physical facilities necessary to support such a collection, staff, and schedule. This definition includes libraries that are part of learning resource centers. Branch and independent libraries are defined as auxiliary library service outlets with quarters separate from the central library that houses the basic collection. The central library administers the branches. In ALS, libraries on branch campuses that have separate NCES identification numbers are reported as separate libraries. When academic libraries are referred to in this report, they will always be entities that are informational resources within degree-granting postsecondary institutions in the United States, including institutions that are eligible for Title IV aid and branch campuses of Title IV-eligible institutions. NCES has conducted the ALS since 1966 at various intervals. However, beginning with the 1988 survey, the ALS has been conducted on a 2-year cycle. The survey focuses on library services, collections, library staff, expenditures, electronic services, and information literacy. Because the purpose of this report is to introduce new NCES data through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available from the study rather than to discuss all of the observed differences or focus on any particular issue. Three appendices present: (1) Technical Notes; (2) Glossary; and (3) Survey Questionnaire and Instructions. (Contains 16 tables.) AU - Phan, Tai AU - Hardesty, Laura AU - Hug, Jamie Y1 - 2014/01// PY - 2014 DA - January 2014 SP - 57 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Library Equipment KW - Library Personnel KW - Library Services KW - National Surveys KW - Library Materials KW - Computer Mediated Communication KW - Telecommunications KW - Academic Libraries KW - Expenditures KW - Electronic Libraries KW - Reference Services KW - Information Literacy KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509087215?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Education Longitudinal Study of 2002 (ELS:2002): A First Look at 2002 High School Sophomores 10 Years Later. First Look. NCES 2014-363 AN - 1509084443; ED544672 AB - The Education Longitudinal Study of 2002 (ELS:2002) tracks the educational and developmental experiences of a nationally representative sample of high school sophomores in the United States. This First Look report provides a descriptive portrait of these 2002 tenth-graders a decade later, when most were about 26 years old and had been out of high school for 8 years. In so doing, this report draws heavily on information collected during the 2012 third follow-up data collection. By this time, many members of the cohort had already completed postsecondary education, started or even changed careers, and started to form families. The goal of this First Look report is to present selected estimates that highlight the central issues addressed in the study. Given that the third follow-up is the final round of ELS:2002, this First Look focuses on the selected outcomes associated with young adulthood: current work and education activities, postsecondary enrollment and educational attainment, labor market experiences, family formation (marital and parental status), and current living arrangements. This report examines outcomes not only for those who pursued postsecondary education, but also for those who did not complete high school, or otherwise did not continue their education beyond high school. Two appendices present: (1) Technical Notes and Methodology; and (2) Standard Error Tables. (Contains 19 tables, 6 footnotes, and 1 figure.) AU - Lauff, Erich AU - Ingels, Steven J. Y1 - 2014/01// PY - 2014 DA - January 2014 SP - 59 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Longitudinal Study High School Class 1972 KW - ERIC, Resources in Education (RIE) KW - High Schools KW - High School Equivalency Programs KW - Postsecondary Education KW - Higher Education KW - Family Characteristics KW - High School Graduates KW - Job Satisfaction KW - Employment Level KW - Grade 10 KW - Persistence KW - Socioeconomic Status KW - Parent Background KW - Family Structure KW - Place of Residence KW - College Attendance KW - Educational Attainment KW - Outcomes of Education KW - Graduation KW - Followup Studies KW - Academic Aspiration KW - Work Environment KW - Institutional Characteristics KW - Ethnicity KW - Gender Differences KW - Debt (Financial) KW - Stress Variables KW - Racial Differences KW - Career Choice KW - Longitudinal Studies KW - Marital Status KW - Health Insurance KW - Student Attitudes KW - Grade Point Average KW - Intention KW - Labor Market KW - Occupations KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509084443?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Testing the Importance of Individual Growth Curves in Predicting Performance on a High-Stakes Reading Comprehension Test in Florida. Summary. REL 2014-006 AN - 1509080695; ED544677 AB - Districts and schools use progress monitoring to assess student progress, to identify students who fail to respond to intervention, and to further adapt instruction to student needs. Researchers and practitioners often use progress monitoring data to estimate student achievement growth (slope) and evaluate changes in performance over time for individual students and groups of students. Monitoring student progress is central to accountability systems in general and is useful for measuring how well students respond to instruction or intervention. Progress monitoring entails tracking individual growth across the academic year. Thus, it is important to understand why individual students differ on an outcome beyond what can be known by accounting for performance on a status assessment. This study examines the relations among descriptive measures of growth (simple difference and average difference) and inferential measures (ordinary least squares and empirical Bayes) for students in grades 3-10 and considers how well such measures statistically explain differences in end-of-year reading comprehension after controlling for student performance on a mid-year status assessment. The study also looks at how the results change when controlling for initial (fall) and final (spring) status and when the relations among individual growth curves, status, and end-of-year reading comprehension performance depend on end-of-year reading comprehension performance. [For the full report, see ED544678.] AU - Petscher, Yaacov AU - Kershaw, Sarah AU - Koon, Sharon AU - Foorman, Barbara R. Y1 - 2014/01// PY - 2014 DA - January 2014 SP - 4 PB - Regional Educational Laboratory Southeast. , Florida State University, 2010 Levy Avenue Suite 100, Tallahassee, FL 32310. KW - Florida KW - Florida Comprehensive Assessment Test KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Elementary Education KW - Secondary Education KW - Grade 3 KW - Grade 5 KW - Grade 4 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - Grade 10 KW - Prediction KW - Student Characteristics KW - Scores KW - Correlation KW - Accountability KW - Comparative Analysis KW - Computation KW - Reading Achievement KW - Bayesian Statistics KW - Least Squares Statistics KW - Data Analysis KW - Age Differences KW - Progress Monitoring KW - Elementary School Students KW - Reading Ability KW - Response to Intervention KW - Benchmarking KW - Secondary School Students KW - Reading Comprehension KW - Achievement Gains KW - Regression (Statistics) KW - High Stakes Tests KW - Inferences KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509080695?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Summary of Research on the Effectiveness of Math Professional Development Approaches. REL 2014-010 AN - 1509080691; ED544681 AB - This study used a systematic process modeled after the What Works Clearinghouse (WWC) study review process to answer the question: What does the causal research say are effective math professional development interventions for K-12 teachers aimed at improving student achievement? The study identified and screened 910 research studies in a comprehensive literature search for effectiveness studies of math professional development approaches. (See appendix A for details of the search, screening, and review process.) Of these 910 studies, 643 examined professional development approaches related to math in grades K-12 and were conducted in the United States. Of the 643 studies, 32 focused primarily on math professional development provided to teachers and used a research design for examining effectiveness (see appendix B for a list of the 32 studies). Five of those were determined to have met WWC evidence standards (version 2.1) either with or without reservations (appendix C). And of those five, only two found positive effects on students' math proficiency. Thus, there is very limited causal evidence to guide districts and schools in selecting a math professional development approach or to support developers' claims about their approaches. The limited research on effectiveness means that schools and districts cannot use evidence of effectiveness alone to narrow their choice. Instead, they must use their best judgment until more causal evidence becomes available. (Contains 6 notes, 6 tables, and 1 figure.) AU - Gersten, Russell AU - Taylor, Mary Jo AU - Keys, Tran D. AU - Rolfhus, Eric AU - Newman-Gonchar, Rebecca Y1 - 2014/01// PY - 2014 DA - January 2014 SP - 16 PB - Regional Educational Laboratory Southeast. , Florida State University, 2010 Levy Avenue Suite 100, Tallahassee, FL 32310. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Thinking Skills KW - Workshops KW - Coaching (Performance) KW - Program Effectiveness KW - Mathematics Instruction KW - Teacher Improvement KW - Mathematics Achievement KW - Professional Development KW - Summer Programs KW - Correlation KW - Elementary School Teachers KW - Literature Reviews KW - Communities of Practice KW - Mathematics Skills KW - Secondary School Teachers KW - Achievement Gains KW - Teacher Competencies KW - Mathematical Logic KW - Mathematical Concepts KW - Mathematics Teachers KW - Knowledge Base for Teaching UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509080691?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. Technical Appendix. NCEE 2014-4010 AN - 1509080687; ED544676 AB - This document represents the technical appendix intended to accompany "Do Disadvantaged Students Get Less Effective Teaching? Key Findings from Recent Institute of Education Sciences Studies. NCEE Evaluation Brief. NCEE 2014-4010." Contents include: (1) Summary of Related, Non-Peer-Reviewed Studies; (2) Methods for Comparing Findings from the Sass et al. and Isenberg et al. Studies; and (3) Converting Standard Deviations into "Weeks of Learning." (Contains 3 endnotes and 6 tables.) [For the full report, see ED544675.] AU - Max, Jeffrey AU - Glazerman, Steven Y1 - 2014/01// PY - 2014 DA - January 2014 SP - 7 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Florida KW - North Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Secondary Education KW - Grade 3 KW - Grade 4 KW - Grade 6 KW - Grade 5 KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - Grade 10 KW - Grade 11 KW - Grade 12 KW - Middle Schools KW - High Schools KW - Instructional Effectiveness KW - Teacher Influence KW - Mathematics Achievement KW - Equal Education KW - Literature Reviews KW - Secondary Schools KW - Teacher Effectiveness KW - Teacher Competencies KW - Comparative Analysis KW - Reading Achievement KW - At Risk Students KW - Poverty KW - Disadvantaged Youth KW - Elementary Schools KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509080687?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Documentation to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2011-12. Provisional Version 1a. NCES 2014-100 AN - 1826527685; ED565663 AB - The documentation for this provisional version 1a file of the National Center for Education Statistics' (NCES) Common Core of Data (CCD) Public Elementary/Secondary School Universe Survey for SY 2011-12, contains a brief description of the data collection, along with information required to understand and access the data file. The SY 2011-12 Public Elementary/Secondary School Universe file provides a directory of all schools that provide free public elementary and secondary education and characteristics of each school, including mailing address, location information, and geographic codes. The school universe file contains both categorical variables such as operational status and school type that describe the school as well as aggregated demographic variables such as counts of students attending the school by grade, race ethnicity and gender and the number of teachers. The school universe data are also useful to (1) chief officers of state education agencies, (2) policymakers in the executive and legislative branches of federal and state governments, (3) education policy and public policy researchers, (4) the press, and (5) citizens interested in information about public schools. The remainder of this document contains a user's guide and four appendices: (1) Record Layout for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2011-12; (2) Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2011-12; (3) Glossary for the Common Core of Data: School Year 2011-12 and (4) State Notes for the Common Core of Data: School Year 2011-12. AU - Keaton, Patrick Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 100 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Public Schools KW - Records (Forms) KW - Student Characteristics KW - Data Collection KW - National Surveys KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826527685?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 4, Public Schools AN - 1651831856; ED545018 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Baltimore City was 204. This was lower than the average score of 212 for public school students in large cities. The average score for students in Baltimore City in 2013 (204) was not significantly different from their average score in 2011 (200) and in 2009 (202). The score gap between higher performing students in Baltimore City (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2009 (40 points). The percentage of students in Baltimore City who performed at or above the NAEP "Proficient" level was 14 percent in 2013. This percentage was not significantly different from that in 2011 (11 percent) and in 2009 (12 percent). The percentage of students in Baltimore City who performed at or above the NAEP "Basic" level was 45 percent in 2013. This percentage was not significantly different from that in 2011 (40 percent) and in 2009 (42 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Maryland KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831856?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Boston Public Schools. Grade 4, Public Schools AN - 1651831844; ED545077 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Boston was 237. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in Boston in 2013 (237) was not significantly different from their average score in 2011 (237) and was higher than their average score in 2003 (220). The score gap between higher performing students in Boston (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was not significantly different from that in 2003 (33 points). The percentage of students in Boston who performed at or above the NAEP "Proficient" level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (33 percent) and was greater than that in 2003 (12 percent). The percentage of students in Boston who performed at or above the NAEP "Basic" level was 80 percent in 2013. This percentage was not significantly different from that in 2011 (81 percent) and was greater than that in 2003 (59 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Massachusetts KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831844?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 8, Public Schools AN - 1651831814; ED545038 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Atlanta was 255. This was lower than the average score of 258 for public school students in large cities. The average score for students in Atlanta in 2013 (255) was not significantly different from their average score in 2011 (253) and was higher than their average score in 2002 (236). The score gap between higher performing students in Atlanta (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 2002 (45 points). The percentage of students in Atlanta who performed at or above the NAEP "Proficient" level was 22 percent in 2013. This percentage was greater than that in 2011 (17 percent) and in 2002 (8 percent). The percentage of students in Atlanta who performed at or above the NAEP "Basic" level was 63 percent in 2013. This percentage was not significantly different from that in 2011 (63 percent) and was greater than that in 2002 (42 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Georgia KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831814?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Houston Independent School District. Grade 8, Public Schools AN - 1651831808; ED545053 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments.This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Houston was 252. This was lower than the average score of 258 for public school students in large cities. The average score for students in Houston in 2013 (252) was not significantly different from their average score in 2011 (252) and was higher than their average score in 2002 (248). The score gap between higher performing students in Houston (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2002 (47 points). The percentage of students in Houston who performed at or above the NAEP "Proficient" level was 19 percent in 2013. This percentage was not significantly different from that in 2011 (18 percent) and in 2002 (17 percent). The percentage of students in Houston who performed at or above the NAEP "Basic" level was 63 percent in 2013. This percentage was not significantly different from that in 2011 (64 percent) and in 2002 (59 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Texas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831808?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 8, Public Schools AN - 1651831801; ED545041 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Philadelphia was 266. This was lower than the average score of 276 for public school students in large cities. The average score for students in Philadelphia in 2013 (266) was not significantly different from their average score in 2011 (265) and in 2009 (265). The score gap between higher performing students in Philadelphia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 2009 (46 points). The percentage of students in Philadelphia who performed at or above the NAEP Proficient level was 19 percent in 2013. This percentage was not significantly different from that in 2011 (18 percent) and in 2009 (17 percent). The percentage of students in Philadelphia who performed at or above the NAEP Basic level was 54 percent in 2013. This percentage was not significantly different from that in 2011 (52 percent) and in 2009 (52 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Pennsylvania KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831801?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 8, Public Schools AN - 1651831797; ED545029 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in the District of Columbia was 260. This was lower than the average score of 276 for public school students in large cities. The average score for students in the District of Columbia in 2013 (260) was higher than their average score in 2011 (255) and in 2003 (243). The score gap between higher performing students in the District of Columbia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 53 points in 2013. This performance gap was not significantly different from that in 2003 (48 points). The percentage of students in the District of Columbia who performed at or above the NAEP Proficient level was 17 percent in 2013. This percentage was not significantly different from that in 2011 (15 percent) and was greater than that in 2003 (6 percent). The percentage of students in the District of Columbia who performed at or above the NAEP Basic level was 47 percent in 2013. This percentage was greater than that in 2011 (42 percent) and in 2003 (29 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831797?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools AN - 1651831707; ED545024 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in San Diego was 218. This was higher than the average score of 212 for public school students in large cities. The average score for students in San Diego in 2013 (218) was not significantly different from their average score in 2011 (215) and was higher than their average score in 2003 (208). The score gap between higher performing students in San Diego (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 52 points in 2013. This performance gap was not significantly different from that in 2003 (52 points). The percentage of students in San Diego who performed at or above the NAEP "Proficient" level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (31 percent) and was greater than that in 2003 (22 percent). The percentage of students in San Diego who performed at or above the NAEP "Basic" level was 64 percent in 2013. This percentage was not significantly different from that in 2011 (61 percent) and was greater than that in 2003 (51 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831707?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Milwaukee Public Schools. Grade 4, Public Schools AN - 1651831666; ED545093 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Milwaukee was 221. This was lower than the average score of 235 for public school students in large cities. The average score for students in Milwaukee in 2013 (221) was not significantly different from their average score in 2011 (220) and in 2009 (220). The score gap between higher performing students in Milwaukee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 2009 (38 points). The percentage of students in Milwaukee who performed at or above the NAEP "Proficient" level was 18 percent in 2013. This percentage was not significantly different from that in 2011 (14 percent) and in 2009 (15 percent). The percentage of students in Milwaukee who performed at or above the NAEP "Basic" level was 61 percent in 2013. This percentage was not significantly different from that in 2011 (58 percent) and in 2009 (59 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Wisconsin KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831666?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 4, Public Schools AN - 1651831640; ED545088 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Charlotte was 247. This was higher than the average score of 235 for public school students in large cities. The average score for students in Charlotte in 2013 (247) was not significantly different from their average score in 2011 (247) and was higher than their average score in 2003 (242). The score gap between higher performing students in Charlotte (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 2003 (38 points). The percentage of students in Charlotte who performed at or above the NAEP "Proficient" level was 50 percent in 2013. This percentage was not significantly different from that in 2011 (48 percent) and was greater than that in 2003 (41 percent). The percentage of students in Charlotte who performed at or above the NAEP "Basic" level was 87 percent in 2013. This percentage was not significantly different from that in 2011 (88 percent) and in 2003 (84 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - North Carolina KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831640?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 8, Public Schools AN - 1651831631; ED545049 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Chicago was 253. This was lower than the average score of 258 for public school students in large cities. The average score for students in Chicago in 2013 (253) was not significantly different from their average score in 2011 (253) and in 2002 (249). The score gap between higher performing students in Chicago (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 2002 (40 points). The percentage of students in Chicago who performed at or above the NAEP "Proficient" level was 21 percent in 2013. This percentage was not significantly different from that in 2011 (21 percent) and in 2002 (15 percent). The percentage of students in Chicago who performed at or above the NAEP "Basic" level was 64 percent in 2013. This percentage was not significantly different from that in 2011 (64 percent) and in 2002 (62 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Illinois KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831631?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Hillsborough County Public Schools. Grade 4, Public Schools AN - 1651831609; ED545094 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Hillsborough County was 243. This was higher than the average score of 235 for public school students in large cities. The average score for students in Hillsborough County in 2013 (243) was not significantly different from their average score in 2011 (243). The score gap between higher performing students in Hillsborough County (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was not significantly different from that in 2011 (37 points). The percentage of students in Hillsborough County who performed at or above the NAEP "Proficient" level was 43 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent). The percentage of students in Hillsborough County who performed at or above the NAEP "Basic" level was 85 percent in 2013. This percentage was not significantly different from that in 2011 (86 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Florida KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831609?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 4, Public Schools AN - 1651831566; ED545057 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Fresno was 196. This was lower than the average score of 212 for public school students in large cities. The average score for students in Fresno in 2013 (196) was not significantly different from their average score in 2011 (194) and in 2009 (197). The score gap between higher performing students in Fresno (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 2009 (48 points). The percentage of students in Fresno who performed at or above the NAEP "Proficient" level was 13 percent in 2013. This percentage was not significantly different from that in 2011 (11 percent) and in 2009 (12 percent). The percentage of students in Fresno who performed at or above the NAEP "Basic" level was 39 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and in 2009 (40 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831566?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools AN - 1651831469; ED545086 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Albuquerque was 235. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in Albuquerque in 2013 (235) was not significantly different from their average score in 2011 (235). The score gap between higher performing students in Albuquerque (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 2011 (42 points). The percentage of students in Albuquerque who performed at or above the NAEP "Proficient" level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent). The percentage of students in Albuquerque who performed at or above the NAEP "Basic" level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (76 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New Mexico KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831469?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Houston Independent School District. Grade 4, Public Schools AN - 1651831400; ED545059 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Houston was 208. This was lower than the average score of 212 for public school students in large cities. The average score for students in Houston in 2013 (208) was lower than their average score in 2011 (213) and was not significantly different from their average score in 2002 (206). The score gap between higher performing students in Houston (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 2002 (46 points). The percentage of students in Houston who performed at or above the NAEP "Proficient" level was 19 percent in 2013. This percentage was smaller than that in 2011 (24 percent) and was not significantly different from that in 2002 (18 percent). The percentage of students in Houston who performed at or above the NAEP "Basic" level was 52 percent in 2013. This percentage was smaller than that in 2011 (57 percent) and was not significantly different from that in 2002 (48 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831400?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 8, Public Schools AN - 1651831392; ED545034 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Los Angeles was 264. This was lower than the average score of 276 for public school students in large cities. The average score for students in Los Angeles in 2013 (264) was not significantly different from their average score in 2011 (261) and was higher than their average score in 2003 (245). The score gap between higher performing students in Los Angeles (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 2003 (50 points). The percentage of students in Los Angeles who performed at or above the NAEP Proficient level was 18 percent in 2013. This percentage was not significantly different from that in 2011 (16 percent) and was greater than that in 2003 (7 percent). The percentage of students in Los Angeles who performed at or above the NAEP Basic level was 54 percent in 2013. This percentage was greater than that in 2011 (49 percent) and in 2003 (32 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - California KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831392?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools AN - 1651831382; ED545055 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Dallas was 251. This was lower than the average score of 258 for public school students in large cities. The average score for students in Dallas in 2013 (251) was higher than their average score in 2011 (248). The score gap between higher performing students in Dallas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 2011 (40 points). The percentage of students in Dallas who performed at or above the NAEP "Proficient" level was 15 percent in 2013. This percentage was not significantly different from that in 2011 (13 percent). The percentage of students in Dallas who performed at or above the NAEP "Basic" level was 63 percent in 2013. This percentage was greater than that in 2011 (58 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Texas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831382?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools AN - 1651831186; ED545046 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments.This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Albuquerque was 256. This was not significantly different from the average score of 258 for public school students in large cities. The average score for students in Albuquerque in 2013 (256) was not significantly different from their average score in 2011 (254). The score gap between higher performing students in Albuquerque (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 2011 (45 points). The percentage of students in Albuquerque who performed at or above the NAEP Proficient level was 23 percent in 2013. This percentage was not significantly different from that in 2011 (22 percent). The percentage of students in Albuquerque who performed at or above the NAEP Basic level was 66 percent in 2013. This percentage was not significantly different from that in 2011 (64 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New Mexico KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831186?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 4, Public Schools AN - 1651831160; ED545095 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Philadelphia was 223. This was lower than the average score of 235 for public school students in large cities. The average score for students in Philadelphia in 2013 (223) was not significantly different from their average score in 2011 (225) and in 2009 (222). The score gap between higher performing students in Philadelphia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 2009 (37 points). The percentage of students in Philadelphia who performed at or above the NAEP "Proficient" level was 19 percent in 2013. This percentage was not significantly different from that in 2011 (20 percent) and in 2009 (16 percent). The percentage of students in Philadelphia who performed at or above the NAEP "Basic" level was 62 percent in 2013. This percentage was not significantly different from that in 2011 (66 percent) and in 2009 (61 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831160?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Miami-Dade County Public Schools. Grade 8, Public Schools AN - 1651831149; ED545035 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Miami-Dade was 274. This was not significantly different from the average score of 276 for public school students in large cities. The average score for students in Miami-Dade in 2013 (274) was not significantly different from their average score in 2011 (272) and in 2009 (273). The score gap between higher performing students in Miami-Dade (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 2009 (46 points). The percentage of students in Miami-Dade who performed at or above the NAEP Proficient level was 24 percent in 2013. This percentage was not significantly different from that in 2011 (22 percent) and in 2009 (22 percent). The percentage of students in Miami-Dade who performed at or above the NAEP Basic level was 63 percent in 2013. This percentage was not significantly different from that in 2011 (61 percent) and in 2009 (64 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Florida KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831149?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools AN - 1651830961; ED545087 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in San Diego was 241. This was higher than the average score of 235 for public school students in large cities. The average score for students in San Diego in 2013 (241) was not significantly different from their average score in 2011 (239) and was higher than their average score in 2003 (226). The score gap between higher performing students in San Diego (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2003 (37 points). The percentage of students in San Diego who performed at or above the NAEP "Proficient" level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 2003 (20 percent). The percentage of students in San Diego who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was not significantly different from that in 2011 (80 percent) and was greater than that in 2003 (66 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - California KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830961?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Houston Independent School District. Grade 4, Public Schools AN - 1651830890; ED545084 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Houston was 236. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in Houston in 2013 (236) was not significantly different from their average score in 2011 (237) and was higher than their average score in 2003 (227). The score gap between higher performing students in Houston (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was not significantly different from that in 2003 (33 points). The percentage of students in Houston who performed at or above the NAEP "Proficient" level was 32 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent) and was greater than that in 2003 (18 percent). The percentage of students in Houston who performed at or above the NAEP "Basic" level was 80 percent in 2013. This percentage was not significantly different from that in 2011 (82 percent) and was greater than that in 2003 (70 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Texas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830890?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Boston Public Schools. Grade 4, Public Schools AN - 1651830768; ED545036 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Boston was 214. This was not significantly different from the average score of 212 for public school students in large cities. The average score for students in Boston in 2013 (214) was not significantly different from their average score in 2011 (217) and was higher than their average score in 2003 (206). The score gap between higher performing students in Boston (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 2003 (42 points). The percentage of students in Boston who performed at or above the NAEP "Proficient" level was 26 percent in 2013. This percentage was not significantly different from that in 2011 (26 percent) and was greater than that in 2003 (16 percent). The percentage of students in Boston who performed at or above the NAEP "Basic" level was 61 percent in 2013. This percentage was not significantly different from that in 2011 (62 percent) and was greater than that in 2003 (48 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Massachusetts KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830768?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Hillsborough County Public Schools. Grade 4, Public Schools AN - 1651830515; ED545062 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Hillsborough County was 228. This was higher than the average score of 212 for public school students in large cities. The average score for students in Hillsborough County in 2013 (228) was not significantly different from their average score in 2011 (231). The score gap between higher performing students in Hillsborough County (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2011 (43 points). The percentage of students in Hillsborough County who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (44 percent). The percentage of students in Hillsborough County who performed at or above the NAEP "Basic" level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (77 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830515?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools AN - 1651830508; ED545015 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Austin was 285. This was higher than the average score of 276 for public school students in large cities. The average score for students in Austin in 2013 (285) was not significantly different from their average score in 2011 (287) and was higher than their average score in 2005 (281). The score gap between higher performing students in Austin (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 2005 (53 points). The percentage of students in Austin who performed at or above the NAEP Proficient level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (38 percent) and in 2005 (33 percent). The percentage of students in Austin who performed at or above the NAEP Basic level was 73 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and was greater than that in 2005 (68 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Texas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830508?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 4, Public Schools AN - 1651830486; ED545092 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Cleveland was 216. This was lower than the average score of 235 for public school students in large cities. The average score for students in Cleveland in 2013 (216) was not significantly different from their average score in 2011 (216) and in 2003 (215). The score gap between higher performing students in Cleveland (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 2003 (35 points). The percentage of students in Cleveland who performed at or above the NAEP "Proficient" level was 13 percent in 2013. This percentage was not significantly different from that in 2011 (11 percent) and in 2003 (10 percent). The percentage of students in Cleveland who performed at or above the NAEP "Basic" level was 54 percent in 2013. This percentage was not significantly different from that in 2011 (53 percent) and in 2003 (51 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Ohio KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830486?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 8, Public Schools AN - 1651830421; ED545025 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Cleveland was 253. This was lower than the average score of 276 for public school students in large cities. The average score for students in Cleveland in 2013 (253) was not significantly different from their average score in 2011 (256) and in 2003 (253). The score gap between higher performing students in Cleveland (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was wider than that in 2003 (39 points). The percentage of students in Cleveland who performed at or above the NAEP Proficient level was 9 percent in 2013. This percentage was not significantly different from that in 2011 (10 percent) and was greater than that in 2003 (6 percent). The percentage of students in Cleveland who performed at or above the NAEP Basic level was 39 percent in 2013. This percentage was not significantly different from that in 2011 (41 percent) and in 2003 (38 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Ohio KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830421?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools AN - 1651830412; ED545076 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Austin was 245. This was higher than the average score of 235 for public school students in large cities. The average score for students in Austin in 2013 (245) was not significantly different from their average score in 2011 (245) and in 2005 (242). The score gap between higher performing students in Austin (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 2005 (36 points). The percentage of students in Austin who performed at or above the NAEP "Proficient" level was 46 percent in 2013. This percentage was not significantly different from that in 2011 (46 percent) and was greater than that in 2005 (40 percent). The percentage of students in Austin who performed at or above the NAEP "Basic" level was 85 percent in 2013. This percentage was not significantly different from that in 2011 (87 percent) and in 2005 (85 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Texas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830412?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools AN - 1651830328; ED545050 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Austin was 261. This was higher than the average score of 258 for public school students in large cities. The average score for students in Austin in 2013 (261) was not significantly different from their average score in 2011 (261) and in 2005 (257). The score gap between higher performing students in Austin (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 2005 (52 points). The percentage of students in Austin who performed at or above the NAEP "Proficient" level was 31 percent in 2013. This percentage was not significantly different from that in 2011 (30 percent) and in 2005 (27 percent). The percentage of students in Austin who performed at or above the NAEP "Basic" level was 70 percent in 2013. This percentage was not significantly different from that in 2011 (71 percent) and in 2005 (65 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Texas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Elementary School Science KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830328?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Hillsborough County Public Schools. Grade 8, Public Schools AN - 1651830317; ED545031 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Hillsborough County was 284. This was higher than the average score of 276 for public school students in large cities. The average score for students in Hillsborough County in 2013 (284) was not significantly different from their average score in 2011 (282). The score gap between higher performing students in Hillsborough County (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 2011 (49 points). The percentage of students in Hillsborough County who performed at or above the NAEP Proficient level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent). The percentage of students in Hillsborough County who performed at or above the NAEP Basic level was 73 percent in 2013. This percentage was not significantly different from that in 2011 (72 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Florida KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830317?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 4, Public Schools AN - 1651830286; ED545080 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Chicago was 231. This was lower than the average score of 235 for public school students in large cities. The average score for students in Chicago in 2013 (231) was higher than their average score in 2011 (224) and in 2003 (214). The score gap between higher performing students in Chicago (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 2003 (36 points). The percentage of students in Chicago who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was greater than that in 2011 (20 percent) and in 2003 (10 percent). The percentage of students in Chicago who performed at or above the NAEP "Basic" level was 70 percent in 2013. This percentage was greater than that in 2011 (64 percent) and in 2003 (50 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Illinois KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830286?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 8, Public Schools AN - 1651830238; ED545023 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Chicago was 269. This was lower than the average score of 276 for public school students in large cities. The average score for students in Chicago in 2013 (269) was not significantly different from their average score in 2011 (270) and was higher than their average score in 2003 (254). The score gap between higher performing students in Chicago (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 2003 (45 points). The percentage of students in Chicago who performed at or above the NAEP Proficient level was 20 percent in 2013. This percentage was not significantly different from that in 2011 (20 percent) and was greater than that in 2003 (9 percent). The percentage of students in Chicago who performed at or above the NAEP Basic level was 57 percent in 2013. This percentage was not significantly different from that in 2011 (60 percent) and was greater than that in 2003 (42 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Illinois KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830238?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 4, Public Schools AN - 1651830173; ED545016 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Atlanta was 214. This was not significantly different from the average score of 212 for public school students in large cities. The average score for students in Atlanta in 2013 (214) was not significantly different from their average score in 2011 (212) and was higher than their average score in 2002 (195). The score gap between higher performing students in Atlanta (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 52 points in 2013. This performance gap was not significantly different from that in 2002 (48 points). The percentage of students in Atlanta who performed at or above the NAEP "Proficient" level was 27 percent in 2013. This percentage was not significantly different from that in 2011 (24 percent) and was greater than that in 2002 (12 percent). The percentage of students in Atlanta who performed at or above the NAEP "Basic" level was 57 percent in 2013. This percentage was not significantly different from that in 2011 (54 percent) and was greater than that in 2002 (35 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Georgia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830173?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 8, Public Schools AN - 1651830154; ED545030 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Fresno was 260. This was lower than the average score of 276 for public school students in large cities. The average score for students in Fresno in 2013 (260) was higher than their average score in 2011 (256) and was not significantly different from their average score in 2009 (258). The score gap between higher performing students in Fresno (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 2009 (51 points). The percentage of students in Fresno who performed at or above the NAEP Proficient level was 12 percent in 2013. This percentage was not significantly different from that in 2011 (13 percent) and in 2009 (15 percent). The percentage of students in Fresno who performed at or above the NAEP Basic level was 48 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent) and in 2009 (46 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - California KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830154?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools AN - 1651830124; ED545040 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Dallas was 205. This was lower than the average score of 212 for public school students in large cities. The average score for students in Dallas in 2013 (205) was not significantly different from their average score in 2011 (204). The score gap between higher performing students in Dallas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 2011 (43 points). The percentage of students in Dallas who performed at or above the NAEP "Proficient" level was 16 percent in 2013. This percentage was not significantly different from that in 2011 (14 percent). The percentage of students in Dallas who performed at or above the NAEP "Basic" level was 49 percent in 2013. This percentage was not significantly different from that in 2011 (46 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Achievement Rating KW - Elementary School Students KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830124?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Hillsborough County Public Schools. Grade 8, Public Schools AN - 1651829944; ED545069 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Hillsborough County was 267. This was higher than the average score of 258 for public school students in large cities. The average score for students in Hillsborough County in 2013 (267) was not significantly different from their average score in 2011 (264). The score gap between higher performing students in Hillsborough County (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 2011 (44 points). The percentage of students in Hillsborough County who performed at or above the NAEP "Proficient" level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent). The percentage of students in Hillsborough County who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Florida KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829944?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Jefferson County Public Schools (Louisville, KY). Grade 4, Public Schools AN - 1651829942; ED545096 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Jefferson County was 234. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in Jefferson County in 2013 (234) was not significantly different from their average score in 2011 (235) and in 2009 (233). The score gap between higher performing students in Jefferson County (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2009 (43 points). The percentage of students in Jefferson County who performed at or above the NAEP "Proficient" level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent) and in 2009 (31 percent). The percentage of students in Jefferson County who performed at or above the NAEP "Basic" level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (78 percent) and in 2009 (72 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Kentucky KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829942?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Milwaukee Public Schools. Grade 8, Public Schools AN - 1651829933; ED545071 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Milwaukee was 242. This was lower than the average score of 258 for public school students in large cities. The average score for students in Milwaukee in 2013 (242) was not significantly different from their average score in 2011 (238) and in 2009 (241). The score gap between higher performing students in Milwaukee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 2009 (47 points). The percentage of students in Milwaukee who performed at or above the NAEP "Proficient" level was 13 percent in 2013. This percentage was not significantly different from that in 2011 (10 percent) and in 2009 (12 percent). The percentage of students in Milwaukee who performed at or above the NAEP "Basic" level was 51 percent in 2013. This percentage was not significantly different from that in 2011 (46 percent) and in 2009 (51 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Wisconsin KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829933?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Miami-Dade County Public Schools. Grade 4, Public Schools AN - 1651829812; ED545064 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Miami-Dade was 223. This was higher than the average score of 212 for public school students in large cities. The average score for students in Miami-Dade in 2013 (223) was not significantly different from their average score in 2011 (221) and in 2009 (221). The score gap between higher performing students in Miami-Dade (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 2009 (42 points). The percentage of students in Miami-Dade who performed at or above the NAEP "Proficient" level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent) and in 2009 (31 percent). The percentage of students in Miami-Dade who performed at or above the NAEP "Basic" level was 70 percent in 2013. This percentage was not significantly different from that in 2011 (67 percent) and in 2009 (68 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829812?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools AN - 1651829805; ED545013 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Albuquerque was 274. This was not significantly different from the average score of 276 for public school students in large cities. The average score for students in Albuquerque in 2013 (274) was not significantly different from their average score in 2011 (275). The score gap between higher performing students in Albuquerque (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 2011 (50 points). The percentage of students in Albuquerque who performed at or above the NAEP "Proficient" level was 26 percent in 2013. This percentage was not significantly different from that in 2011 (26 percent). The percentage of students in Albuquerque who performed at or above the NAEP "Basic" level was 62 percent in 2013. This percentage was not significantly different from that in 2011 (63 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New Mexico KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829805?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools AN - 1651829804; ED545042 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in San Diego was 277. This was not significantly different from the average score of 276 for public school students in large cities. The average score for students in San Diego in 2013 (277) was not significantly different from their average score in 2011 (278) and was higher than their average score in 2003 (264). The score gap between higher performing students in San Diego (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 57 points in 2013. This performance gap was not significantly different from that in 2003 (52 points). The percentage of students in San Diego who performed at or above the NAEP Proficient level was 31 percent in 2013. This percentage was not significantly different from that in 2011 (31 percent) and was greater than that in 2003 (18 percent). The percentage of students in San Diego who performed at or above the NAEP Basic level was 65 percent in 2013. This percentage was not significantly different from that in 2011 (66 percent) and was greater than that in 2003 (53 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - California KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829804?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools AN - 1651829729; ED545019 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Austin was 221. This was higher than the average score of 212 for public school students in large cities. The average score for students in Austin in 2013 (221) was not significantly different from their average score in 2011 (224) and was higher than their average score in 2005 (217). The score gap between higher performing students in Austin (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 54 points in 2013. This performance gap was not significantly different from that in 2005 (50 points). The percentage of students in Austin who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and was greater than that in 2005 (28 percent). The percentage of students in Austin who performed at or above the NAEP "Basic" level was 65 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and in 2005 (61 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829729?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 8, Public Schools AN - 1651829725; ED545075 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Philadelphia was 249. This was lower than the average score of 258 for public school students in large cities. The average score for students in Philadelphia in 2013 (249) was not significantly different from their average score in 2011 (247) and in 2009 (247). The score gap between higher performing students in Philadelphia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 2009 (43 points). The percentage of students in Philadelphia who performed at or above the NAEP "Proficient" level was 16 percent in 2013. This percentage was not significantly different from that in 2011 (16 percent) and in 2009 (15 percent). The percentage of students in Philadelphia who performed at or above the NAEP "Basic" level was 58 percent in 2013. This percentage was not significantly different from that in 2011 (56 percent) and in 2009 (56 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Pennsylvania KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829725?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. New York City Department of Education. Grade 8, Public Schools AN - 1651829723; ED545073 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New York City was 256. This was not significantly different from the average score of 258 for public school students in large cities. The average score for students in New York City in 2013 (256) was not significantly different from their average score in 2011 (254) and was higher than their average score in 2003 (252). The score gap between higher performing students in New York City (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 2003 (49 points). The percentage of students in New York City who performed at or above the NAEP "Proficient" level was 25 percent in 2013. This percentage was not significantly different from that in 2011 (24 percent) and in 2003 (22 percent). The percentage of students in New York City who performed at or above the NAEP "Basic" level was 67 percent in 2013. This percentage was not significantly different from that in 2011 (65 percent) and was greater than that in 2003 (62 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New York KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829723?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 4, Public Schools AN - 1651829700; ED545047 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in the District of Columbia was 206. This was lower than the average score of 212 for public school students in large cities. The average score for students in the District of Columbia in 2013 (206) was higher than their average score in 2011 (201) and in 2002 (191). The score gap between higher performing students in the District of Columbia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 61 points in 2013. This performance gap was wider than that in 2002 (48 points). The percentage of students in the District of Columbia who performed at or above the NAEP "Proficient" level was 25 percent in 2013. This percentage was greater than that in 2011 (20 percent) and in 2002 (10 percent). The percentage of students in the District of Columbia who performed at or above the NAEP "Basic" level was 49 percent in 2013. This percentage was greater than that in 2011 (44 percent) and in 2002 (31 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829700?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 4, Public Schools AN - 1651829690; ED545060 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Los Angeles was 205. This was lower than the average score of 212 for public school students in large cities. The average score for students in Los Angeles in 2013 (205) was higher than their average score in 2011 (201) and in 2002 (191). The score gap between higher performing students in Los Angeles (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 2002 (52 points). The percentage of students in Los Angeles who performed at or above the NAEP "Proficient" level was 19 percent in 2013. This percentage was not significantly different from that in 2011 (15 percent) and was greater than that in 2002 (11 percent). The percentage of students in Los Angeles who performed at or above the NAEP "Basic" level was 50 percent in 2013. This percentage was greater than that in 2011 (45 percent) and in 2002 (33 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829690?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 8, Public Schools AN - 1651829674; ED545028 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Detroit was 240. This was lower than the average score of 276 for public school students in large cities. The average score for students in Detroit in 2013 (240) was lower than their average score in 2011 (246) and was not significantly different from their average score in 2009 (238). The score gap between higher performing students in Detroit (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2009 (44 points). The percentage of students in Detroit who performed at or above the NAEP Proficient level was 3 percent in 2013. This percentage was not significantly different from that in 2011 (4 percent) and in 2009 (4 percent). The percentage of students in Detroit who performed at or above the NAEP Basic level was 24 percent in 2013. This percentage was not significantly different from that in 2011 (29 percent) and in 2009 (23 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Michigan KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829674?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 8, Public Schools AN - 1651829633; ED545056 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Cleveland was 239. This was lower than the average score of 258 for public school students in large cities. The average score for students in Cleveland in 2013 (239) was not significantly different from their average score in 2011 (240) and in 2003 (240). The score gap between higher performing students in Cleveland (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 2003 (44 points). The percentage of students in Cleveland who performed at or above the NAEP "Proficient" level was 11 percent in 2013. This percentage was not significantly different from that in 2011 (11 percent) and in 2003 (10 percent). The percentage of students in Cleveland who performed at or above the NAEP "Basic" level was 49 percent in 2013. This percentage was not significantly different from that in 2011 (48 percent) and in 2003 (48 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Ohio KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829633?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools AN - 1651829632; ED545067 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in San Diego was 260. This was not significantly different from the average score of 258 for public school students in large cities. The average score for students in San Diego in 2013 (260) was not significantly different from their average score in 2011 (256) and was higher than their average score in 2003 (250). The score gap between higher performing students in San Diego (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 2003 (49 points). The percentage of students in San Diego who performed at or above the NAEP "Proficient" level was 29 percent in 2013. This percentage was not significantly different from that in 2011 (27 percent) and was greater than that in 2003 (20 percent). The percentage of students in San Diego who performed at or above the NAEP "Basic" level was 70 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and was greater than that in 2003 (60 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - California KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829632?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Boston Public Schools. Grade 8, Public Schools AN - 1651829623; ED545051 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Boston was 257. This was not significantly different from the average score of 258 for public school students in large cities. The average score for students in Boston in 2013 (257) was not significantly different from their average score in 2011 (255) and was higher than their average score in 2003 (252). The score gap between higher performing students in Boston (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 53 points in 2013. This performance gap was not significantly different from that in 2003 (49 points). The percentage of students in Boston who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (24 percent) and was greater than that in 2003 (22 percent). The percentage of students in Boston who performed at or above the NAEP "Basic" level was 66 percent in 2013. This percentage was not significantly different from that in 2011 (63 percent) and was greater than that in 2003 (61 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Massachusetts KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829623?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Jefferson County Public Schools (Louisville, Ky). Grade 8, Public Schools AN - 1651827527; ED545033 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Jefferson County was 273. This was not significantly different from the average score of 276 for public school students in large cities. The average score for students in Jefferson County in 2013 (273) was not significantly different from their average score in 2011 (274) and in 2009 (271). The score gap between higher performing students in Jefferson County (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 2009 (50 points). The percentage of students in Jefferson County who performed at or above the NAEP Proficient level was 25 percent in 2013. This percentage was not significantly different from that in 2011 (25 percent) and in 2009 (22 percent). The percentage of students in Jefferson County who performed at or above the NAEP Basic level was 61 percent in 2013. This percentage was not significantly different from that in 2011 (62 percent) and in 2009 (60 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Kentucky KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827527?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 4, Public Schools AN - 1651827436; ED545045 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Chicago was 206. This was lower than the average score of 212 for public school students in large cities. The average score for students in Chicago in 2013 (206) was not significantly different from their average score in 2011 (203) and was higher than their average score in 2002 (193). The score gap between higher performing students in Chicago (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 2002 (48 points). The percentage of students in Chicago who performed at or above the NAEP "Proficient" level was 20 percent in 2013. This percentage was not significantly different from that in 2011 (18 percent) and was greater than that in 2002 (11 percent). The percentage of students in Chicago who performed at or above the NAEP "Basic" level was 51 percent in 2013. This percentage was not significantly different from that in 2011 (48 percent) and was greater than that in 2002 (34 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827436?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 4, Public Schools AN - 1651827434; ED545091 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Los Angeles was 228. This was lower than the average score of 235 for public school students in large cities. The average score for students in Los Angeles in 2013 (228) was higher than their average score in 2011 (223) and in 2003 (216). The score gap between higher performing students in Los Angeles (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 2003 (39 points). The percentage of students in Los Angeles who performed at or above the NAEP "Proficient" level was 25 percent in 2013. This percentage was greater than that in 2011 (20 percent) and in 2003 (13 percent). The percentage of students in Los Angeles who performed at or above the NAEP "Basic" level was 69 percent in 2013. This percentage was greater than that in 2011 (63 percent) and in 2003 (52 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - California KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827434?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. New York City Department of Education. Grade 4, Public Schools AN - 1651827433; ED545083 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in New York City was 236. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in New York City in 2013 (236) was not significantly different from their average score in 2011 (234) and was higher than their average score in 2003 (226). The score gap between higher performing students in New York City (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 2003 (38 points). The percentage of students in New York City who performed at or above the NAEP "Proficient" level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent) and was greater than that in 2003 (21 percent). The percentage of students in New York City who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (76 percent) and was greater than that in 2003 (67 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New York KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827433?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 8, Public Schools AN - 1651827418; ED545054 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments.This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in the District of Columbia was 245. This was lower than the average score of 258 for public school students in large cities. The average score for students in the District of Columbia in 2013 (245) was higher than their average score in 2011 (237) and in 2002 (240). The score gap between higher performing students in the District of Columbia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 53 points in 2013. This performance gap was wider than that in 2002 (44 points). The percentage of students in the District of Columbia who performed at or above the NAEP "Proficient" level was 18 percent in 2013. This percentage was not significantly different from that in 2011 (15 percent) and was greater than that in 2002 (10 percent). The percentage of students in the District of Columbia who performed at or above the NAEP "Basic" level was 53 percent in 2013. This percentage was greater than that in 2011 (46 percent) and in 2002 (48 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827418?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 8, Public Schools AN - 1651827406; ED545072 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Los Angeles was 250. This was lower than the average score of 258 for public school students in large cities. The average score for students in Los Angeles in 2013 (250) was higher than their average score in 2011 (246) and in 2002 (237). The score gap between higher performing students in Los Angeles (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 2002 (48 points). The percentage of students in Los Angeles who performed at or above the NAEP "Proficient" level was 19 percent in 2013. This percentage was not significantly different from that in 2011 (16 percent) and was greater than that in 2002 (10 percent). The percentage of students in Los Angeles who performed at or above the NAEP "Basic" level was 60 percent in 2013. This percentage was greater than that in 2011 (56 percent) and in 2002 (44 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827406?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 4, Public Schools AN - 1651827384; ED545078 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Baltimore City was 223. This was lower than the average score of 235 for public school students in large cities. The average score for students in Baltimore City in 2013 (223) was not significantly different from their average score in 2011 (226) and in 2009 (222). The score gap between higher performing students in Baltimore City (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was wider than that in 2009 (32 points). The percentage of students in Baltimore City who performed at or above the NAEP "Proficient" level was 19 percent in 2013. This percentage was not significantly different from that in 2011 (17 percent) and was greater than that in 2009 (13 percent). The percentage of students in Baltimore City who performed at or above the NAEP "Basic" level was 62 percent in 2013. This percentage was smaller than that in 2011 (68 percent) and was not significantly different from that in 2009 (64 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Maryland KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827384?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 4, Public Schools AN - 1651827382; ED545044 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Cleveland was 190. This was lower than the average score of 212 for public school students in large cities. The average score for students in Cleveland in 2013 (190) was not significantly different from their average score in 2011 (193) and was lower than their average score in 2003 (195). The score gap between higher performing students in Cleveland (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 2003 (44 points). The percentage of students in Cleveland who performed at or above the NAEP "Proficient" level was 9 percent in 2013. This percentage was not significantly different from that in 2011 (8 percent) and in 2003 (9 percent). The percentage of students in Cleveland who performed at or above the NAEP "Basic" level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent) and in 2003 (35 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Ohio KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827382?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 8, Public Schools AN - 1651827362; ED545063 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Detroit was 239. This was lower than the average score of 258 for public school students in large cities. The average score for students in Detroit in 2013 (239) was not significantly different from their average score in 2011 (237) and was higher than their average score in 2009 (232). The score gap between higher performing students in Detroit (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 2009 (45 points). The percentage of students in Detroit who performed at or above the NAEP "Proficient" level was 9 percent in 2013. This percentage was not significantly different from that in 2011 (7 percent) and in 2009 (7 percent). The percentage of students in Detroit who performed at or above the NAEP "Basic" level was 46 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent) and in 2009 (40 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Michigan KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827362?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 4, Public Schools AN - 1651827275; ED545081 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in District of Columbia was 229. This was lower than the average score of 235 for public school students in large cities. The average score for students in District of Columbia in 2013 (229) was higher than their average score in 2011 (222) and in 2003 (205). The score gap between higher performing students in District of Columbia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 52 points in 2013. This performance gap was wider than that in 2003 (38 points). The percentage of students in District of Columbia who performed at or above the NAEP "Proficient" level was 30 percent in 2013. This percentage was greater than that in 2011 (23 percent) and in 2003 (7 percent). The percentage of students in District of Columbia who performed at or above the NAEP "Basic" level was 64 percent in 2013. This percentage was greater than that in 2011 (59 percent) and in 2003 (36 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827275?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Houston Independent School District. Grade 8, Public Schools AN - 1651827263; ED545032 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Houston was 280. This was higher than the average score of 276 for public school students in large cities. The average score for students in Houston in 2013 (280) was not significantly different from their average score in 2011 (279) and was higher than their average score in 2003 (264). The score gap between higher performing students in Houston (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 2003 (39 points). The percentage of students in Houston who performed at or above the NAEP Proficient level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (27 percent) and was greater than that in 2003 (12 percent). The percentage of students in Houston who performed at or above the NAEP Basic level was 72 percent in 2013. This percentage was not significantly different from that in 2011 (72 percent) and was greater than that in 2003 (52 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Texas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - School Districts KW - Scores KW - Urban Schools KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827263?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - BOOK T1 - Digest of Education Statistics: 2012 AN - 1567037953; 2011-713077 AB - This Digest of Education Statistics: 2012, describes the participation of students, teachers, and faculty in US educational institutions; the performance of US elementary/secondary students overall and in comparison to students in other countries; the numbers of high school graduates and postsecondary degrees; and the amounts of expenditures on education at the elementary/secondary and postsecondary levels. Tables. JF - United States National Center for Education Statistics, Dec 2013, 5 pp. AU - National Center for Education Statistics Y1 - 2013/12// PY - 2013 DA - December 2013 PB - United States National Center for Education Statistics KW - Education and education policy - Education personnel and population KW - Education and education policy - Education KW - Education and education policy - Statistics, research, research methods, and research support KW - United States KW - Education KW - Statistics KW - Appropriations and expenditures KW - High school graduates KW - Teachers KW - Students KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1567037953?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=National+Center+for+Education+Statistics&rft.aulast=National+Center+for+Education+Statistics&rft.aufirst=&rft.date=2013-12-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Digest+of+Education+Statistics%3A+2012&rft.title=Digest+of+Education+Statistics%3A+2012&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/programs/digest/d12/ LA - English DB - PAIS Index N1 - Date revised - 2014-10-01 N1 - Publication note - United States National Center for Education Statistics, 2013 N1 - Last updated - 2016-09-28 ER - TY - RPRT T1 - The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466 AN - 1509088003; ED544551 AB - The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. The TUDA focuses attention on urban education and measures educational progress within participating large urban districts. TUDA results are based on the same mathematics and reading assessments used to report national and state results, thus allowing students' performance in the 21 participating districts to be compared to the performance of their peers in the nation's large cities as well as their home state. The NAEP mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. The NAEP reading assessment measures students' reading comprehension by asking them to read selected grade-appropriate materials and answer questions based on what they have read. Student performance is reported as average scores on separate 0 to 500 scales in mathematics and reading, and as percentages of students performing at or above three achievement levels (Basic, Proficient, and Advanced). Changes in students' performance over time are noted only if the differences in scores or percentages are determined to be statistically significant (p less than 0.05). This report provides the results of the 2013 assessments in mathematics and reading at grades 4 and 8 in the following areas: (1) performance of large cities; (2) performance of urban districts; (3) progress of urban districts; and (4) progress of various student groups in urban districts. (Contains 2 tables and 5 figures.) [This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-13 C-0017 with Educational Testing Service. For the executive summary, see ED544546.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 12 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Mexico KW - Georgia KW - Texas KW - Maryland KW - Massachusetts KW - North Carolina KW - Illinois KW - Ohio KW - Michigan KW - District of Columbia KW - California KW - Florida KW - Kentucky KW - Wisconsin KW - New York KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Elementary Education KW - Intermediate Grades KW - Middle Schools KW - Junior High Schools KW - Secondary Education KW - Low Income Groups KW - Reading Tests KW - Elementary School Students KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - School Districts KW - Urban Schools KW - Test Score Decline KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - White Students KW - Reading Achievement KW - Public Schools KW - Urban Areas KW - Mathematics Tests KW - African American Students KW - Hispanic American Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509088003?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Does Raising the State Compulsory School Attendance Age Achieve the Intended Outcomes? REL 2014-005 AN - 1509086248; ED544499 AB - Maryland recently raised its compulsory school attendance age from 16 to 18 in two stages: from 16 to 17 at the beginning of the 2014-15 school year and from 17 to 18 at the beginning of the 2016-17 school year (Maryland Senate Bill 362, 2012). The Maryland State Department of Education, a member of Regional Educational Laboratory Mid-Atlantic's School Completion and Engagement Research Alliance, requested technical assistance from Regional Educational Laboratory Mid-Atlantic in fulfilling reporting requirements to the legislature and in implementing the policy changes. Against this background, this review addresses the following research questions: (1) What changes have occurred in dropouts, truancy, and disciplinary actions in states that raised their compulsory school attendance age during 2002-11? (2) What broader social outcomes have been identified in studies using national datasets? (3) How have these states measured changes in these expected outcomes? The study design includes the following: (1) Data on changes in state compulsory attendance laws will be accessed from state websites; (2) Data on outcomes associated with changes in compulsory attendance age will be accessed from government and non-government documents; and (3) State officials associated with dropout prevention programs will also be contacted via email for information about outcomes associated with changes to compulsory attendance age. Presently, findings indicate that there is insufficient evidence to build a case for or against raising the compulsory school attendance age. Despite divergent views on the merits, recent studies conclude that if states enact stricter compulsory attendance age laws, they should do so in conjunction with complementary retention and dropout prevention policies that create a comprehensive approach. The following are appended: (1) Methodology; (2) Summary of statutes raising the age of compulsory school attendance, 2002-11; and (3) Summary of compulsory school attendance requirements. (Contains 2 tables, 2 figures, 1 map, and 6 notes.) [This report was prepared for the Institute of Education Sciences (IES) under Contract ED-IES 12-C-0006 by Regional Educational Laboratory Mid-Atlantic administered by ICF International. To view the summary of this report see ED544500.] AU - Mackey, Philip E. AU - Duncan, Teresa G. Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 29 PB - Regional Educational Laboratory Mid-Atlantic. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. KW - Maryland KW - United States KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Social Indicators KW - Outcome Measures KW - Age KW - Suspension KW - State Legislation KW - Educational Legislation KW - Educational Indicators KW - Referral KW - Truancy KW - Dropouts KW - Expulsion KW - Dropout Prevention KW - Compulsory Education KW - Discipline Problems KW - High School Students KW - Bullying UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509086248?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - PISA 2012 Data Tables, Figures, and Exhibits. NCES 2014-024 AN - 1509086150; ED544505 AB - "PISA 2012 Data Tables, Figures, and Exhibits" is a companion publication to the report entitled: "Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context. First Look at PISA 2012. NCES 2014-024". PISA 2012 assessed students' mathematics, reading, and science literacy. PISA 2012 also included computer-based assessments in mathematics literacy, reading literacy, and general problem solving, and an assessment of students' financial literacy. The detailed tables and figures contained in this report provide Percentage Data distribution of 15-year-old students on PISA literacy scales, by proficiency level and education system in 2012. PISA results are presented in the report in terms of average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. For proficiency levels, results are reported in terms of the percentage reaching level 5 or above and the percentage below level 2. Higher proficiency levels represent the knowledge, skills, and capabilities needed to perform tasks of greater complexity. At levels 5 and 6, students demonstrate higher-level skills and are referred to as "top performers" in the subject. Conversely, students performing below level 2 are referred to as "low performers." (Contains 68 tables, 4 exhibits, and 11 figures.) [To access the report: "Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context. First Look at PISA 2012. NCES 2014-024," see ED544504.] Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 92 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Program for International Student Assessment KW - Connecticut KW - Florida KW - Massachusetts KW - United States KW - Europe KW - Asia KW - Canada KW - New Zealand KW - Australia KW - South America KW - Central America KW - Africa KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - Science Process Skills KW - Gender Differences KW - International Programs KW - Socioeconomic Status KW - Mathematics Achievement KW - Reading Skills KW - Scores KW - Standardized Tests KW - Racial Differences KW - Mathematics Skills KW - Problem Solving KW - Cross Cultural Studies KW - Reading Achievement KW - Public Schools KW - Foreign Countries KW - Money Management KW - Cutting Scores KW - Cultural Differences KW - Science Achievement KW - Student Evaluation KW - Scientific Literacy UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509086150?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context. First Look at PISA 2012. NCES 2014-024 AN - 1509085340; ED544504 AB - The Program for International Student Assessment (PISA) is a system of international assessments that allows countries to compare outcomes of learning as students near the end of compulsory schooling. PISA core assessments measure the performance of 15-year-old students in mathematics, science, and reading literacy every 3 years. Coordinated by the Organization for Economic Cooperation and Development (OECD), PISA was first implemented in 2000 in 32 countries. It has since grown to 65 education systems in 2012. PISA's goal is to assess students' preparation for the challenges of life as young adults. PISA assesses the application of knowledge in mathematics, science, and reading literacy to problems within a real-life context (OECD 1999). Mathematics was the major subject area in 2012, as it was in 2003, since each subject is a major subject area once every three cycles. In 2012, mathematics, science, and reading literacy were assessed primarily through a paper-and-pencil assessment, and problem solving was administered via a computer-based assessment. In addition to these core assessments, education systems could participate in optional paper-based financial literacy and computer-based mathematics and reading assessments. The United States participated in these optional assessments. This report presents performance on PISA 2012 in mathematics, science, and reading literacy from a U.S. perspective. Results are presented for the 65 education systems, including the United States, that participated in PISA 2012 and for the three U.S. states--Connecticut, Florida, and Massachusetts--that participated as separate education systems. These three states opted to have separate samples of public-schools and students included in PISA in order to obtain state-level results. In this report, results are presented in terms of average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. For proficiency levels, results are reported in terms of the percentage reaching level 5 or above and the percentage below level 2. Higher proficiency levels represent the knowledge, skills, and capabilities needed to perform tasks of greater complexity. At levels 5 and 6, students demonstrate higher level skills and may be referred to as "top performers" in the subject. Conversely, students performing below level 2 are below what the OECD calls "a baseline level of proficiency, at which students begin to demonstrate the literacy competencies that will enable them to participate effectively and productively in life" (OECD 2010, p. 154). This report also presents U.S. trends over time in mathematics, science, and reading literacy, and overall results for the computer-based mathematics and reading assessments. Results for the problem-solving and financial literacy assessments will be released in 2014. Appended are: (1) Methodology and Technical Notes; and (2) International and U.S. Data Collection Results. (Contains 9 tables, 3 figures, 9 footnotes, and 3 exhibits.) [This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-10-C-0047 with Westat, for "PISA 2012 Data Tables, Figures, and Exhibits. NCES 2014-024" see ED544505] AU - Kelly, Dana AU - Nord, Christine Winquist AU - Jenkins, Frank AU - Chan, Jessica Ying AU - Kastberg, David Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 52 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Program for International Student Assessment KW - United States KW - Connecticut KW - Florida KW - Massachusetts KW - Europe KW - Asia KW - Canada KW - New Zealand KW - Australia KW - South America KW - Central America KW - Africa KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - Reading Tests KW - Mathematics Achievement KW - Academic Achievement KW - Educational Trends KW - Secondary School Students KW - Problem Solving KW - Comparative Analysis KW - Reading Achievement KW - Foreign Countries KW - Money Management KW - Mathematics Tests KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Trend Analysis KW - Computer Assisted Testing KW - Adolescents KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509085340?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Enrollment in Postsecondary Institutions, Fall 2012; Financial Statistics, Fiscal Year 2012; Graduation Rates, Selected Cohorts, 2004-09; and Employees in Postsecondary Institutions, Fall 2012. First Look (Provisional Data). NCES 2013-183 AN - 1509085186; ED544569 AB - The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This "First Look" presents findings from the provisional data of the IPEDS spring 2013 data collection, which included five survey components: Enrollment at postsecondary institutions during fall 2012; Finance, for the 2012 fiscal year; Graduation Rates of selected cohorts within 150 and 200 percent of normal program completion time; and Human Resources at postsecondary institutions during fall 2012. Data for all components were collected through the IPEDS web-based data collection system. This "First Look" provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the following collection year (2013-14). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data. Two appendices present: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms. (Contains 5 tables and 12 footnotes.) AU - Ginder, Scott A. AU - Kelly-Reid, Janice E. Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 27 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Higher Education Act Title IV KW - ERIC, Resources in Education (RIE) KW - Two Year Colleges KW - Higher Education KW - Postsecondary Education KW - Graduate Students KW - Undergraduate Students KW - Educational Legislation KW - Student Characteristics KW - Educational Finance KW - Private Colleges KW - Public Colleges KW - National Surveys KW - Human Resources KW - Income KW - Student Financial Aid KW - Expenditures KW - Proprietary Schools KW - Federal Legislation KW - Full Time Students KW - Enrollment KW - College Students KW - School Personnel KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509085186?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Evaluation of the Personnel Development Program to Improve Services and Results for Children with Disabilities. NCEE 2014-4007 AN - 1509084659; ED544586 AB - The "Personnel Development Program to Improve Services and Results for Children with Disabilities" is authorized under Section 662 of the Individuals with Disabilities Education Act (IDEA) and is known as the Personnel Development Program (PDP). The PDP is administered by the U.S. Department of Education's (ED's) Office of Special Education Programs (OSEP) in the Office of Special Education and Rehabilitative Services. The program's purposes are: (1) to help address state-identified needs for highly qualified personnel in special education, related services, early intervention, and regular education to work with children with disabilities; and (2) to ensure that those personnel have the skills and knowledge needed to serve these children. The PDP provides training grants to institutions of higher education (IHEs) to support their efforts to directly prepare teachers, related services personnel, and leadership personnel. The PDP also funds a series of National Centers that indirectly support the preparation of personnel through capacity-building and the development of evidence-based products and services. ED's Institute of Education Sciences (IES) is authorized by Section 664 of IDEA to conduct evaluations of the implementation and impact of programs supported under IDEA. In 2007, IES awarded a contract to Westat to conduct a descriptive evaluation of the PDP through two distinct substudies--a substudy of PDP National Centers and a substudy of PDP training grant applicants. Chapter 1 provides background on the program. Chapter 2 of this report describes the design for the substudy of PDP National Centers, and chapters 3 and 4 present the corresponding findings overall and by center. Chapter 5 presents the design for the substudy of PDP training grant applicants, and chapter 6 presents the corresponding findings. Seven appendices include: (1) Semi-Structured Interview Protocol for Center Director; (2) PDP National Centers Inventory of Products and Services; (3) PDP National Centers Expert Panel Review Rubrics; (4) Institution of Higher Education Course of Study Survey; (5) PDP Training Grants Expert Panel Review Rubrics; (6) Expert Panel Review Inter-Rater Agreement; and (7) Technical Working Group Members. (Contains 68 tables, 16 footnotes, and 23 figures.) AU - Fiore, Thomas A. AU - Nimkoff, Tamara AU - Munk, Tom AU - Carlson, Elaine Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 358 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - Tennessee KW - North Carolina KW - Maryland KW - Connecticut KW - Washington KW - Pennsylvania KW - Arizona KW - Florida KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Higher Education KW - Postsecondary Education KW - Special Education KW - Federal Aid KW - Educational Finance KW - Leadership Training KW - National Organizations KW - Dropouts KW - Costs KW - Services KW - Disabilities KW - Federal Programs KW - College Programs KW - Enrollment KW - Program Evaluation KW - Graduation Rate KW - Interrater Reliability KW - Grants KW - Scoring Rubrics KW - Resource Allocation KW - Surveys KW - Research and Development Centers KW - Staff Development KW - Relevance (Education) KW - Early Intervention KW - School Personnel KW - Interviews KW - Educational Quality KW - Related Services (Special Education) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509084659?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Digest of Education Statistics, 2012. NCES 2014-015 [Appendix A: Guide to Sources; Appendix B: Definitions; Appendix C: Index of Table Numbers] AN - 1509084590; ED544579 AB - The 2012 edition of the "Digest of Education Statistics" is the 48th in a series of publications initiated in 1962. The "Digest" has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" concludes with the three appendices presented herein. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the "Digest" tables; the second, Definitions, is included to help readers understand terms used in the "Digest"; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. (Contains 1 table.) [For the full report, "Digest of Education Statistics, 2012. NCES 2014-015," see ED544576.] AU - Snyder, Thomas D. AU - Dillow, Sally A. Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 94 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Longitudinal Study High School Class 1972 KW - Recent College Graduates Study 1991 (NCES) KW - Schools and Staffing Survey (NCES) KW - National Health Interview Survey KW - Trends in International Mathematics and Science Study KW - Progress in International Reading Literacy Study KW - Fast Response Survey System KW - National Adult Literacy Survey (NCES) KW - National Assessment of Educational Progress KW - National Assessment of Adult Literacy KW - Recent College Graduates Study 1987 (NCES) KW - Recent College Graduates Survey 1978 (NCES) KW - Baccalaureate and Beyond Longitudinal Study (NCES) KW - Beginning Postsecondary Students Long Study KW - Public Elementary and Secondary Agency Universe KW - State Nonfiscal Survey of Public Elem Sec Educ KW - Early Childhood Longitudinal Survey KW - Public Libraries Survey (NCES) KW - National Household Education Survey KW - National Longitudinal Transition Study Spec Educ KW - Individuals with Disabilities Education Act KW - Consumer Price Index KW - Youth Risk Behavior Survey KW - ACT Assessment KW - General Educational Development Tests KW - SAT (College Admission Test) KW - Graduate Record Examinations KW - Program for International Student Assessment KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Higher Education KW - Adult Education KW - Elementary Education KW - Secondary Education KW - Postsecondary Education KW - Case Records KW - Student Records KW - Statistical Analysis KW - Statistical Data KW - Definitions KW - Performance Factors KW - Data Collection KW - Sampling KW - Data Analysis KW - College Entrance Examinations KW - Educational Legislation KW - Educational Indicators KW - Surveys KW - Library Research KW - Annual Reports KW - Longitudinal Studies KW - Census Figures KW - School Statistics KW - Federal Legislation KW - Funding Formulas KW - Error Patterns KW - Tables (Data) KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509084590?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Digest of Education Statistics, 2012. NCES 2014-015 AN - 1509084577; ED544576 AB - The 2012 edition of the "Digest of Education Statistics" is the 48th in a series of publications initiated in 1962. The "Digest" has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the "Digest," material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the "Digest" contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices. The "Digest" contains seven chapters: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Programs for Education and Related Activities: (5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Adult Education. Preceding these chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The "Digest" concludes with three appendices. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the "Digest" tables; the second, Definitions, is included to help readers understand terms used in the "Digest"; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. (Contains 493 tables and 29 figures. Individual chapters contain footnotes) [For Appendices, see ED544579. For "Digest of Education Statistics, 2011. NCES 2012-001," see ED544580.] AU - Snyder, Thomas D. AU - Dillow, Sally A. Y1 - 2013/12// PY - 2013 DA - December 2013 SP - 836 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Elementary Secondary Education Act Title I KW - Individuals with Disabilities Education Act KW - No Child Left Behind Act 2001 KW - SAT (College Admission Test) KW - ACT Assessment KW - Elementary Secondary Education Act KW - Recent College Graduates Study 1987 (NCES) KW - Recent College Graduates Study 1991 (NCES) KW - Recent College Graduates Survey 1978 (NCES) KW - Schools and Staffing Survey (NCES) KW - National Health Interview Survey KW - Trends in International Mathematics and Science Study KW - Progress in International Reading Literacy Study KW - Fast Response Survey System KW - National Adult Literacy Survey (NCES) KW - National Assessment of Adult Literacy KW - Baccalaureate and Beyond Longitudinal Study (NCES) KW - Public Elementary and Secondary Agency Universe KW - State Nonfiscal Survey of Public Elem Sec Educ KW - Early Childhood Longitudinal Survey KW - Public Libraries Survey (NCES) KW - National Household Education Survey KW - National Longitudinal Transition Study Spec Educ KW - Consumer Price Index KW - Youth Risk Behavior Survey KW - General Educational Development Tests KW - Graduate Record Examinations KW - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Higher Education KW - Adult Education KW - Elementary Education KW - Secondary Education KW - Postsecondary Education KW - Grade 4 KW - Grade 8 KW - Grade 12 KW - Grade 9 KW - High School Graduates KW - Special Education KW - Crime KW - Psychology KW - Criterion Referenced Tests KW - STEM Education KW - Child Care KW - Elementary School Teachers KW - Adults KW - Tuition KW - State Aid KW - Dropouts KW - Libraries KW - Economics KW - Child Development KW - College Students KW - Academic Persistence KW - Population Trends KW - Educational Technology KW - Graduation Rate KW - Age Differences KW - Political Science KW - Student Loan Programs KW - Language Skills KW - Resource Allocation KW - Student Participation KW - Second Language Learning KW - Library Services KW - Racial Differences KW - Local Government KW - Adult Basic Education KW - Attendance Patterns KW - Cognitive Ability KW - Teacher Student Ratio KW - Parent Participation KW - School Surveys KW - Psychomotor Skills KW - Internet KW - Catholic Schools KW - Science Process Skills KW - Employment Level KW - Federal Aid KW - Principals KW - Unemployment KW - Family Structure KW - Independent Living KW - Expenditure per Student KW - Educational Finance KW - Scores KW - Academic Achievement KW - Mathematics Skills KW - Cross Cultural Studies KW - Taxes KW - Older Adults KW - Comparative Analysis KW - School Libraries KW - Public Schools KW - Instructional Program Divisions KW - Home Schooling KW - Access to Computers KW - Adolescents KW - Institutional Characteristics KW - Teacher Characteristics KW - Dropout Rate KW - College Libraries KW - Violence KW - English (Second Language) KW - High School Seniors KW - Foreign Students KW - Expulsion KW - Academic Degrees KW - Academically Gifted KW - Foreign Countries KW - Poverty KW - Homework KW - Funding Formulas KW - Incidence KW - Family Characteristics KW - Substance Abuse KW - College Bound Students KW - Salaries KW - Credits KW - Individual Characteristics KW - Full Time Equivalency KW - Student Characteristics KW - Young Adults KW - Standardized Tests KW - Teacher Salaries KW - Secondary School Teachers KW - Outcomes of Education KW - Minority Groups KW - Racial Composition KW - Civics KW - Geographic Location KW - Graduate Study KW - Suspension KW - College Entrance Examinations KW - Masters Degrees KW - Gender Differences KW - Library Materials KW - Computer Uses in Education KW - Enrollment Rate KW - Bachelors Degrees KW - Doctoral Degrees KW - Family Income KW - School Personnel KW - Occupations KW - State Standards KW - School Schedules KW - School Districts KW - Educational Attainment KW - Aptitude Tests KW - Income KW - School District Size KW - Fees KW - Expenditures KW - Second Language Instruction KW - Teacher Certification KW - High School Equivalency Programs KW - History KW - Preschool Education KW - Disabilities KW - Kindergarten KW - Course Selection (Students) KW - Full Time Students KW - College Graduates KW - Definitions KW - Student Behavior KW - Drug Abuse KW - Reading Skills KW - Labor Force KW - Children KW - Art Education KW - Student Financial Aid KW - Economic Climate KW - Federal Legislation KW - Budgets KW - Teaching Conditions KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509084577?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - National Center for Education Research Publication Handbook: Publications from Funded Education Research Grants, FY 2002 to FY 2013 AN - 1509088005; ED544552 AB - Since its inception in 2002, the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) has funded over 700 education research grants and over 60 education training grants. The research grants have supported exploratory research to build theory or generate hypotheses on factors that may affect educational outcomes, development and innovation research to create or refine academic interventions, evaluation studies to test the efficacy and effectiveness of interventions, and measurement work to help develop more accurate and valid assessments, and the training grants have helped prepare the next generation of education researchers. NCER's education research grantees have focused on the needs of a wide range of students, from pre-kindergarten through postsecondary and adult education, and have tackled a variety of topic areas. The portfolio of research includes cognition, social and behavioral research, math, science, reading, writing, school systems and policies, teacher quality, statistical and research methods, just to name a few. Each year, our grantees are contributing to the wealth of knowledge across disciplines. Presented herein is a listing of the publications that these grants have contributed along with a full listing of all the projects funded through NCER's education research grant programs from 2002 to 2013. The publications are presented according to the topic area and arranged by the year that the grant was awarded. Where applicable, related grant projects and project websites are noted and links to publications that are listed in the IES ERIC database are provided. For grants that do not yet have associated publications in press or published, the word "Publications" is used as a placeholder to denote where future publications will occur during updates to this document. AD - National Center for Education Research Y1 - 2013/11// PY - 2013 DA - November 2013 SP - 387 PB - National Center for Education Research. , P.O. Box 1398, Jessup, MD 20794. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - High Schools KW - Secondary Education KW - Postsecondary Education KW - Adult Education KW - Higher Education KW - Two Year Colleges KW - Elementary Secondary Education KW - Preschool Education KW - Science Education KW - Reading KW - Federal Aid KW - Research Methodology KW - Educational Administration KW - Research Projects KW - Educational Finance KW - Intervention KW - Early Childhood Education KW - Mathematics Education KW - Preschool Curriculum KW - Educational Change KW - Statistical Analysis KW - Social Development KW - Program Evaluation KW - Student Behavior KW - Educational Technology KW - Adolescents KW - Social Environment KW - Writing (Composition) KW - Learning KW - Adult Students KW - Grants KW - Research and Development Centers KW - Publications KW - Curriculum Evaluation KW - Educational Improvement KW - Instructional Leadership KW - Teacher Effectiveness KW - Public Agencies KW - Cognitive Processes KW - English Language Learners KW - Educational Policy KW - Literacy Education KW - Educational Research KW - Science Education KW - Postsecondary Education KW - Reading KW - Federal Aid KW - Research Methodology KW - Educational Administration KW - Research Projects KW - Educational Finance KW - Intervention KW - Early Childhood Education KW - Mathematics Education KW - Preschool Curriculum KW - Educational Change KW - Statistical Analysis KW - Social Development KW - Program Evaluation KW - Student Behavior KW - Educational Technology KW - Adolescents KW - Social Environment KW - Elementary Education KW - Writing (Composition) KW - Learning KW - Adult Students KW - Grants KW - Research and Development Centers KW - Publications KW - Curriculum Evaluation KW - Educational Improvement KW - Instructional Leadership KW - Middle Schools KW - Teacher Effectiveness KW - Public Agencies KW - Cognitive Processes KW - English Language Learners KW - High Schools KW - Educational Policy KW - Literacy Education KW - Educational Research KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509088005?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Do Disadvantaged Students Have Equal Access to Effective Teaching? NCEE Study Snapshot. NCEE 2014-4001 AN - 1509087273; ED544742 AB - This study snapshot offers a summary of "Access to Effective Teaching for Disadvantaged Students. NCEE 2014-4001," the first report from a study initiated by the U.S. Department of Education's Institute of Education Sciences to examine access to effective teaching for disadvantaged students in 29 diverse school districts. The study compared the average effectiveness of teaching experienced by disadvantaged students to other students, using value-added analysis to measure effective teaching. It then compared the average value-added of the teachers of disadvantaged students to the average value added of the teachers of all other students. Free or reduced-price lunch eligibility was used to identify disadvantaged students. The 29 districts included in the study are geographically diverse and have similar characteristics to the 100 largest districts in the United States. Findings included: (1) Disadvantaged students received less effective teaching than other students in the 29 study districts on average across three school years; (2) Access to effective teaching varied across study districts; and (3) Access to effective teaching was more related to the placement of teachers and students across schools than the way that students were assigned to teachers within schools. (Contains 2 exhibits.) [For the full final report with technical details: Isenberg, Eric, Max, Jeffrey, Gleason, Philip, Potamites, Liz, Santillano, Robert, Hock, Heinrich, and Hansen, Michael (2013), "Access to Effective Teaching for Disadvantaged Students" (NCEE 2014-4001), see ED544345.] Y1 - 2013/11// PY - 2013 DA - November 2013 SP - 2 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Low Income Groups KW - Instructional Effectiveness KW - Teacher Influence KW - Minority Group Students KW - Achievement Gap KW - School Districts KW - Disadvantaged Youth KW - Student Diversity KW - Equal Education KW - Teacher Effectiveness UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509087273?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Trends in CTE Coursetaking. Data Point. NCES 2014-901 AN - 1509085349; ED544453 AB - This NCES Data Point shows changes in high school students' participation in career and technical education (CTE) between 1990 and 2009. The Data Point documents an overall decline in CTE participation during this period, although participation increased in some CTE occupational areas, such as communications and health care. (Contains 2 figures.) AU - Hudson, Lisa Y1 - 2013/11// PY - 2013 DA - November 2013 SP - 2 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - Academic Education KW - High School Graduates KW - Public Schools KW - Credits KW - Educational Trends KW - Vocational Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509085349?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment. Executive Summary. NCEE 2014-4004 AN - 1509084054; ED544268 AB - One way to improve struggling schools' access to effective teachers is to use selective transfer incentives. Such incentives offer bonuses for the highest-performing teachers to move into schools serving the most disadvantaged students. In this report, we provide evidence from a randomized experiment that tested whether such a policy intervention can improve student test scores and other outcomes in low-achieving schools. The intervention, known to participants as the Talent Transfer Initiative (TTI), was implemented in 10 school districts in seven states. The highest-performing teachers in each district--those who ranked in roughly the top 20 percent within their subject and grade span in terms of raising student achievement year after year (an approach known as value added)--were identified. These teachers were offered $20,000, paid in installments over a two-year period, if they transferred into and remained in designated schools that had low average test scores. The main findings from the study include: (1) The transfer incentive successfully attracted high value-added teachers to fill targeted vacancies; (2) The transfer incentive had a positive impact on test scores (math and reading) in targeted elementary classrooms; and (3) The transfer incentive had a positive impact on teacher-retention rates during the payout period; retention of the high-performing teachers who transferred was similar to their counterparts in the fall immediately after the last payout.(Contains 5 figures, 1 box, and 5 footnotes.) [For the full report, see ED544269.] AU - Glazerman, Steven AU - Protik, Ali AU - Teh, Bing-ru AU - Bruch, Julie AU - Max, Jeffrey Y1 - 2013/11// PY - 2013 DA - November 2013 SP - 25 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 3 KW - Grade 4 KW - Grade 5 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Program Effectiveness KW - Teacher Transfer KW - Principals KW - Teamwork KW - School Districts KW - Scores KW - Intervention KW - Standardized Tests KW - Incentives KW - Teacher Competencies KW - Student Placement KW - At Risk Students KW - Reading Achievement KW - Program Implementation KW - Cost Effectiveness KW - Low Achievement KW - Elementary Schools KW - Teacher Influence KW - Mathematics Achievement KW - Resource Allocation KW - Teacher Attendance KW - Achievement Gains KW - Teacher Effectiveness KW - Mentors KW - Educational Policy KW - Teacher Persistence KW - Teacher Recruitment KW - Teacher Placement KW - Disadvantaged Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509084054?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment. NCEE 2014-4003 AN - 1509083364; ED544269 AB - One way to improve struggling schools' access to effective teachers is to use selective transfer incentives. Such incentives offer bonuses for the highest-performing teachers to move into schools serving the most disadvantaged students. In this report, we provide evidence from a randomized experiment that tested whether such a policy intervention can improve student test scores and other outcomes in low-achieving schools. The intervention, known to participants as the Talent Transfer Initiative (TTI), was implemented in 10 school districts in seven states. The highest-performing teachers in each district--those who ranked in roughly the top 20 percent within their subject and grade span in terms of raising student achievement year after year (an approach known as value added)--were identified. These teachers were offered $20,000, paid in installments over a two-year period, if they transferred into and remained in designated schools that had low average test scores. The main findings from the study include: (1) The transfer incentive successfully attracted high value-added teachers to fill targeted vacancies; (2) The transfer incentive had a positive impact on test scores (math and reading) in targeted elementary classrooms; and (3) The transfer incentive had a positive impact on teacher-retention rates during the payout period; retention of the high-performing teachers who transferred was similar to their counterparts in the fall immediately after the last payout. Seven appendixes are included: (1) Supplemental Materials for Chapters I and II; (2) Value-Added Analysis to Identify Highest-Performing Teachers; (3) Supplemental Materials for Chapter III; (4) Identification of Focal Teachers; (5) Supplemental Materials for Chapter IV; (6) Supplemental Materials for Chapter V; and (7) Supplemental Materials for Chapter VI. (Contains 114 footnotes, 61 figures, and 92 tables.) [For the executive summary, see ED544268.] AU - Glazerman, Steven AU - Protik, Ali AU - Teh, Bing-ru AU - Bruch, Julie AU - Max, Jeffrey Y1 - 2013/11// PY - 2013 DA - November 2013 SP - 243 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 3 KW - Grade 4 KW - Grade 5 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Teacher Transfer KW - Program Effectiveness KW - Principals KW - Student Characteristics KW - Teamwork KW - Scores KW - School Districts KW - Intervention KW - Standardized Tests KW - Incentives KW - Teacher Competencies KW - Student Placement KW - At Risk Students KW - Reading Achievement KW - Program Implementation KW - Spanish Speaking KW - Cost Effectiveness KW - Low Achievement KW - Elementary Schools KW - Teacher Influence KW - Mathematics Achievement KW - Resource Allocation KW - Teacher Attendance KW - Teacher Effectiveness KW - Achievement Gains KW - Mentors KW - Educational Policy KW - Teacher Recruitment KW - Teacher Persistence KW - Teacher Placement KW - Disadvantaged Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509083364?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Access to Effective Teaching for Disadvantaged Students: Executive Summary. NCEE 2014-4002 AN - 1509082969; ED544367 AB - This report describes disadvantaged students' access to effective teaching in grades 4 through 8 in 29 diverse school districts, using value-added analysis to measure effective teaching. Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. These include Race to the Top, the Teacher Incentive Fund, and the flexibility policy for the Elementary and Secondary Education Act, which allows states to waive a number of provisions in exchange for a commitment to key reform principles (U.S. Department of Education 2009, 2012a). A growing body of research uses value-added analysis to measure teacher effectiveness and examine the extent to which disadvantaged students have access to effective teachers.Value added measures a teacher's contribution to student learning, accounting for a student's previous achievement level and background characteristics. Studies consistently find considerable variation in teacher effectiveness based on value-added measures (Nye et al. 2004; Rockoff 2004; Rivkin et al. 2005; Kane et al. 2006; Aaronson et al. 2007; Koedel and Betts 2009). In addition, there is evidence of better long-run outcomes for students taught by more effective teachers as measured by value added, including lower rates of teen pregnancy, increased likelihood of college attendance, and higher wages (Chetty et al. 2011). Given the importance of teachers in improving student achievement and concerns about unequal access to effective teachers (Jerald et al. 2009; Brown and Haycock 2011), more evidence on access to effective teaching is needed. This report focuses on access to effective teaching in 29 school districts over the 2008-2009 to 2010-2011 school years. The main findings are: (1) On average, disadvantaged students had less access to effective teaching in the 29 study districts in grades 4 through 8; (2) Access to effective teaching for disadvantaged students did not change over time in the study districts; (3) Disadvantaged students' access to effective teaching varied across school districts; and (4) Unequal access to effective teaching was most related to the school assignment of teachers and students rather than to the way that teachers were assigned to students within schools. The study's primary research questions are: (1) To what extent do disadvantaged students have equal access to effective teaching within school districts, and how does this change over time?; and (2) Is access to effective teaching related to different patterns of teacher hiring, retention, and mobility for high- and low-poverty schools? This study builds on the current evidence base in three ways. First, it documents access to effective teaching in districts that are diverse in terms of geography and size, with 29 districts in 16 states and all 4 U.S. Census regions. Second, it examines whether access to effective teaching changes over time. The report also measures access to effective teaching over a three-year period, in addition to the extent of inequities between as well as within schools. (Contains 1 table, 8 figures, and 1 footnote.) [This report was prepared for the Institute of Education Sciences under Contract No. ED-IES-10-C-0065.] AU - Isenberg, Eric AU - Max, Jeffrey AU - Gleason, Philip AU - Potamites, Liz AU - Santillano, Robert AU - Hock, Heinrich AU - Hansen, Michael Y1 - 2013/11// PY - 2013 DA - November 2013 SP - 21 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Race to the Top KW - Elementary Secondary Education Act KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Outcome Measures KW - Instructional Effectiveness KW - Access to Education KW - Educational Discrimination KW - School Districts KW - Equal Education KW - Achievement Gains KW - Teacher Effectiveness KW - School District Size KW - Teacher Evaluation KW - Student Experience KW - Achievement Gap KW - Disadvantaged UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082969?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Teaching Math to Young Children. Educator's Practice Guide. What Works Clearinghouse. NCEE 2014-4005 AN - 1509082875; ED544376 AB - The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching early math to children ages 3 to 6. The guide provides practical, clear information on critical topics related to teaching early math and is based on the best available evidence as judged by the authors. The guide is organized around five recommendations: (1) Teach number and operations using a developmental progression; (2) Teach geometry, patterns, measurement, and data analysis using a developmental progression; (3) Use progress monitoring to ensure that math instruction builds on what each child knows; (4) Teach children to view and describe their world mathematically; and (5) Dedicate time each day to teaching math, and integrate math instruction throughout the school day. The following are appended: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains a glossary, 18 tables,11 examples, 7 figures, and 437 endnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under Contract ED-IES-13-C-0010 by the What Works Clearinghouse, which is operated by Mathematica Policy Research.] AU - Frye, Douglas AU - Baroody, Arthur J. AU - Burchinal, Margaret AU - Carver, Sharon M. AU - Jordan, Nancy C. AU - McDowell, Judy Y1 - 2013/11// PY - 2013 DA - November 2013 SP - 165 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Preschool Education KW - Early Childhood Education KW - Kindergarten KW - Progress Monitoring KW - Measurement KW - Young Children KW - Mathematics Instruction KW - Validity KW - Integrated Activities KW - Drills (Practice) KW - Number Concepts KW - Computation KW - Developmentally Appropriate Practices KW - Relevance (Education) KW - Mathematical Concepts KW - Geometry KW - Evidence KW - Data Analysis KW - Teaching Methods KW - Prior Learning UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082875?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - 2013 Reading Assessment Report Card: Summary Data Tables for National and State Sample Sizes, Participation Rates, and Proportions of SD and ELL Students Identified. [Technical Appendix. NCES 2014-451] AN - 1509082861; ED544346 AB - This document represents one of three appendices associated with "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451." It includes tabular data relating to the reading portion of the National Assessment of Education Progress at Grade 4 and 8. [For the main report, see ED544347.] Y1 - 2013/11// PY - 2013 DA - November 2013 SP - 23 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Achievement Rating KW - Special Needs Students KW - Educational Trends KW - National Surveys KW - Annual Reports KW - Achievement Gains KW - Reading Achievement KW - English Language Learners KW - Participation KW - State Surveys KW - Tables (Data) KW - Statistical Distributions UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082861?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451 AN - 1509082803; ED544347 AB - The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number properties and operations; measurement; geometry; data analysis, statistics, and probability; and algebra. The NAEP reading assessment measures students' reading comprehension by asking them to read selected grade-appropriate materials and answer questions based on what they have read. At each grade, students responded to questions designed to measure their reading comprehension across two types of texts: literary and informational. This report presents the results of the 2013 NAEP assessments for reading and mathematics in grades 4 and 8. (Contains 7 figures.) [For related appendices, see ED544346, ED544348, and ED544349.] Y1 - 2013/11// PY - 2013 DA - November 2013 SP - 12 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Outcome Measures KW - Achievement Rating KW - Educational Indicators KW - Mathematics Achievement KW - Reading Comprehension KW - National Surveys KW - Achievement Gains KW - Problem Solving KW - Reading Achievement KW - Public Schools KW - Knowledge Level KW - Skill Analysis KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082803?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - 2013 Mathematics Assessment Report Card: Summary Data Tables for National and State Sample Sizes, Participation Rates, and Proportions of SD and ELL Students Identified. [Technical Appendix. NCES 2014-451] AN - 1509082790; ED544348 AB - This document represents one of three appendices associated with "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451." It includes tabular data relating to the mathematics portion of the National Assessment of Education Progress at Grade 4 and 8. [For the main report, see ED544347.] Y1 - 2013/11// PY - 2013 DA - November 2013 SP - 23 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Achievement Rating KW - Special Needs Students KW - Mathematics Achievement KW - Educational Trends KW - Annual Reports KW - Achievement Gains KW - English Language Learners KW - Participation KW - State Surveys KW - Sample Size KW - Tables (Data) KW - Statistical Distributions UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082790?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Access to Effective Teaching for Disadvantaged Students. NCEE 2014-4001 AN - 1509082089; ED544345 AB - Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years. The report describes disadvantaged students' access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given year. The main findings are: (1) On average, disadvantaged students had less access to effective teaching in the 29 study districts in grades 4 through 8. The magnitude of differences in effective teaching for disadvantaged and nondisadvantaged students in a given year was equivalent to a shift of two percentile points in the student achievement gap. (2) Access to effective teaching for disadvantaged students did not change over time in the study districts. (3) Disadvantaged students' access to effective teaching varied across school districts. (4) Unequal access to effective teaching was most related to the school assignment of teachers and students rather than to the way that teachers were assigned to students within schools. Appended are: (1) Analytic Methods; (2) Diagnostics of Value-Added Models; and (3) Additional Tables and Sensitivity Analyses for Chapter IV. (Contains 24 tables, 35 figures, and 48 footnotes.) AU - Isenberg, Eric AU - Max, Jeffrey AU - Gleason, Philip AU - Potamites, Liz AU - Santillano, Robert AU - Hock, Heinrich AU - Hansen, Michael Y1 - 2013/11// PY - 2013 DA - November 2013 SP - 133 PB - Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. KW - Race to the Top KW - Elementary Secondary Education Act KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Elementary School Students KW - Special Education KW - Mathematics Instruction KW - Gender Differences KW - Access to Education KW - Student Characteristics KW - Middle School Students KW - School Districts KW - Language Arts KW - Geographic Regions KW - Racial Differences KW - Correlation KW - Equal Education KW - Teacher Effectiveness KW - School District Size KW - Student Placement KW - Comparative Analysis KW - Peer Influence KW - Achievement Gap KW - Disadvantaged Youth KW - Limited English Speaking KW - Teacher Placement KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082089?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - 2013 Mathematics Assessment Report Card: Summary Data Tables with Additional Detail for Average Scores and Achievement Levels for States and Jurisdictions. [Results Appendix. NCES 2014-451] AN - 1509082086; ED544349 AB - This document represents one of three appendices associated with "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451." It includes tabular data relating to the mathematics portion of the Tables of Education Progress at Grade 4 and 8. [For the main report, see ED544347.] Y1 - 2013/11// PY - 2013 DA - November 2013 SP - 23 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - Middle Schools KW - Elementary School Mathematics KW - Achievement Rating KW - Special Needs Students KW - Gender Differences KW - Geographic Distribution KW - Mathematics Achievement KW - Lunch Programs KW - Student Diversity KW - National Surveys KW - Annual Reports KW - Educational Assessment KW - Tables (Data) KW - Statistical Distributions UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082086?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - 2011 NAEP-TIMSS Linking Study: Linking Methodologies and Their Evaluations. NCES 2013-469 AN - 1651830506; ED545109 AB - The 2011 NAEP-TIMSS linking study conducted by the National Center for Education Statistics (NCES) was designed to predict Trends in International Mathematics and Science Study (TIMSS) scores for the U.S. states that participated in 2011 National Assessment of Educational Progress (NAEP) mathematics and science assessment of eighth-grade students. The study design involved four samples of students: (1) Students assessed in NAEP mathematics or science during the winter (January-March) 2011 NAEP administration (NAEP operational/national sample); (2) Students in the United States assessed in TIMSS (mathematics and science) during the spring (April-June) 2011 TIMSS administration (TIMSS U.S. operational/national sample); (3) Students assessed during the 2011 NAEP testing window with booklets, referred to as braided booklets, containing one block of NAEP and one block of TIMSS items (which followed NAEP administration procedures); and (4) Students assessed during the spring 2011 TIMSS testing window with booklets, also referred to as braided booklets, containing one block of NAEP and three blocks of TIMSS items (which followed TIMSS administration procedures). The braided-booklet sample under the NAEP administration window (i.e., sample 3) was given the NAEP-like booklets, which were designed to appear as similar as possible to a regular NAEP assessment booklet and were administered under the same conditions as NAEP. Similarly, the braided-booklet sample under the TIMSS administration window (i.e., sample 4) was given the TIMSS-like booklets. Those booklets were designed to appear as similar as possible to a regular TIMSS assessment booklet and were administered under nearly the same conditions as TIMSS. In addition, the braided booklets in the 2011 TIMSS window were administered in the same schools in which TIMSS was administered, with one intact classroom randomly assigned to the U.S. TIMSS national sample and another to the braided-booklet sample. In addition to these linking study samples, nine states--Alabama, California, Colorado, Connecticut, Indiana, Florida, Massachusetts, Minnesota, and North Carolina--participated in 2011 TIMSS directly as separate jurisdictions and, therefore, received actual TIMSS scores. These nine states provided a "validation sample" upon which the NAEP-TIMSS link was evaluated. The validation states were selected based on their state enrollment and willingness to participate, and also on whether they as a whole represented a substantial range of performances relative to the national NAEP average, had previous experience as benchmarking participants in TIMSS, and were geographically diverse. [This 2011 NAEP-TIMSS linking methodology paper was prepared to supplement the "Linking Methodologies" section presented in "U.S. States in a Global Context: Results from the 2011 NAEP-TIMSS Linking Study. NCES 2013-460" (ED544218). This report was prepared with support from American Institutes for Research (AIR), Educational Testing Service (ETS), and the Human Resources Research Organization (HumRRO) for the contract No. ED-07-CO-0107.] Y1 - 2013/10// PY - 2013 DA - October 2013 SP - 102 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Trends in International Mathematics and Science Study KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Middle Schools KW - Junior High Schools KW - Secondary Education KW - Testing Programs KW - Ethnicity KW - Gender Differences KW - Research Methodology KW - Student Characteristics KW - Mathematics Achievement KW - Comparative Testing KW - Scores KW - Racial Differences KW - Benchmarking KW - Test Items KW - National Competency Tests KW - School Statistics KW - Research Design KW - Predictive Measurement KW - Mathematics Tests KW - Science Achievement KW - Statistical Significance KW - Science Tests KW - Trend Analysis KW - Statistical Distributions UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830506?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. Appendix D: Standard Error Tables. First Look. NCES 2014-008 AN - 1509086134; ED544451 AB - This paper provides Appendix D, Standard Error tables, for the full report, entitled. "Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. First Look. NCES 2014-008." The full report presents results of the Program for the International Assessment of Adult Competencies (PIAAC). Results are reported for a representative sample of adults in the United States age 16 to 65 and are compared to an international average of adults in countries/regions that participated in the PIAAC 2012 assessment. The full report presents average score results for three separate scales: literacy, numeracy, and problem solving in technology-rich environments and percentages of adults performing at different proficiency levels for each scale. Literacy and numeracy results are reported at Below Level 1, Level 1, Level 2, Level 3, and Level 4/5; problem solving in technology-rich environments is reported at Below Level 1, Level 1, Level 2, and Level 3. The report includes results for groups of adults as defined by various demographic characteristics (e.g., gender, age, race/ethnicity, and level of educational attainment) and level of skill use in and outside of work. Overall results in literacy and numeracy are compared to results from previous international assessments. (Contains 35 tables.) [To view the full report, "Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. First Look. NCES 2014-008." see ED544452.] Y1 - 2013/10// PY - 2013 DA - October 2013 SP - 36 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Europe KW - Asia KW - Australia KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Higher Education KW - Postsecondary Education KW - Adult Literacy KW - Employment Level KW - Late Adolescents KW - Ethnicity KW - Gender Differences KW - Numeracy KW - Learning Disabilities KW - Scores KW - Reading Skills KW - Health KW - Racial Differences KW - Educational Attainment KW - Adults KW - Mathematics Skills KW - Problem Solving KW - Cross Cultural Studies KW - Information Technology KW - Foreign Countries KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509086134?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - High School Longitudinal Study of 2009 (HSLS:09) First Follow-Up: A First Look at Fall 2009 Ninth-Graders in 2012. NCES 2014-360 AN - 1509081175; ED544219 AB - This report provides a first look at selected findings from the first follow-up of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 focuses on understanding students' trajectories from the beginning of high school into higher education and the workforce. The core research questions for the study explore secondary to postsecondary transition plans and the evolution of those plans; the paths into and out of science, technology, engineering, and mathematics fields of study and careers; and the educational and social experiences that are related to these shifts in plans or paths. This "First Look" introduces new data from the "High School Longitudinal Study of 2009" collected in the spring of 2012 when most sample members were in their 11th-grade year. The analyses examine students' educational expectations; students' math performance on an algebra assessment, including gains since the 9th grade; students' math and science efficacy; and students' initial planning for postsecondary educational application and enrollment. Appended are: (1) Technical Notes and Methodology; and (2) Standard Error Tables. (Contains 21 tables and 2 footnotes.) AU - Ingels, Steven J. AU - Dalton, Ben Y1 - 2013/10// PY - 2013 DA - October 2013 SP - 49 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - California KW - Florida KW - Georgia KW - Michigan KW - North Carolina KW - Ohio KW - Pennsylvania KW - Tennessee KW - Texas KW - Washington KW - ERIC, Resources in Education (RIE) KW - Grade 9 KW - High Schools KW - Secondary Education KW - Grade 11 KW - College Bound Students KW - Parent Background KW - Student Characteristics KW - Socioeconomic Status KW - Mathematics Achievement KW - STEM Education KW - Educational Attainment KW - Longitudinal Studies KW - Dropouts KW - Algebra KW - Public Schools KW - Occupational Aspiration KW - Academic Aspiration KW - Enrollment KW - Private Schools KW - High School Students KW - Student Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509081175?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - U.S. States in a Global Context: Results from the 2011 NAEP-TIMSS Linking Study. NCES 2013-460 AN - 1509080884; ED544218 AB - The National Center for Education Statistics (NCES) initiated this special study in an effort to link the National Assessment of Educational Progress (NAEP) scale to the Trends in International Mathematics and Science Study (TIMSS) scale so that states could compare the performance of their students with that of students in other countries. The study was conducted in 2011 with eighth grade students in all 52 states/jurisdictions that participated in the NAEP mathematics and science assessments. This highlights report presents results of the linking study. (Contains 14 tables, 5 footnotes, and 10 figures.) Y1 - 2013/10// PY - 2013 DA - October 2013 SP - 42 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Trends in International Mathematics and Science Study KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Middle Schools KW - Junior High Schools KW - Secondary Education KW - Testing Programs KW - Mathematics Achievement KW - Comparative Testing KW - Scores KW - Benchmarking KW - National Competency Tests KW - Foreign Countries KW - Mathematics Tests KW - Science Achievement KW - Science Tests KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509080884?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Inclusion of Students with Disabilities in School Accountability Systems: An Update. NCEE 2013-4017 AN - 1509080876; ED544216 AB - Formerly excluded from measures of educational performance, students with disabilities (SWDs) are now explicitly recognized in federal and state accountability systems. At the national level, the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) laid the foundation for accountability for SWDs by requiring states to include these students in state and district assessments and to report their participation and performance. This requirement was further reinforced by the Elementary and Secondary Education Act (ESEA), as reauthorized in 2001, which established SWDs as an explicit student subgroup for the purpose of determining whether schools make adequate yearly progress (AYP). The Institute of Education Sciences (IES) of the U.S. Department of Education (ED) has a congressional mandate to conduct a national assessment of how well the IDEA is achieving its purposes. As part of the national assessment of IDEA, this study is intended to provide policy-relevant information about the education of SWDs by examining their inclusion in school accountability systems and by describing the use of school practices that may relate to educational outcomes for these students. This report presents descriptive information on school-level accountability, AYP performance, and school improvement status of schools accountable for SWD subgroup performance under Title I of the ESEA, as well as schools not accountable for SWD subgroup performance. The association between accountability for this student subgroup and school practices will be examined in a separate study report. Specifically, this study report updates the findings from the interim report for the following research questions: (1) What percentage of schools were accountable for the performance of the SWD subgroup between the 2006-07 and 2009-10 school years? (2) What percentage of different types of schools were accountable for the performance of the SWD subgroup? (3) What percentage of schools moved in and out of accountability for the performance of the SWD subgroup? (4) What percentage of schools missed AYP because of the performance of the SWD subgroup? and (5) What percentage of schools accountable for SWD subgroup performance were identified for school improvement? Thirteen tables are appended. (Contains 51 footnotes and 28 exhibits.) AU - Harr-Robins, Jenifer AU - Song, Mengli AU - Hurlburt, Steven AU - Pruce, Cheryl AU - Danielson, Louis AU - Garet, Michael Y1 - 2013/10// PY - 2013 DA - October 2013 SP - 88 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - Elementary Secondary Education Act KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Middle Schools KW - Secondary Education KW - Special Education KW - Rural Schools KW - Educational Legislation KW - Educational Indicators KW - Academic Achievement KW - Urban Schools KW - Accountability KW - Educational Improvement KW - Charter Schools KW - Public Schools KW - Federal Legislation KW - Federal Programs KW - Disabilities KW - Enrollment KW - Inclusion KW - Educational Assessment KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509080876?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Selected Statistics from the Common Core of Data: School Year 2011-12. First Look. NCES 2013-441 AN - 1509080875; ED544222 AB - The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data by the National Center for Education Statistics (NCES) in the Institute of Education Sciences of the U.S. Department of Education. The data presented in this report are selected from the three nonfiscal components of the Common Core of Data (CCD) survey system: the Public Elementary/Secondary School Universe Survey; the Local Education Agency (LEA) Universe Survey; and the State Nonfiscal Survey of Public Elementary/Secondary Education. This First Look report presents findings on the numbers and types of public elementary and secondary schools and local education agencies and public school student enrollment and staff in the United States and other jurisdictions for school year (SY) 2011-12 from the provisional version 1a school universe file, provisional version 1a LEA universe file, and the provisional version 1a state universe file. The purpose of this First Look report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using data from the CCD non fiscal survey components. This First Look provides users with an opportunity to access provisional data that have been fully reviewed and edited. State education agencies (SEAs) report data annually for the nonfiscal CCD via the ED"Facts" collection system. SEAs submit separate files for each of the three nonfiscal survey components (school, LEA and state). For each survey, SEAs submit only aggregate sums of person-level data such as membership or number of teachers. The ED"Facts" collection opens for each school year beginning in January, with groups of data collected over a schedule throughout the year. The data in this report represent data reported from January 2012 through April 2013. The SY 2011-12 ED"Facts" collection will remain open to SEAs for revisions and corrections for approximately 3 years after the opening of the initial collection, continuing through the end of 2015. NCES may release additional revisions of the provisional data when necessary to reflect the most recent revisions reported from SEAs. Once the collection for SY 2011-12 closes, NCES will issue a Final version of the nonfiscal survey data files to include any final reported revisions. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 4 tables and 2 footnotes.) AU - Keaton, Patrick Y1 - 2013/10// PY - 2013 DA - October 2013 SP - 30 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Public Elementary and Secondary School Universe KW - State Nonfiscal Survey of Public Elem Sec Educ KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Elementary Secondary Education KW - Annual Reports KW - School Statistics KW - Enrollment Rate KW - Public Schools KW - Public Agencies KW - Enrollment Trends KW - Personnel Data KW - Statistical Analysis KW - School Surveys KW - Tables (Data) KW - Statistical Surveys KW - State Standards KW - Statistical Distributions UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509080875?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Student Financial Aid, Academic Year 2011-12. First Look. (Provisional Data). NCES 2013-178 AN - 1509080866; ED544220 AB - The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This "First Look" presents findings from the provisional data of the IPEDS winter 2012-13 data collection, which, in contrast to previous years, collected only the Student Financial Aid (SFA) component. The Human Resources component traditionally collected during the winter collection period has moved to the spring collection period and will be reported separately. The SFA component collects the number of undergraduate students receiving aid as well as the amount of aid received by those students. Data were collected through the IPEDS web-based data collection system. This "First Look" using IPEDS provisional SFA data provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2013-14). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Among full-time, first time degree/certificate-seeking undergraduate students receiving any grant aid, differences in average cost of attendance and net price of attendance for the 2011-12 academic year varied by institutional sector (table 1). For those attending public 4-year institutions, average cost was approximately $18,300 and net price was about $11,700; for those attending nonprofit 4-year institutions, average cost was roughly $35,200 and net price was about $20,600; and for those attending for-profit 4-year institutions, average cost was approximately $27,000 and net price was about $21,900. Appended are: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms. (Contains 1 table and 6 footnotes.) [This report was prepared for the National Center for Education Statistics under Contract No. ED-IES-09-C-0006 with RTI International.] AU - Ginder, Scott A. AU - Kelly-Reid, Janice E. Y1 - 2013/10// PY - 2013 DA - October 2013 SP - 12 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Student Financial Aid KW - Proprietary Schools KW - Undergraduate Students KW - Scholarships KW - Grants KW - Private Colleges KW - Public Colleges KW - Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509080866?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Degrees of Debt. Student Borrowing and Loan Repayment of Bachelor's Degree Recipients 1 Year after Graduating: 1994, 2001, and 2009. Stats in Brief. NCES 2014-011 AN - 1509080840; ED544217 AB - This Statistics in Brief examines three cohorts of recent college graduates 1 year after they attained their bachelor's degree. The graduation years for the three cohorts span a 15-year period: 1992-93, 1999-2000, and 2007-08. The latest cohort (2007-08) graduated in the midst of the 2008 recession. This Statistics in Brief first examines how borrowing for under-graduate education and graduates' cumulative debt changed over the three cohorts and then compares graduates' debt burden (ability to repay loans based on employment income) 1 year after graduation (1994, 2001, and 2009). Finally, for each of the cohorts, the analysis examines the relationship between level of debt and students' post-graduate activities in terms of graduate school enrollment and living arrangements (with parents or not). The data for this study were collected through three administrations of the Baccalaureate and Beyond Longitudinal Study (B&B), which follows bachelor's degree recipients identified in the National Postsecondary Student Aid Study (NPSAS). NPSAS collects data on a sample of graduate and undergraduate students who represent all students enrolled at institutions eligible to participate in federal financial aid programs under Title IV of the Higher Education Act (sometimes referred to as "Title IV Institutions"). In addition to their base year NPSAS interview, bachelor's degree recipients in each B&B cohort (1992-93, 1999-2000, and 2007-08) completed a follow-up interview 1 year after graduating (as of 1994, 2001, and 2009). This Brief analyzes data from both base-year and first follow-up interviews. Study questions include: (1) Among recent college graduates, how did the percentage who borrowed to pay for undergraduate education and their cumulative debt change across the three cohorts? (2) Among bachelor's degree recipients who borrowed, what percentage were repaying student loans 1 year after graduation? (3) Within each cohort, how did students' level of debt vary with their subsequent enrollment in graduate education and living arrangements with their parents 1 year after graduation? Key findings include: (1)The percentage of recent college graduates who borrowed for their undergraduate education was higher in each successive cohort (49,64, and 66 percent, respectively, among graduates in 1992-93,1999-2000, and 2007-08) though the difference between the first two cohorts was greater than the difference between the middle and latest cohort. Likewise, the average cumulative debt (in Constant 2009 dollars from all sources increased in each successive cohort, from $15,000 to $22,400 to $24,700. (2) In all three cohorts, the rate of borrowing was highest among students at for-profit institutions (7-to 90 percent), (3) Among students at public and private nonprofit institutions, the most frequent borrowers were lower income dependent students at private nonprofit institutions (70 to 80 percent borrowed) for all three cohorts. (4) Proportionately fewer borrowers in the latest cohort (2009) were in repayment 1 year after graduation than were their counterparts in 1994 and 2001(60 vs. 65 and 66 percent, respectively). (5) Also in 2009, a larger percentage, (31 percent) of graduates in repayment faced high monthly loan payments (greater than 12 percent of their monthly income), than their counterparts in 1994 and 2001 (22 and 18 percent, respectively).(6) Levels of student debt were not consistently associated with students' subsequent graduate school enrollment or living arrangements with parents 1 year after graduation. Instead both experiences varied with cohort year; graduate school enrollment was highest in 2009 (the year after the economic recession began),and moving back home to live with parents (among students age 24 or younger) was higher in both 1994, and 2009 (27 percent) than in 2001 (18 percent). (Contains 3 tables, 10 figures, and 15 footnotes.) [This report was prepared for the National Center for Education Statistics under Contract No. ED-07-CO-0104 with RTI International.] AU - Woo, Jennie H. Y1 - 2013/10// PY - 2013 DA - October 2013 SP - 26 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Pell Grant Program KW - Higher Education Act Title IV KW - Baccalaureate and Beyond Longitudinal Study (NCES) KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Socioeconomic Status KW - Sociocultural Patterns KW - Cost Indexes KW - Enrollment Trends KW - Academic Aspiration KW - Statistical Analysis KW - College Outcomes Assessment KW - Predictor Variables KW - Undergraduate Students KW - Graduate Study KW - Loan Repayment KW - Student Loan Programs KW - Grants KW - Debt (Financial) KW - Longitudinal Studies KW - Cohort Analysis KW - Student Financial Aid KW - Educational Benefits KW - Bachelors Degrees KW - Paying for College KW - Income Contingent Loans KW - Interviews KW - Statistical Surveys KW - Statistical Distributions UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509080840?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - National Evaluation of the IDEA Technical Assistance & Dissemination Program. NCEE 2014-4000 AN - 1509080800; ED544221 AB - Under the Individuals with Disabilities Education Act (IDEA), the Technical Assistance and Dissemination (TA&D) Program is the U.S. Department of Education's (ED) primary vehicle for providing technical assistance (TA) to individuals and organizations responsible for serving children with disabilities and their families. The evaluation is part of the National Assessment of IDEA, which was authorized under 664b of IDEA to evaluate the implementation and effectiveness of programs and services supported under the law (IDEA, P.L. 108-446). This evaluation provides an independent description of the role that the TA&D Program plays in supporting state agencies in their implementation of IDEA and also a systematic survey of needs for technical assistance related to IDEA across all states. This includes examining the needs of both state agencies that focus on infants and toddlers (Part C) and those that provide services to school-age students (Part B). In addition, the evaluation provides detailed information about technical assistance accessed by state staff for 16 specific topics identified by the study team, allowing for comparisons across topics as well as in-depth understanding of technical assistance needs within topics. The specific research questions guiding the evaluation are as follows: (1) What are the primary technical assistance activities of the TA&D Program? (2) What are states' needs for technical assistance and to what extent are these needs addressed by TA&D program centers or other sources? (3) To what extent are states satisfied with the products and services received from TA&D Program centers? The TA&D Program Evaluation was designed to assess state needs for technical assistance, state access of assistance from centers funded under the TA&D Program, and detailed information about the national TA&D Program centers that are identified as part of the TA&D Network. The focus of the evaluation was on the activities of the topical and specialty centers, Regional Resource Centers, PEPNet centers, and state deaf-blind projects. The study team gathered data for the evaluation through surveys and interviews (see appendices C through J for data collection instruments). At the state level, data collection focused on the 2010-11 school year or (for Part C) fiscal year, with survey questions asking about state needs for and receipt of technical assistance during that year only. This period was selected to allow respondents to provide data on the most recent fully completed academic or service year. Centers were asked to provide descriptive data concerning their goals and activities from the beginning of their current grant, rather than for a specific year, since center activities are aligned with their funding cycle rather than a particular year and because funding cycles vary across the centers (see exhibit 1-6 for funding periods by center). Chapter 2 of this report presents findings for the evaluation by each research question, while chapter 3 presents a profile of each of the 27 TA&D Program centers. Appendices A through P present data collection instruments and additional data tables for reference. Appended are: (1) State Performance Plan (SPP) Indicators for Part C (Infants and toddlers) and Part B (School age); (2) Relationship Between the TA&D Program Evaluation, the TA&D Program, and the TA&D Network; (3) Grantee Survey; (4) Grantee Interview; (5) State Lead Survey (Part C-Infants and toddlers); (6) Part C (Infants and toddlers) Topic Area Descriptions; (7) State Lead Survey (Part B-School age); (8) Part B (School age) Topic Area Descriptions; (9) State Specialist Survey (Part C-Infants and toddlers); (10) State Specialist Survey (Part B-School age); (11) Technical Development of Topical Areas for Lead Survey and Grantee Survey/Interview; (12) Technical Development of Selected Topics for the State Topical Surveys; (13) Technical Development of Technical Assistance Intensity Variable; (14) Data for Territories and Outlying Areas; (15) Supplemental Data Tables; and (16) TA&D Program Centers Specifically Identified by OSEP to Provide Technical Assistance to States on State Performance Plan (SPP) Indicators. (Contains 34 exhibits and 26 footnotes.) [This report was prepared for the Institute of Education Sciences under Contract ED-04-CO-0059/0032.] AU - Daley, Tamara C. AU - Fiore, Thomas A. AU - Bollmer, Julie AU - Nimkoff, Tamara AU - Lysy, Chris Y1 - 2013/10// PY - 2013 DA - October 2013 SP - 220 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Program Effectiveness KW - Toddlers KW - Federal Aid KW - State Agencies KW - Intervention KW - National Surveys KW - Participant Satisfaction KW - Accessibility (for Disabled) KW - Federal Programs KW - Disabilities KW - Program Implementation KW - Audits (Verification) KW - Program Descriptions KW - Institutional Characteristics KW - National Programs KW - Needs Assessment KW - Students KW - Profiles KW - Interviews KW - Activities KW - Technical Assistance KW - Related Services (Special Education) KW - Special Programs KW - Infants UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509080800?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - First Impressions: Creating Newsflashes with Impact AN - 1651830801; ED545254 AB - Posting a report on the web or sending out a press release used to be all that was needed to help get the word out about one's research findings. But times have changed. Today, effective dissemination depends on getting the right message to the right people at the right time in the right form. To break through the clutter, researchers need the right elements: a compelling story, engaging visuals, and a set of electronic tools, including email, video, and social media. A successful newsflash--an email blast announcing new research findings--incorporates all of these elements. The succinct newsflash format is also perfect for smaller devices like tablets and smart phones, which are becoming increasingly important for delivering information. This guide provides tips for researchers on how to quickly and effectively inform decision makers, stakeholders, and practitioners through the use of newsflashes. Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 8 PB - Regional Educational Laboratory. , 555 New Jersey Avenue NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Electronic Mail KW - Information Dissemination KW - Social Networks KW - News Media KW - Internet KW - Layout (Publications) KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830801?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Evaluating the Screening Accuracy of the Florida Assessments for Instruction in Reading (FAIR). REL 2013-008 AN - 1509087135; ED544195 AB - Florida requires that students who do not meet grade-level reading proficiency standards on the end-of-year state assessment (Florida Comprehensive Assessment Test, FCAT) receive intensive reading intervention. With the stakes so high, teachers and principals are interested in using screening or diagnostic assessments to identify students with a strong likelihood of failing to meet grade-level proficiency standards on the FCAT. Since 2009 Florida has administered a set of interim assessments (Florida Assessments for Instruction in Reading, FAIR) three times a year (fall, winter, and spring) to obtain information on students' probability of meeting grade-level standards on the end-of-year FCAT. In 2010/11 the Florida Department of Education aligned the FCAT to new standards (Next Generation Sunshine State Standards) and renamed it the FCAT 2.0 but retained the 2009/10 cutscores. In 2011/12 it changed the FCAT 2.0 cutscores. The share of students meeting grade-level standards on the FCAT 2.0 fell to 53 percent in 2012 from 72 percent in 2011. This drop led the Florida Department of Education to partner with the Regional Educational Laboratory Southeast to analyze student performance on the FAIR reading comprehension screen and FCAT 2.0 to determine how well the FAIR and the 2011 FCAT 2.0 scores predict 2012 FCAT 2.0 performance. The study addresses two research questions: (1) What is the association between performance on the 2012 FCAT 2.0 and two scores from the FAIR reading comprehension screen across grades 4–10 and the three FAIR assessment periods (predictive validity)?; and (2) How much does adding the FAIR reading comprehension screen affect identification errors beyond those identified through 2011 FCAT 2.0 scores (screening accuracy)? Performance on the 2012 FCAT 2.0 was found to have a stronger correlation with FCAT success probability scores than with FAIR reading comprehension ability scores. In addition, using 2011 FCAT 2.0 scores alone to predict 2012 FCAT 2.0 scores underidentified 16-24 percent of students as at risk. Adding FAIR reading comprehension ability scores dropped the underidentification rate by 12-20 percentage points. An appendix provides additional statistics. (Contains 10 tables, 1 box, and 3 notes.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Southeast administered by Florida Center for Reading Research, Florida State University.] AU - Foorman, Barbara R. AU - Kershaw, Sarah AU - Petscher, Yaacov Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 29 PB - Regional Educational Laboratory Southeast. , Florida State University, 2010 Levy Avenue Suite 100, Tallahassee, FL 32310. KW - Florida KW - Florida Comprehensive Assessment Test KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 5 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - Grade 10 KW - Probability KW - Minority Group Students KW - Gender Differences KW - Student Characteristics KW - Scores KW - Reading Skills KW - Test Validity KW - Standardized Tests KW - Correlation KW - Racial Differences KW - Reading Comprehension KW - Screening Tests KW - At Risk Students KW - English Language Learners KW - Error Patterns KW - Student Evaluation KW - Reading Difficulties KW - Predictive Validity KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509087135?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2010-11 (Fiscal Year 2011). First Look (Provisional Data). NCES 2013-344 AN - 1509084188; ED544191 AB - This report presents data from the School District Finance Survey (F-33) of the Common Core of Data (CCD) survey system for school year (SY) 2010-11, fiscal year 2011 (FY 11). The F-33 survey is a school district-level financial survey that consists of data submitted annually to the National Center for Education Statistics (NCES) and the Governments Division of the U.S. Census Bureau (Census Bureau) by state education agencies (SEAs) in the 50 states and the District of Columbia. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the F-33 component of CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. This First Look report presents findings on public elementary and secondary (PK-12) education revenues and expenditures at the local education agency (LEA) level using FY 11 provisional data from the F-33 survey of the CCD survey system. This report provides users with an opportunity to access provisional F-33 data that have been reviewed, edited, and imputed. Final data, including revisions to the provisional data submitted by the SEAs after the close of data collection, will be available during the following collection year.The following are appended: (1) Methodology and Technical Notes; (2) Common Core of Data Glossary; and (3) Reference Tables. Data files for all CCD surveys used in this report may be found on the data file pages of the CCD website at http://nces.ed.gov/ccd/ccddata.asp. (Contains 9 tables, 3 figures, and 5 footnotes.) [This report was prepared in collaboration with the U.S. Census Bureau.] AU - Cornman, Stephen Q. AU - Keaton, Patrick AU - Glander, Mark Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 32 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Public Education Financial Survey KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Elementary Education KW - Secondary Education KW - Educational Facilities KW - Equipment KW - Salaries KW - Federal Aid KW - Educational Administration KW - Educational Finance KW - Expenditure per Student KW - School Districts KW - Food Service KW - Resource Allocation KW - Teacher Employment Benefits KW - Tuition KW - Operating Expenses KW - Income KW - Local Government KW - State Aid KW - Charter Schools KW - Economic Climate KW - Expenditures KW - Costs KW - Transportation KW - Public Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509084188?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Instructional Practices and Student Math Achievement: Correlations from a Study of Math Curricula. NCEE Evaluation Brief. NCEE 2013-4020 AN - 1509083464; ED544189 AB - This brief is directed to researchers and adds to the research base about instructional practices that are related to student achievement. Additional evidence on these relationships can suggest specific hypotheses for the future study of such instructional practices, which, in turn, will provide research evidence that could inform professional development of teachers and the writing of instructional materials. The results of this study revealed a pattern of relationships largely consistent with earlier research, but not in every case. Results that are consistent with previous research include increased student achievement associated with teachers dedicating more time to whole-class instruction, suggesting specific practices in response to students' work (1st grade only), using more representations of mathematical ideas, asking the class if it agrees with a student's answer, directing students to help one another understand mathematics, and differentiating curriculum for students above grade level (2nd grade only). Less consistent results were found in three 2nd-grade results, and include lower achievement associated with teachers' higher frequency of eliciting multiple strategies and solutions; prompting a student to lead the class in a routine; and with students more frequently asking each other questions. These findings suggest that practices associated with higher achievement gains include both student-centered and teacher-directed practices; however, some student-centered practices were associated with lower achievement gains. (Contains 11 endnotes and 6 tables.) [For ”Instructional Practices and Student Achievement: Correlations from a Study of Math Curricula. NCEE Technical Appendix. NCEE 2013-4020,” see ED544192.] AU - Clements, Douglas H. AU - Agodini, Roberto AU - Harris, Barbara Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 29 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Early Childhood Longitudinal Survey KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Elementary Education KW - Grade 1 KW - Grade 2 KW - Learner Controlled Instruction KW - Teacher Role KW - Elementary School Mathematics KW - Elementary School Students KW - Teacher Guidance KW - Cooperative Learning KW - Individualized Instruction KW - Mathematics Achievement KW - Peer Teaching KW - Observation KW - Elementary School Teachers KW - Correlation KW - Large Group Instruction KW - Knowledge Level KW - Mathematics Curriculum KW - Mathematical Concepts KW - Mathematics Teachers KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509083464?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Can Online Learning Communities Achieve the Goals of Traditional Professional Learning Communities? What the Literature Says. Summary. REL 2013-003 AN - 1509083424; ED544211 AB - Professional learning communities (PLCs)--teams of educators who get together regularly to exchange ideas--have sprung up to meet school districts' growing interest in promoting professional development that engages teachers and administrators. PLCs meet to develop lesson plans, monitor student progress, assess instructional effectiveness, and identify professional learning needs. The ultimate goal is to raise student achievement by adapting teaching and classroom practices based on learning and interchanges during PLC meetings. The Internet and mobile communication technologies have greatly expanded opportunities for teams of educators to reflect and collaborate with each other and experts outside their schools--and even outside their districts--for learning, joint lesson planning, and problem solving. These electronic platforms provide ready access to knowledge and resources without the usual limitations of time, space, and pace. Hybrid PLCs combine online interactions with the face-to-face interactions of traditional PLCs. This review of the literature on online PLCs responds to a request from district and school administrators in the Regional Educational Laboratory Mid-Atlantic Region for information on using online PLCs to engage their teachers in professional development. The review looked at advantages, challenges, and emerging best practices. [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Mid-Atlantic administered by ICF International. For the full report, see ED544210.] AU - Blitz, Cynthia L. Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 4 PB - Regional Educational Laboratory Mid-Atlantic. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Program Effectiveness KW - Teacher Collaboration KW - Teacher Influence KW - Teacher Improvement KW - Cooperation KW - Teacher Participation KW - Learner Engagement KW - Professional Development KW - Group Dynamics KW - Communities of Practice KW - Telecommunications KW - Computer Mediated Communication KW - Computer Uses in Education KW - Achievement Gains KW - Models KW - Meta Analysis KW - Teacher Motivation KW - Best Practices KW - Educational Technology KW - Internet UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509083424?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Five Steps for Structuring Data-Informed Conversations and Action in Education. REL 2013-001 AN - 1509083423; ED544201 AB - Using data strategically to guide decisions and actions can have a positive effect on education practices and processes. This facilitation guide shows education data teams how to move beyond simply reporting data to applying data to direct strategic action. Using guiding questions, suggested activities, and activity forms, this guide provides education data teams with a framework and the tools and vocabulary needed to support an informed conversation around the data they generate or acquire. The guide walks data teams through five key steps in using data for informed decision making and strategic action: setting the stage, examining the data, understanding the findings, developing an action plan, and monitoring progress and measuring success. This guide provides grade-, school-, and state-level education data teams--composed of teachers, administrators, staff, and other stakeholders--with steps, sample questions, and resources for using data more systematically and rigorously in education decision making. Data teams can print out the templates in this guide and use them to direct their own data-informed conversations. (Contains 2 boxes, 2 tables, 1 figure, and 6 templates.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Pacific administered by Mid-continent Research for Education and Learning.] AU - Kekahio, Wendy AU - Baker, Myriam Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 21 PB - Regional Educational Laboratory Pacific. , 1003 Bishop Street, Pauahi Tower Suite 777, Honolulu, Hawaii 96813. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Administrators KW - Elementary Secondary Education KW - Program Effectiveness KW - Information Sources KW - Research Methodology KW - Teamwork KW - Long Range Planning KW - Academic Achievement KW - Observation KW - Decision Making KW - Research Design KW - Evaluation Methods KW - Goal Orientation KW - Research Utilization KW - Data Collection KW - Data Analysis KW - Educational Research KW - Strategic Planning KW - Evaluation Utilization UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509083423?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - 2012-13 Integrated Postsecondary Education Data System (IPEDS) Methodology Report. NCES 2013-293 AN - 1509082269; ED544186 AB - This report describes the universe, methods, and editing procedures used in the 2012-13 Integrated Postsecondary Education Data System (IPEDS) data collection. IPEDS data consist of basic statistics on postsecondary institutions regarding tuition and fees, number and types of degrees and certificates conferred, number of students enrolled, number of employees, financial statistics, graduation rates, and student financial aid. Institutions submitted these data during three reporting periods corresponding to fall 2012, winter 2012-13, and spring 2013. Information provided in this report is applicable to the full 2012-13 IPEDS collection year. (Contains 2 tables and 9 footnotes.) AU - Ginder, Scott A. AU - Kelly-Reid, Janice E. Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 24 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Higher Education Act Title IV KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Higher Education KW - Geographic Location KW - Institutional Characteristics KW - Educational Finance KW - Employees KW - Surveys KW - Private Colleges KW - Public Colleges KW - Human Resources KW - Tuition KW - Student Financial Aid KW - Fees KW - Academic Degrees KW - Proprietary Schools KW - Statistical Analysis KW - Enrollment KW - Data Collection KW - Certification KW - Editing KW - Governance KW - Graduation Rate KW - Nonprofit Organizations UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082269?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - After Two Years, Three Elementary Math Curricula Outperform a Fourth. NCEE Evaluation Brief. NCEE 2013-4019 AN - 1509082237; ED544185 AB - This brief aims to help educators understand the implications of math curriculum choice in the early elementary grades by presenting new findings from a study that examined how four math curricula affect students' achievement across two years--from 1st through 2nd grades. The four curricula were (1) Investigations in Number, Data, and Space (Investigations); (2) Math Expressions; (3) Saxon Math (Saxon); and (4) Scott Foresman-Addison Wesley Mathematics (SFAW), which the developer revised and renamed enVision Math (enVision) during the study. These curricula are widely used and differ in their approaches to teaching and learning. Within districts, we randomly assigned one of the four curricula to each school that participated in the study. After one year (by the end of 1st grade), students taught with Math Expressions and Saxon made greater gains in achievement than students taught with Investigations and SFAW. After two years (by the end of 2nd grade), Investigations students continued to lag behind Math Expressions and Saxon students, while SFAW/enVision students caught up to Math Expressions and Saxon students. Therefore, Math Expressions, Saxon, and SFAW/enVision improved 1st-through-2nd-grade math achievement by similar amounts, and all three outperformed Investigations. Our findings also suggest that switching between some of the study's curricula does not harm student achievement and can even be beneficial. (Contains 24 endnotes, 3 figures, and 2 tables.) [For "After Two Years, Three Elementary Math Curricula Outperform a Fourth. NCEE Technical Appendix. NCEE 2013-4019", see ED544187.] AU - Agodini, Roberto AU - Harris, Barbara AU - Seftor, Neil AU - Remillard, Janine AU - Thomas, Melissa Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 19 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Elementary Education KW - Grade 1 KW - Grade 2 KW - Teacher Role KW - Elementary School Mathematics KW - Teacher Student Relationship KW - Instructional Effectiveness KW - Mathematics Instruction KW - Mathematics Achievement KW - Drills (Practice) KW - Comparative Analysis KW - Cognitive Processes KW - Mathematics Curriculum KW - Mathematical Concepts KW - Faculty Development KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082237?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - The Effectiveness of Secondary Math Teachers from Teach For America and the Teaching Fellows Programs. Executive Summary. NCEE 2013-4016 AN - 1509082160; ED544180 AB - Teach For America (TFA) and the Teaching Fellows programs are an important and growing source of teachers of hard-to-staff subjects in high-poverty schools, but comprehensive evidence of their effectiveness has been limited. This report presents findings from the first large-scale random assignment study of secondary math teachers from these programs. The study separately examined the effectiveness of TFA and Teaching Fellows teachers, comparing secondary math teachers from each program with other secondary math teachers teaching the same math courses in the same schools. The study focused on secondary math because this is a subject in which schools face particular staffing difficulties. The study had two main findings, one for each program studied: (1) TFA teachers were more effective than the teachers with whom they were compared. On average, students assigned to TFA teachers scored 0.07 standard deviations higher on end-of-year math assessments than students assigned to comparison teachers, a statistically significant difference. This impact is equivalent to an additional 2.6 months of school for the average student nationwide. (2) Teaching Fellows were neither more nor less effective than the teachers with whom they were compared. On average, students of Teaching Fellows and students of comparison teachers had similar scores on end-of-year math assessments. By providing rigorous evidence on the effectiveness of secondary math teachers from TFA and the Teaching Fellows programs, the study can shed light on potential approaches for improving teacher effectiveness in hard-to-staff schools and subjects. The study findings can provide guidance to school principals faced with the choice of hiring teachers who have entered the profession via different routes to certification. The findings can also aid policymakers and funders of teacher preparation programs by providing information on the effectiveness of teachers from various routes to certification that use different methods to identify, attract, train, and support their teachers. (Contains 2 figures and 3 footnotes.) [For the full report, see ED544171.] AU - Clark, Melissa A. AU - Chiang, Hanley S. AU - Silva, Tim AU - McConnell, Sheena AU - Sonnenfeld, Kathy AU - Erbe, Anastasia AU - Puma, Michael Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 19 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Praxis Series KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Middle Schools KW - High Schools KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - Grade 10 KW - Grade 11 KW - Grade 12 KW - Postsecondary Education KW - Program Effectiveness KW - Teacher Attitudes KW - Scores KW - Secondary School Teachers KW - Comparative Analysis KW - Minority Groups KW - Teaching Experience KW - Mathematics Tests KW - Student Recruitment KW - Teaching Methods KW - Teacher Characteristics KW - Mathematics Achievement KW - Teacher Education KW - Summer Programs KW - Secondary School Mathematics KW - Eligibility KW - Fellowships KW - Teacher Effectiveness KW - Selective Admission KW - Pedagogical Content Knowledge KW - Poverty KW - Alternative Teacher Certification KW - Mathematics Teachers KW - Teacher Placement KW - Disadvantaged Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082160?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Addressing Teacher Shortages in Disadvantaged Schools: Lessons from Two Institute of Education Sciences Studies. NCEE Evaluation Brief. NCEE 2013-4018 AN - 1509081218; ED544183 AB - Schools serving low-income students struggle to attract effective teachers, particularly in science and math. In response to these staffing difficulties, states have tried to lower the barriers to becoming a teacher by establishing "alternative routes to certification." These routes enable teachers to begin teaching before completing all the requirements for certification and, in many cases, require less education coursework than traditional teacher preparation routes in the same states. Currently, as many as two-fifths of new teachers enter the profession through alternative routes. Most programs providing alternative routes to certification admit most applicants, although a few, including Teach For America and the Teaching Fellows programs, are highly selective, admitting fewer than 15 percent of applicants. To provide evidence on the effectiveness of teachers from alternative routes to certification, the U.S. Department of Education's Institute of Education Sciences (IES) sponsored two large, multistate random assignment studies. Together, the two studies, which were conducted by Mathematica Policy Research, provide a portrait of teachers from a diverse set of alternative route programs, across a range of grade levels. The first study examined the effectiveness of "elementary school teachers from less selective alternative routes." The second study examined the effectiveness of "secondary math teachers from two highly selective alternative routes," Teach For America and the Teaching Fellows programs. Both studies also explored whether any specific teacher characteristics or preparation program features were associated with effective teaching, to help guide efforts to improve teacher preparation programs and teacher effectiveness. Key lessons learned include: (1) Teachers who enter teaching through alternative routes to certification can help fill teacher shortages in hard-to-staff schools and subjects without reducing student achievement; (2) Coursework taken while teaching may decrease teachers' effectiveness; and (3) It is difficult to predict teacher effectiveness at the time of hiring. (Contains 7 endnotes, 3 figures, and 1 table.) AU - Clark, Melissa AU - McConnell, Sheena AU - Constantine, Jill AU - Chiang, Hanley Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 12 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - High Schools KW - Middle Schools KW - Elementary Education KW - Program Effectiveness KW - Low Income Groups KW - Teacher Influence KW - Mathematics Achievement KW - Teacher Education KW - Elementary School Teachers KW - Secondary School Teachers KW - Teacher Effectiveness KW - Fellowships KW - Teacher Competencies KW - Middle School Teachers KW - Comparative Analysis KW - Teacher Shortage KW - Reading Achievement KW - At Risk Students KW - Teaching Experience KW - Disadvantaged Youth KW - Mathematics Teachers KW - Alternative Teacher Certification KW - Program Evaluation KW - Courses KW - Disadvantaged Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509081218?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Evaluation of the Regional Educational Laboratories. Interim Report. NCEE 2013-4014 AN - 1509081215; ED544177 AB - The Regional Educational Laboratories (RELs) are a networked system of 10 organizations that serve the educational needs of 10 designated regions across the United States and its territories. The U.S. Department of Education (ED) is authorized by the Education Sciences Reform Act (ESRA) to award contracts to 10 RELs to support applied research, development, wide dissemination, and technical assistance activities. The REL program is administered by the Knowledge Utilization Division of the National Center for Education Evaluation and Regional Assistance (NCEERA) within ED's Institute of Education Sciences (IES), which was established by ESRA in 2002. ESRA requires NCEERA to provide for independent evaluations of each of the RELs in carrying out their duties and to transmit these results to Congress, the National Board for Education Sciences, and the appropriate REL governing boards. In 2009, the Evaluation Division of the NCEERA contracted with Westat to conduct these evaluations for each REL funded between 2006 and 2011, as well as an evaluation of the REL program as a whole. The interim report from the REL evaluation addresses the following questions: (1) What activities did the RELs undertake to fulfill the missions specified in ESRA? ; and (2) What were the technical quality and relevance of REL Fast Response Project reports published by IES and of the corresponding proposals? In semi-structured, open-ended interviews with members of the evaluation study team, REL staff reported activities under each of the 10 missions of the REL program specified in ESRA. Each REL conducted its activities in response to a statement of work (SOW) developed by NCEERA in 2005 for the REL contracts in place between 2006 and 2011. The SOW included tasks that aligned explicitly with 6 of the 10 statutory missions: (1) provision of training and technical assistance, (2) dissemination of scientifically valid research, (3) identification of regional needs, (4) performance of applied research projects, (5) provision of educational research in usable forms, and (6) collaboration with other ED-funded technical assistance providers. Four additional statutory missions--focusing on school finance systems, alternative administrative structures, school improvement strategies, and educational technology--were not explicitly in the SOW for the RELs, but RELs reported activities under these missions as well. The body of the report documents the activities described by staff members from each REL. Four appendixes present: (1) Rubrics for Fast Response Project Expert Panel Review; (2) Inter-rater Agreement; (3) REL Interview Protocol; and (4) Technical Working Group Members. (Contains 26 tables, 13 figures, and 112 footnotes.) AU - Carlson, Elaine AU - Scott, Jenna AU - Zhang, Xiaodong AU - Gutmann, Babette AU - Sinclair, Beth Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 203 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Research Methodology KW - Educational Administration KW - Educational Finance KW - Research Projects KW - Information Dissemination KW - Academic Achievement KW - Quality Assurance KW - Educational Needs KW - Public Schools KW - Evaluation Research KW - Educational Change KW - Innovation KW - Educational Technology KW - Research Proposals KW - Geographic Location KW - Needs Assessment KW - Educational Improvement KW - Information Utilization KW - Educational Policy KW - Change Strategies KW - Interviews KW - Governance KW - Disadvantaged Schools KW - Technical Assistance KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509081215?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - The Effectiveness of Secondary Math Teachers from Teach For America and the Teaching Fellows Programs. NCEE 2013-4015 AN - 1509081055; ED544171 AB - Teach For America (TFA) and the Teaching Fellows programs are an important and growing source of teachers of hard-to-staff subjects in high-poverty schools, but comprehensive evidence of their effectiveness has been limited. This report presents findings from the first large-scale random assignment study of secondary math teachers from these programs. The study separately examined the effectiveness of TFA and Teaching Fellows teachers, comparing secondary math teachers from each program with other secondary math teachers teaching the same math courses in the same schools. The study focused on secondary math because this is a subject in which schools face particular staffing difficulties.The study had two main findings, one for each program studied: (1) TFA teachers were more effective than the teachers with whom they were compared. On average, students assigned to TFA teachers scored 0.07 standard deviations higher on end-of-year math assessments than students assigned to comparison teachers, a statistically significant difference. This impact is equivalent to an additional 2.6 months of school for the average student nationwide; and (2) Teaching Fellows were neither more nor less effective than the teachers with whom they were compared. On average, students of Teaching Fellows and students of comparison teachers had similar scores on end-of-year math assessments. By providing rigorous evidence on the effectiveness of secondary math teachers from TFA and the Teaching Fellows programs, the study can shed light on potential approaches for improving teacher effectiveness in hard-to-staff schools and subjects. The study findings can provide guidance to school principals faced with the choice of hiring teachers who have entered the profession via different routes to certification. The findings can also aid policymakers and funders of teacher preparation programs by providing information on the effectiveness of teachers from various routes to certification that use different methods to identify, attract, train, and support their teachers. Seven appendixes present: (1) Supplementary Technical Information on Study Design and Data Collection; (2) Supplementary Information on Analytic Methods; (3) Supplementary Information on Teach For America and Teaching Fellows Programs; (4) Teach For America and Teaching Fellows Teachers Compared with Comparison Teachers by Entry Route (Alternative or Traditional); (5) Supplementary Information on Teach For America and Teaching Fellows Teachers Compared with Comparison Teachers; (6) Supplementary Analyses of the Impacts of Teach For America and Teaching Fellows Teachers; and (7) Supplementary Findings on Factors Associated with Teacher Effectiveness. (Contains 96 tables, 21 figures, and 30 footnotes.) AU - Clark, Melissa A. AU - Chiang, Hanley S. AU - Silva, Tim AU - McConnell, Sheena AU - Sonnenfeld, Kathy AU - Erbe, Anastasia AU - Puma, Michael Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 264 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Praxis Series KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Middle Schools KW - High Schools KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - Grade 10 KW - Grade 11 KW - Grade 12 KW - Postsecondary Education KW - Program Effectiveness KW - Teacher Attitudes KW - Scores KW - Secondary School Teachers KW - Comparative Analysis KW - Minority Groups KW - Teaching Experience KW - Mathematics Tests KW - Student Recruitment KW - Teaching Methods KW - Teacher Characteristics KW - Mathematics Achievement KW - Teacher Education KW - Summer Programs KW - Secondary School Mathematics KW - Eligibility KW - Fellowships KW - Teacher Effectiveness KW - Selective Admission KW - Pedagogical Content Knowledge KW - Poverty KW - Alternative Teacher Certification KW - Mathematics Teachers KW - Teacher Placement KW - Disadvantaged Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509081055?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Using Alternative Growth Measures for Evaluating Teacher Performance: What the Literature Says. Summary. REL 2013-002 AN - 1509080845; ED544208 AB - States and school districts are exploring alternatives to state tests for measuring teachers' contributions to student learning. One approach applies statistical value-added methods to alternative student assessments such as commercially available tests and end-of course tests. The evidence suggests that these methods can reliably distinguish among teachers. A second approach requires teachers to develop student learning objectives at the beginning of the school year; these can be used in instructional planning as well as evaluation. Ensuring consistency across teachers and schools is challenging, and implementation is demanding, but student learning objectives have the advantage that they can be implemented in any grade or subject. [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Mid-Atlantic administered by ICF International. For full report, see ED544205.] AU - Gill, Brian AU - Bruch, Julie AU - Booker, Kevin Y1 - 2013/09// PY - 2013 DA - September 2013 SP - 4 PB - Regional Educational Laboratory Mid-Atlantic. 11785 Beltsville Drive Suite 300, Calverton, MD 20705. KW - ACT Assessment KW - Dynamic Indicators of Basic Early Literacy Skills (DIBELS) KW - Iowa Tests of Basic Skills KW - Preliminary Scholastic Aptitude Test KW - Stanford Achievement Tests KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Elementary Education KW - Middle Schools KW - High Schools KW - Teacher Improvement KW - Educational Objectives KW - Academic Achievement KW - Scores KW - Standardized Tests KW - Educational Testing KW - Incentives KW - Correlation KW - Teacher Effectiveness KW - Achievement Gains KW - Teacher Competencies KW - High Stakes Tests KW - Outcomes of Education KW - Evaluation Methods KW - Test Reliability KW - Teacher Evaluation KW - Public Schools KW - Meta Analysis KW - Statistical Analysis KW - Alternative Assessment KW - Student Evaluation KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509080845?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - A Study of NAEP Reading and Writing Frameworks and Assessments in Relation to the Common Core State Standards in English Language Arts AN - 1651831764; ED545239 AB - Since its first assessment in 1969, the National Assessment of Educational Progress (NAEP) has made a unique contribution to our understanding of American education. It is the only national source of information on the educational achievement of U.S. students, and it is the only vehicle by which states can compare the progress of their students against a common standard. Assessment results reported by NAEP complement the states' own reports of progress under No Child Left Behind (NCLB) and track the status of achievement gaps for traditionally disadvantaged student groups. NAEP is carried out under the guidance of the National Assessment Governing Board (Governing Board) and the National Center for Education Statistics (NCES). Throughout the course of its history, NAEP has frequently sought to improve by studying its own processes, instruments, and procedures. In keeping with this tradition, in fall 2011, NCES asked the NAEP Validity Studies (NVS) Panel, which operates under contract to NCES, to undertake two inter-related studies, one in reading/writing and one in mathematics, to examine the content of the current NAEP frameworks and item pools at Grades 4, 8, and 12 in relation to the Common Core State Standards (CCSS). The primary question under investigation is whether NAEP can continue to serve as an independent monitor of student achievement and state assessments following the implementation of the CCSS. This report addresses the relations between the NAEP reading and writing frameworks and the CCSS in English language arts (CCSS-ELA), and the relations between the NAEP reading and writing items and the CCSS-ELA. It does not address the relations between NAEP reading and writing items and items developed by the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balanced Assessment Consortium (Smarter Balanced) to assess the CCSS-ELA because those items were not available at the time of this study. The report concludes with recommendations to NCES regarding broader issues on the alignment between NAEP reading and writing and CCSS-ELA, including the extent of alignment that is appropriate to support NAEP's role as an independent monitor of student achievement. An appendix presents a list of the Reading and Writing Panelists. [For the main report, "Examining the Content and Context of the Common Core State Standards: A First Look at Implications for the National Assessment of Educational Progress," see ED545237.] AU - Wixson, Karen K. AU - Valencia, Sheila W. AU - Murphy, Sandra AU - Phillips, Gary W. Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 48 PB - American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. KW - National Assessment of Educational Progress KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Grade 12 KW - Elementary Secondary Education KW - Educational Legislation KW - Academic Achievement KW - Test Validity KW - Language Arts KW - Correlation KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Federal Legislation KW - Writing Achievement KW - Achievement Gap KW - Alignment (Education) KW - Disadvantaged Youth KW - College Readiness KW - Educational Assessment KW - Career Readiness KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831764?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - A Study of the Alignment between the NAEP Mathematics Framework and the Common Core State Standards for Mathematics (CCSS-M) AN - 1651831509; ED545238 AB - Introduction: For decades, prior to the inception of the Common Core State Standards (CCSS), the National Assessment of Educational Progress (NAEP) was the only vehicle through which states could assess the progress of their students using a common metric. Now, 45 states, 4 U.S. territories, and the District of Columbia have adopted the CCSS to provide a clear and consistent curriculum framework to prepare students for college and the workplace. But because NAEP is a critical monitor for comparing results of student achievement across states, it is imperative that the newer CCSS standards and the NAEP frameworks be examined to determine the degree of alignment. The results will allow policymakers to make decisions about what changes, if any, should be made to the NAEP frameworks. Methodology: This alignment study focuses primarily on the conceptual match between the subtopics and objectives in the NAEP Mathematics Framework and the content standards in the Common Core State Standards for Mathematics (CCSS-M) in Grades K-8. While an item-to-framework study is also critical when inquiring about alignment, items from the CCSS assessment consortia were not available at the time of this study. Two criteria were used to describe the degree of alignment between the CCSS-M and the NAEP Mathematics Framework: the extent of content coverage and the grade at which the content was covered. To obtain the necessary data, two mappings were conducted: (a) CCSS-M to NAEP Mathematics Framework; and (b) NAEP Mathematics Framework to CCSS-M. Findings: The study's findings relied on the judgment of four panels of experts who identified the specific CCSS-M content that was not covered well in the NAEP mathematics subtopics and objectives for Grade 4 and Grade 8 and the specific NAEP mathematics content that was not covered well in the CCSS-M at or before the grade level of the NAEP assessment. The study did not find wide areas of content in the NAEP Mathematics Framework that were not covered in the CCSS-M. Similarly, the study did not find wide areas of content in the CCSS-M that were not covered by the NAEP Mathematics Framework. Nevertheless, there were differences in specificity and conceptual understandings between the CCSS-M and the NAEP Mathematics Framework that are important to note: (1) the CCSS-M have more rigorous content in eighth-grade algebra and geometry; (2) the CCSS-M infuse and distribute the development of mathematical expertise, such as the ability to estimate accurately, throughout the standards for mathematical content, whereas the NAEP Mathematics Framework assesses estimation as a skill in isolation from the vast majority of the content; (3) the CCSS-M attend to developing conceptual understandings of a greater number of mathematical topics (such as unit fractions, patterns, and functions) than does the NAEP Mathematics Framework; and (4) the CCSS-M introduce some mathematics content, such as probability, at higher grades than does the NAEP Mathematics Framework. Conclusions, Recommendations, and Next Steps: Certainly, there are differences between the NAEP Mathematics Framework and the CCSS-M. For example, the NAEP Mathematics Framework is an assessment framework that prescribes what should be tested on NAEP. The CCSS-M, on the other hand, provide a curriculum framework that prescribes what should be taught in classrooms. In those few areas where content is covered by the NAEP Mathematics Framework, but not included in the CCSS-M, and vice versa, studies should be conducted to determine how estimates of students' achievement status and growth are affected by the degree of alignment between what is taught and what is tested. Historically, the NAEP frameworks have aspired to represent the union of all the various state curricula while reaching beyond these curricula to lead as well as reflect. As a result, NAEP often has pushed on the leading edge of what the nation's children know and should able to do. The introduction of the CCSS-M provides both new opportunities and challenges for NAEP. As the nation moves toward widespread implementation of instruction and assessment based on the CCSS-M, NAEP must balance the goals of comparability over time (i.e., maintaining trend) with current relevance. The following are appended: (1) Features of the NAEP Mathematics Framework and the CCSS-M; (2) Coverage of Grade 4 NAEP Mathematics Objectives in the CCSS-M; (3) Coverage of Grade 8 NAEP Mathematics Objectives in the CCSS-M; and (4) NAEP and CCSS-M Alignment Study Panel Assignments--July 2012. [For the main report, "Examining the Content and Context of the Common Core State Standards: A First Look at Implications for the National Assessment of Educational Progress," see ED545237.] AU - Hughes, Gerunda B. AU - Daro, Phil AU - Holtzman, Deborah AU - Middleton, Kyndra Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 78 PB - American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - Test Validity KW - Correlation KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Computation KW - Algebra KW - Alignment (Education) KW - Mathematics Tests KW - Mathematical Concepts KW - Educational Assessment KW - Geometry KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831509?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Study of the Feasibility of a NAEP Mathematics Accessible Block Alternative AN - 1651831204; ED545235 AB - This paper describes one of the first efforts by the National Assessment of Educational Progress (NAEP) to improve measurement at the lower end of the distribution, including measurement for students with disabilities (SD) and English language learners (ELLs). One way to improve measurement at the lower end is to introduce one or more "accessible" blocks into the NAEP Balanced Incomplete Block Design (BIB). Accessible blocks are defined as blocks that are aligned within the NAEP content frameworks, but designed to provide more information about the abilities and skills of students at the lower end of the distribution. The process of creating the NAEP accessible blocks described in this document began in February 2007 with efforts to define what constitutes an accessible block and to design a process to develop mathematics-accessible blocks that are representative of the NAEP content frameworks. Panels of mathematics content experts and item writers were convened to identify major themes and dimensions that affected item difficulty in mathematics and to develop general strategies for reducing difficulty without compromising content and construct validity. This process culminated in the creation of the Item "Modification Guidelines and Item Modification Procedures". Using the "Item Modification Guidelines and Item Modification Procedures", a sample of Grade 4 and Grade 8 item blocks were modified to create accessible blocks. This investigation of NAEP accessible blocks served as a proof of concept study in two important ways. First, the creation, application, and expert review of the Item "Modification Guidelines and Item Modification Procedures" illustrated that it was possible to develop standard procedures for creating items that were less difficult but still adhered to the content framework. Second, the results from the field test of accessible and operational NAEP blocks indicated that it is indeed feasible to construct accessible blocks that are scalable with the main NAEP assessment and that improve measurement precision at the lower end of the NAEP performance continuum. The primary study findings were as follows: (1) Across all groups and subgroups, there were substantial and similar average gains in the percentage correct by block for the accessible blocks compared with the source blocks; (2) There were consistent declines in the number of students omitting items and significant reductions in the percentage of students not reaching items for the accessible blocks compared with the source blocks; (3) All accessible items were scalable, and modified items had similar average discrimination and guessing characteristics (a and c parameter estimates) as the source items, while there were significant reductions in item difficulty (b parameter estimates); (4) For the lowest performing students, the conditional standard error of measurement was significantly lower for students completing two accessible blocks than for those completing two source blocks; and (5) Test information functions for books comprised of two accessible blocks were appropriately targeted to the lower end of the performance continuum. The following are appended: (1) Item Modification Guidelines and Item Modification Procedures; (2) 2007 Expert Panel Members; (3) 2009 Expert Panel Members; and (4) Item Rating Scale. AU - DeStefano, Lizanne AU - Johnson, Jeremiah Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 47 PB - American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Measures (Individuals) KW - Error of Measurement KW - Test Validity KW - Test Items KW - National Competency Tests KW - Difficulty Level KW - Achievement Gains KW - English Language Learners KW - Disabilities KW - Mathematics Tests KW - Test Format KW - Test Construction KW - Testing Accommodations UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831204?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Examining the Content and Context of the Common Core State Standards: A First Look at Implications for the National Assessment of Educational Progress AN - 1651831136; ED545237 AB - Since its inception more than four decades ago, the National Assessment of Educational Progress (NAEP) has served as a key indicator of what the nation's students know and can do in academic subjects. NAEP assessments provide a mechanism for putting the achievements of students in all states on a common scale; the assessments also serve as independent monitors of progress, because they have no high-stakes consequences for schools or students. The recently developed Common Core State Standards (CCSS) have been widely adopted by the states. These new standards, and the assessments being built to measure them, offer the possibility of far greater uniformity in curriculum and assessment across the nation than has characterized U.S. education in the past. In addition, the CCSS embody many emerging themes of education reform. In this context, the NAEP Validity Studies Panel (NVS Panel) devoted a substantial portion of its annual validity research agenda in 2011 and 2012 to exploring the relationship between NAEP and the CCSS, and to considering how NAEP can work synergistically with the CCSS assessments to provide the nation with the most useful information about educational progress. This volume includes two substantial studies exploring the relationship between the content of the NAEP mathematics, reading, and writing assessments and the CCSS in mathematics and English language arts (ELA). These two content studies are complemented by two shorter white papers that explore (1) the potential for incorporating learning progressions into NAEP assessments; and (2) the implications for the NAEP program of coming changes in psychometric approaches to statewide testing. The four studies presented herein are: (1) "A Study of the Alignment between the NAEP Mathematics Framework and the Common Core State Standards for Mathematics (CCSS-M)," by Gerunda B. Hughes, Phil Daro, Deborah Holtzman, and Kyndra Middleton (See ED545238); (2) "A Study of NAEP Reading and Writing Frameworks and Assessments in Relation to the Common Core State Standards in English Language Arts," by Karen K. Wixson, Sheila W. Valencia, Sandra Murphy, and Gary W. Phillips (See ED545239); (3) "The Relevance of Learning Progressions for NAEP," by Lorrie Shepard, Phil Daro, and Fran B. Stancavage (See ED545240); and (4) "What Might Changes in Psychometric Approaches to Statewide Testing Mean for NAEP?," by David Thissen and Scott Norton (See ED545241). [Individual studies contain appendices and references.] AU - Stancavage, Frances B. AU - Bohrnstedt, George W. Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 308 PB - American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Progress Monitoring KW - Reading Tests KW - Academic Achievement KW - Language Arts KW - Writing Tests KW - Test Validity KW - Correlation KW - Psychometrics KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Curriculum Design KW - Educational Change KW - Alignment (Education) KW - Mathematics Tests KW - Educational Assessment KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831136?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - What Might Changes in Psychometric Approaches to Statewide Testing Mean for NAEP? AN - 1651830974; ED545241 AB - Development of the Common Core State Standards (CCSS), and the creation of the Smarter Balanced Assessment Consortium (Smarter Balanced) and the Partnership for Assessment of Readiness for College and Careers (PARCC), changes the pattern of accountability testing. These changes raise the question: "How should NAEP's validity and utility be maintained?" The assessments planned by the consortia may be different enough from current state assessments to raise questions as to whether NAEP can continue to play its historic role as an independent monitor or "check" on the validity of state assessments. It is also clear is that computer-based assessment is coming to K-12 education, and both consortia plan to include more varied item types than have been commonly used in the past. Computerization of NAEP is inevitable and already planned by the National Assessment Governing Board. Computerized NAEP assessments may appear more similar to future statewide assessments. Comparability of results can usually be maintained as a test makes the transition from paper-and-pencil to computerized administration, but computerization may have an effect on results for some subgroups of the population. Computerization of NAEP is best approached in the same way as other changes to NAEP assessments have been approached: A bridge study should insure the comparability of results across the transition unless an a priori decision is made to "break trend" regardless. Assessments developed by Smarter Balanced and PARCC may reduce the number of statewide tests to the low single digits, thus making linkage feasible. Associations between the results of disparate educational assessments tend to change over time, so any linkage between the NAEP scale and the consortia statewide tests will need to be maintained regularly. A singular opportunity exists in a short window of time--essentially right now--to design the data collection for linkage between the NAEP scale and the consortia assessments while the latter are under development. Two appendices present: (1) Membership in the PARCC and Smarter Balanced Consortia; and (2) Computer-Based Assessment: A Review of the Last 15 Years of Comparability Research. [For the main report, "Examining the Content and Context of the Common Core State Standards: A First Look at Implications for the National Assessment of Educational Progress," see ED545237.] AU - Thissen, David AU - Norton, Scott Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 52 PB - American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Kindergarten KW - Grade 1 KW - Grade 2 KW - Grade 3 KW - Grade 4 KW - Grade 5 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - Grade 10 KW - Grade 11 KW - Grade 12 KW - Reading Tests KW - Academic Achievement KW - Language Arts KW - Writing Tests KW - Test Validity KW - Correlation KW - Accountability KW - Psychometrics KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Partnerships in Education KW - Mathematics Tests KW - Alignment (Education) KW - College Readiness KW - Educational Assessment KW - Career Readiness KW - Computer Assisted Testing KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830974?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Student Reports of Bullying and Cyber-Bullying: Results from the 2011 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2013-329 AN - 1651830712; ED545100 AB - This document reports data from the 2011 School Crime Supplement (SCS) of the National Crime Victimization Survey (NCVS). The Web Tables show the extent to which students with different personal characteristics report bullying and cyber-bullying. Estimates include responses by student characteristics: student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2009-10 Common Core of Data (CCD) and the 2009-10 Private School Universe Survey (PSS) to generate tables showing the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics. School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to-full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/ Native Hawaiian/Other Pacific Islander, Black/African American, Hispanic/Latino, and students of two or more races; and percentage of students eligible for free or reduced-priced lunch. The SCS data tables show the relationship between bullying and cyber-bullying victimization and other crime-related variables, such as reported presence of gangs, guns, drugs, and alcohol at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school. The tables appear in four sections. Section 1 is an overview table, showing the number and percentage of students ages 12 through 18 who reported being bullied at school and cyber-bullied anywhere, by type of bullying or cyber-bullying (table 1.1). Section 2 displays estimates for where in school bullying occurred, the percentage distribution of the frequency, and the type of bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 2.1-2.6). Section 3 provides estimates for the percentage distribution of the frequency and the type of cyber-bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 3.1-3.4). Section 4 displays the percentages of students bullied at school or cyber-bullied anywhere by student reports of unfavorable school conditions; selected school security measures; criminal victimization at school; and personal fear, avoidance behaviors, fighting, and weapon carrying at school (tables 4.1-4.4). A glossary is included. [These Web Tables were prepared for the National Center for Education Statistics under Contract No. ED-IES-12D-0010/0004 with Synergy Enterprises, Incorporated (SEI).] AU - Lessne, Deborah AU - Harmalkar, Sayali Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 52 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - Grade 10 KW - Grade 11 KW - Grade 12 KW - Substance Abuse KW - Minority Group Students KW - Fear KW - Student Characteristics KW - School Security KW - Correlation KW - National Surveys KW - Computer Mediated Communication KW - Peer Relationship KW - Age Differences KW - Geographic Location KW - Institutional Characteristics KW - Ethnicity KW - Gender Differences KW - Victims KW - Racial Differences KW - Violence KW - Census Figures KW - Weapons KW - Teacher Student Ratio KW - Poverty KW - Family Income KW - School Size KW - Bullying UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830712?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - The Relevance of Learning Progressions for NAEP AN - 1651829620; ED545240 AB - "Learning progressions" are one of the most important assessment design ideas to be introduced in the past decade. In the United States, several committees of the National Research Council (NRC) have argued for the use of learning progressions as a means to foster both deeper mastery of subject-matter content and higher level reasoning abilities. Consideration of learning progressions is especially important in the context of the new Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) that attend specifically to the sequencing of topics and skills across grades to ensure attainment of college and career expectations by the end of high school. In this paper we address the question: Should more formally developed learning progressions be considered for the future design of the National Assessment of Educational Progress (NAEP)? After a brief overview of the research on learning progressions, we describe the idealized model whereby shared, instructionally grounded learning progressions--once developed--could be used to link classroom-level assessments with large-scale assessments such as NAEP. At the same time, we also consider potential problems. In particular, learning progressions--which require agreed-upon instructional sequences--could be problematic in the context of a national assessment program intended to be curriculum neutral (i.e., not favoring one state's or district's curriculum over another). Finally, we use a sample of NAEP and Balanced Assessment in Mathematics (BAM; Mathematics Assessment Resource Service, 2002, 2003) items to explore the possibility of constructing "quasi learning progressions" that could be used to illuminate the substantive meaning of the NAEP achievement results. An appendix presents: Items in Learning Progressions. [For the main report, "Examining the Content and Context of the Common Core State Standards: A First Look at Implications for the National Assessment of Educational Progress," see ED545237.] AU - Shepard, Lorrie AU - Daro, Phil AU - Stancavage, Frances B. Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 117 PB - American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Academic Achievement KW - Test Validity KW - Learning Processes KW - Correlation KW - Psychometrics KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Curriculum Development KW - Curriculum Design KW - Educational Change KW - Mathematics Tests KW - College Readiness KW - Science Achievement KW - Educational Assessment KW - Career Readiness KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829620?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Characteristics of Public Elementary and Secondary School Library Media Centers in the United States: Results from the 2011-12 Schools and Staffing Survey. First Look. NCES 2013-315 AN - 1509084256; ED544190 AB - This report presents selected findings from the Public School Library Media Center Data File of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with public schools and library media centers in public schools are also part of SASS. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through the following surveys: district, school, principal, teacher, and library media center. The 2011-12 SASS uses a school-based sample of public and private schools. Because SASS uses a school-based sample design, districts, principals, and library media centers associated with public schools were included, as were principals associated with private schools. Teachers associated with a selected school were sampled from a teacher list provided by the school or district. The selected samples include about 11,000 traditional and charter public schools, public school principals, and public school library media centers; 5,800 public school districts; 51,100 public school teachers; 3,000 private schools and their principals; and 7,100 private school teachers. The samples were drawn to support estimates by geography, grade span, and charter school status for public schools, and by geography, grade span, and affiliation group for private schools for a wide range of topics. The data were collected via mailed questionnaires with telephone and in-person field follow-up. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2011-12 SASS Public School Library Media Center Data File. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. This First Look report highlights findings from the SASS public school library media center survey. The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 26 tables and 19 footnotes.) AU - Bitterman, Amy AU - Gray, Lucinda AU - Goldring, Rebecca Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 51 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Elementary Education KW - Middle Schools KW - High Schools KW - Librarians KW - Minority Group Students KW - Rural Schools KW - Principals KW - Individual Characteristics KW - School Schedules KW - School Districts KW - Urban Schools KW - Costs KW - School Libraries KW - At Risk Students KW - Public Schools KW - Enrollment KW - Teachers KW - Family Literacy KW - Educational Technology KW - Elementary Schools KW - School Community Relationship KW - Institutional Characteristics KW - Computers KW - Surveys KW - Library Services KW - Library Materials KW - Learning Resources Centers KW - Suburban Schools KW - Charter Schools KW - Databases KW - Library Automation KW - School Personnel KW - Private Schools KW - Internet UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509084256?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Parent and Family Involvement in Education, from the National Household Education Surveys Program of 2012. First Look. NCES 2013-028 AN - 1509082262; ED544174 AB - This report presents data on students in the United States attending kindergarten through grade 12. The main focus of the report is on parent and family involvement in the students' education during the 2011-12 school year as reported by the students' parents. It also includes the percentage of students who participated in family activities, as well as the number of children who were homeschooled. Demographic information about students and families is presented, including students' poverty status and parents' education and language spoken at home, as well as school characteristics, such as school size and school type. The data for this report come from the National Household Education Surveys Program of 2012 (NHES:2012), Parent and Family Involvement in Education (PFI) Survey. The PFI survey is designed for students who are enrolled in kindergarten through grade 12 or are homeschooled for equivalent grades and asks questions about various aspects of parent involvement in education, such as help with homework, family activities, and parent involvement at school. For homeschooled students, the survey asks questions related to the student's homeschooling experiences, the sources of the curriculum, and the reasons for homeschooling. The NHES:2012 is an address-based sample covering the 50 states and the District of Columbia and was conducted by the United States Census Bureau from January through August 2012. Results presented in the tables within this report are weighted. All statements of comparison made in this report have been tested for statistical significance using two-tailed t-tests and are significant at the 95 percent confidence level. No adjustments were made for multiple comparisons. Some estimates that appear different may not be measurably different in a statistical sense due to sampling error. This report introduces new NHES survey data by presenting selected descriptive information. Readers are cautioned not to draw causal inferences based on the results presented. It is important to note that many of the variables examined in this report may be related to one another, and complex interactions and relationships among the variables have not been explored. The following are appended: (1) Technical Notes; (2) Glossary; and (3) Standard Error Tables. (Contains 17 tables and 2 footnotes.) AU - Noel, Amber AU - Stark, Patrick AU - Redford, Jeremy Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 57 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Household Education Survey KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Family Characteristics KW - Language Usage KW - Postsecondary Education KW - Socioeconomic Status KW - Cultural Activities KW - Educational Attainment KW - Graduation KW - Public Schools KW - Minority Groups KW - Parent School Relationship KW - Academic Aspiration KW - Home Schooling KW - Parents KW - Age Differences KW - Expectation KW - Geographic Location KW - Institutional Characteristics KW - Gender Differences KW - Parent Conferences KW - Racial Differences KW - Students KW - English (Second Language) KW - Family Involvement KW - Educational Environment KW - Poverty KW - Homework KW - Parent Participation KW - Parent Attitudes KW - School Size KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082262?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Strategies for Longitudinal Analysis of the Career Paths of Beginning Teachers: Results from the First through Fourth Waves of the 2007-08 Beginning Teacher Longitudinal Study. Research and Development Report. NCES 2013-336 AN - 1509082260; ED544179 AB - To learn more about the early career patterns of beginning teachers, the National Center for Education Statistics (NCES) of the Institute of Education Sciences within the U.S. Department of Education undertook the Beginning Teacher Longitudinal Study (BTLS). The ultimate purpose of this report is to develop a strategy for the longitudinal analysis of the BTLS data that can be used to better understand teacher attrition, retention, and mobility. This report includes an analysis chapter that discusses the research purposes and results, and a chapter of conclusions and recommendations, followed by the tables of estimates. There are three research objectives addressed in this report. The first objective is to define the concept of a career path for beginning teachers that can be implemented with all waves of the BTLS. The second objective is to operationalize the assignment of a career path using this definition, i.e., examine methods for assigning career paths. To do so, this report investigates the methodological and analytic issues involved in analyzing the BTLS data longitudinally (i.e., across waves for individual teachers). The third objective is to investigate the best approach for analyzing the relationships between beginning teachers’ career paths and selected teacher and school characteristics. The following are appended: (1) Standard Error Tables; (2) Description of Variables; and (3) Methodology and Technical Notes. (Contains 24 tables, 1 figure, 4 exhibits, and 21 footnotes.) [This report was prepared for the National Center for Education Statistics (NCES) in collaboration with Westat, Inc.] AU - Gray, Lucinda AU - Brauen, Marsha Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 89 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Beginning Teacher Induction KW - Teacher Retirement KW - Employment Level KW - Career Change KW - Research Methodology KW - School Districts KW - Teacher Attitudes KW - Educational Attainment KW - Teacher Salaries KW - Faculty Mobility KW - Teacher Certification KW - Public Schools KW - Student Teaching KW - Occupational Aspiration KW - Teacher Qualifications KW - Age Differences KW - Geographic Location KW - Institutional Characteristics KW - Gender Differences KW - Teacher Characteristics KW - Research and Development KW - Racial Differences KW - Methods Courses KW - Longitudinal Studies KW - Beginning Teachers KW - Mentors KW - Labor Turnover KW - Teacher Responsibility KW - Career Development KW - Poverty KW - Teacher Persistence KW - Alternative Teacher Certification KW - Teacher Placement UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082260?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results from the 2011-12 Schools and Staffing Survey. First Look. NCES 2013-314 AN - 1509082224; ED544178 AB - This report presents selected findings from the Public School Teacher and Private School Teacher Data Files of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with public schools and library media centers in public schools are also part of SASS. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through the following surveys: district, school, principal, teacher, and library media center. The 2011-12 SASS uses a school-based sample of public and private schools. Because SASS uses a school-based sample design, districts, principals, and library media centers associated with public schools were included, as were principals associated with private schools. Teachers associated with a selected school were sampled from a teacher list provided by the school or district. The selected samples include about 11,000 traditional and charter public schools, public school principals, and public school library media centers; 5,800 public school districts; 51,100 public school teachers; 3,000 private schools and their principals; and 7,100 private school teachers. The samples were drawn to support estimates by geography, grade span, and charter school status for public schools, and by geography, grade span, and affiliation group for private schools for a wide range of topics. The data were collected via mailed questionnaires with telephone and in-person field follow-up. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2011-12 SASS Public School Teacher and Private School Teacher Data Files. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. This First Look report highlights findings from the SASS public and private school teacher surveys. The tables in this report contain counts and percentages demonstrating bivariate relationships. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 21 tables and 14 footnotes.) AU - Goldring, Rebecca AU - Gray, Lucinda AU - Bitterman, Amy Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 61 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Elementary Education KW - Middle Schools KW - High Schools KW - Compensation (Remuneration) KW - Employment Level KW - Rural Schools KW - Urban Schools KW - Professional Development KW - Educational Attainment KW - Teacher Salaries KW - Classroom Techniques KW - Minority Groups KW - Public Schools KW - Reading Instruction KW - Teaching Experience KW - Disabilities KW - Teaching Load KW - Enrollment KW - Teachers KW - Limited English Speaking KW - Elementary Schools KW - Class Size KW - Age Differences KW - Low Income Groups KW - Institutional Characteristics KW - Gender Differences KW - Teacher Characteristics KW - Surveys KW - Racial Differences KW - Computer Uses in Education KW - Suburban Schools KW - Charter Schools KW - Academic Degrees KW - Minority Group Teachers KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082224?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - 2011-12 National Postsecondary Student Aid Study (NPSAS:12): Student Financial Aid Estimates for 2011-12. First Look. NCES 2013-165 AN - 1509082213; ED544184 AB - This brief report presents selected findings about student financial aid during the 2011-12 academic year. These findings are based on data from the 2011-12 National Postsecondary Student Aid Study (NPSAS:12), a nationally representative sample survey of undergraduate and graduate students enrolled any time between July 1, 2011, and June 30, 2012, in institutions eligible to participate in federal financial aid programs. The primary purpose of NPSAS:12 is to measure how students and their families pay for postsecondary education, with particular emphasis on federal student aid provided through Title IV of the Higher Education Act of 1965 and subsequent amendments. The NPSAS:12 sample consists of about 95,000 undergraduate and 16,000 graduate students attending approximately 1,500 Title IV eligible postsecondary institutions in the 50 states and the District of Columbia.The sample represents approximately 26 million undergraduate and 4 million graduate students enrolled in postsecondary education at any time between July 1, 2011, and June 30, 2012. This report classifies financial aid by type and source. Eligibility for federal need-based aid is largely determined by the student's family income, which is defined differently for dependent and independent students.The following are appended: (1) Glossary; (2) NPSAS:12 Technical Notes and Methodology; and (3) Revised Student Financial Aid Estimates for the 2007-08 National Postsecondary Study Aid Study (NPSAS:08). (Contains 30 tables and 15 footnotes.) AU - Radwin, David AU - Wine, Jennifer AU - Siegel, Peter AU - Bryan, Michael Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 75 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Higher Education Act Title IV KW - Stafford Student Loan Program KW - Perkins Loan Program KW - Pell Grant Program KW - Federal Direct PLUS Loan Program KW - Federal Direct Student Loan Program KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Higher Education KW - Institutional Characteristics KW - Graduate Students KW - Undergraduate Students KW - Student Loan Programs KW - Federal Aid KW - Student Characteristics KW - Grants KW - Part Time Students KW - Work Study Programs KW - Tuition KW - Dependents KW - Eligibility KW - State Aid KW - Costs KW - Student Financial Aid KW - Attendance Patterns KW - Employers KW - Paying for College KW - Full Time Students KW - Family Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082213?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results from the 2011-12 Schools and Staffing Survey. First Look. NCES 2013-312 AN - 1509082196; ED544175 AB - This report presents selected findings from the Public School and Private School Data Files of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with public schools and library media centers in public schools are also part of SASS. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through the following surveys: district, school, principal, teacher, and library media center. The data were collected via mailed questionnaires with telephone and in-person field follow-up. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2011-12 SASS Public School and Private School Data Files. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. This First Look report highlights findings from the SASS public and private school surveys. The tables in this report contain counts and percentages demonstrating bivariate relationships. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 21 tables and 18 footnotes.) AU - Bitterman, Amy AU - Gray, Lucinda AU - Goldring, Rebecca Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 63 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Elementary Education KW - High Schools KW - Middle Schools KW - High School Graduates KW - Employment Level KW - Rural Schools KW - College Bound Students KW - Part Time Faculty KW - Urban Schools KW - Internship Programs KW - Minority Groups KW - Public Schools KW - Disabilities KW - Enrollment KW - Career Education KW - Specialists KW - Teachers KW - Individualized Education Programs KW - Elementary Schools KW - Coaching (Performance) KW - Low Income Groups KW - Institutional Characteristics KW - Gender Differences KW - Surveys KW - Advanced Placement Programs KW - Dual Enrollment KW - Racial Differences KW - Suburban Schools KW - Charter Schools KW - Career Development KW - English Language Learners KW - Technical Education KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082196?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Improving Post-High School Outcomes for Transition-Age Students with Disabilities: An Evidence Review. NCEE 2013-4011 AN - 1509082031; ED544172 AB - Nearly four decades have passed since the Individuals with Disabilities Education Act (IDEA) ensured access to public education for students with disabilities in the United States. During the years following its introduction, there was a growing recognition that helping students, especially students with disabilities, in their transitions from secondary school to post-high school environments is crucial to them leading productive and fulfilling lives as adults. Several reauthorizations of IDEA have emphasized the importance of transition planning in providing support for students with disabilities to obtain employment, pursue postsecondary education and training, and live more independently. Despite the efforts of policymakers and practitioners, a gap in post-high school outcomes remains between students with disabilities and other students. Newman et al. (2011) reported that 60 percent of students with disabilities had ever taken a class from a postsecondary school within eight years of leaving high school, lower than the overall rate of 67 percent for same-age young adults in the general population. Students with disabilities were also less likely to be living independently as adults (45 percent versus 59 percent), be married (13 percent versus 19 percent), have a checking account (59 percent versus 74 percent), or have a credit card (41 percent versus 61 percent). Students with disabilities who had been out of high school for as many as eight years had lower rates of employment than same-age individuals in the general population, although employment differences were statistically significant only for students with more severe types of disabilities. To identify effective strategies for improving post-high school outcomes, this report reviews the research literature on programs (strategies, interventions, or sets of services) designed to help students with disabilities make transitions. It deviates in several ways from previous evidence reviews (for example, Cobb and Alwell 2009; Test et al. 2009): (1) It updates earlier reviews by including studies publicly released between April 2008 and June 2011; (2) It reviews studies using the standards and process developed by the Institute of Education Sciences (IES) What Works Clearinghouse (WWC); and (3) It focuses on direct measures of students' post-high school outcomes as evidence of the program's effectiveness. The following appendixes are included: (1) Evidence review protocol; (2) Dispositions for studies that do not meet WWC standards; (3) Rating criteria for studies and programs; (4) Alignment of Test, Fowler, Kohler, and Kortering (2010) taxonomy to program categories in this review; (5) Samples, interventions, settings, and outcomes for individual studies; (6) Description of group design study findings; (7) Narrative description of group design study findings for studies that meet WWC standards with reservations and exploratory studies; and (8) Glossary. (Contains 30 footnotes, 3 figures, and 32 tables.) [This report was written with Abigail Veliquette, Helen Holmquist-Johnson, Morgen Alwell, Rebecca Orsi, Keri Batchelder, Laura Sample McMeeking, Robert Bernard, Jun Wang, Paul Hernandez, and Andrea Weinberg.] AU - Cobb, Brian R. AU - Lipscomb, Stephen AU - Wolgemuth, Jennifer AU - Schulte, Theresa Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 93 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - Postsecondary Education KW - High Schools KW - Student Employment KW - Program Effectiveness KW - Prompting KW - Employment Level KW - Research Methodology KW - Access to Education KW - Student Characteristics KW - Independent Living KW - Intervention KW - School Community Programs KW - Daily Living Skills KW - Work Experience Programs KW - Comparative Analysis KW - Job Skills KW - Meta Analysis KW - Career Awareness KW - Transitional Programs KW - Disabilities KW - Agency Cooperation KW - Career Education KW - Educational Technology KW - Effect Size KW - Teaching Methods KW - Equal Opportunities (Jobs) KW - Educational Legislation KW - Computer Uses in Education KW - Job Training KW - Mental Retardation KW - Federal Legislation KW - Parent Participation KW - Inclusion KW - Technical Education KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509082031?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Early Childhood Program Participation, from the National Household Education Surveys Program of 2012. First Look. NCES 2013-029 AN - 1509081234; ED544173 AB - This report presents data on the early care and education arrangements and early learning of children in the United States from birth through the age of 5 who were not yet enrolled in kindergarten in the spring of 2012. The report also presents data on parents' satisfaction with various aspects of these care arrangements and on their participation in various learning activities with their children. For each category of information included in the report, the results are broken down by child, parent, and family characteristics. The data in this report are from the 2012 National Household Education Surveys Program (NHES:2012) Early Childhood Program Participation (ECPP) Survey. The ECPP survey is used to collect information on children from birth through age 6 who are not yet enrolled in kindergarten. However, 6-year-old preschoolers are atypical and too few in number to support separate estimates, and therefore they have been excluded from this report. The ECPP asks detailed questions about children's participation in relative care, nonrelative care, and center-based care arrangements. It also asks about the main reason for choosing care; what factors were important to parents when choosing a care arrangement; what activities the family does with the child, such as reading, singing, and arts and crafts; and what the child is learning, such as counting, recognizing the letters of the alphabet, and reading. Results presented in the tables within this report are weighted. All statements of comparison made in this report have been tested for statistical significance using two-tailed t-tests and are significant at the 95 percent confidence level. No adjustments were made for multiple comparisons. Some estimates that appear different may not be measurably different in a statistical sense due to sampling error. The purpose of this First Look report is to introduce new NHES survey data through the presentation of selected descriptive information. However, readers are cautioned not to draw causal inferences based on the results presented. Many of the variables examined in this report may be related to one another, but the complex interactions and relationships among them have not been explored. The variables examined here are also just a few of the variables that can be examined in these data; they were selected to demonstrate the range of information available from the study. The release of this report is intended to encourage more in-depth analysis of the data using more sophisticated statistical methods.The following are appended: (1) Technical Notes; (2) Glossary of Terms; and (3) Standard Error Tables. (Contains 15 tables.) AU - Mamedova, Saida AU - Redford, Jeremy Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 59 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Household Education Survey KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Language Usage KW - Geographic Location KW - Employment Level KW - Gender Differences KW - Adult Students KW - Family Structure KW - Child Care KW - Racial Differences KW - Educational Attainment KW - English (Second Language) KW - Costs KW - Family Involvement KW - Poverty KW - Parent Attitudes KW - Family Income KW - Learning Activities KW - Parents as Teachers KW - Preschool Children KW - Child Care Centers KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509081234?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Researching College- and Career Ready Standards to Improve Student Outcomes: Technical Working Group Meeting. Meeting Summary (Washington, DC, August 19-20, 2013) AN - 1509080967; ED544244 AB - In August, IES worked with the National Science Foundation and the Eunice Kennedy Shriver National Institute of Child Health and Human Development to convene a technical working group to discuss research objectives related to college- and career-ready standards in English language arts and mathematics. Forty people (including researchers, practitioners, and federal and foundation staff) were invited to attend the one-and-a-half-day meeting. Participants were asked to focus specifically on issues at the classroom level and to think about short-, medium-, and long-term research objectives. Sessions focused on math and English language arts content, implications for students with disabilities and English language learners, measuring classroom practice, and district and school-level support for implementation. This meeting summary covers all sessions of the technical working group and outlines both presentations and discussions among participants. Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 34 PB - Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Measurement KW - Principals KW - School Districts KW - Meetings KW - Language Arts KW - English KW - Mathematics KW - Instructional Improvement KW - English Language Learners KW - Program Implementation KW - Educational Practices KW - Educational Change KW - Disabilities KW - Objectives KW - College Readiness KW - Career Readiness KW - Educational Research KW - State Standards KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509080967?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results from the 2011-12 Schools and Staffing Survey. First Look. NCES 2013-313 AN - 1509080644; ED544176 AB - This report presents selected findings from the Public School Principal and Private School Principal Data Files of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with public schools and library media centers in public schools are also part of SASS. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through the following surveys: district, school, principal, teacher, and library media center. The 2011-12 SASS uses a school-based sample of public and private schools. Because SASS uses a school-based sample design, districts, principals, and library media centers associated with public schools were included, as were principals associated with private schools. Teachers associated with a selected school were sampled from a teacher list provided by the school or district. The selected samples include about 11,000 traditional and charter public schools, public school principals, and public school library media centers; 5,800 public school districts; 51,100 public school teachers; 3,000 private schools and their principals; and 7,100 private school teachers. The samples were drawn to support estimates by geography, grade span, and charter school status for public schools, and by geography, grade span, and affiliation group for private schools for a wide range of topics. The data were collected via mailed questionnaires with telephone and in-person field follow-up. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2011-12 SASS Public School Principal and Private School Principal Data Files. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. This First Look report highlights findings from the SASS public and private principal surveys. The tables in this report contain counts and percentages demonstrating bivariate relationships. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 21 tables and 17 footnotes.) AU - Bitterman, Amy AU - Goldring, Rebecca AU - Gray, Lucinda Y1 - 2013/08// PY - 2013 DA - August 2013 SP - 57 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Elementary Education KW - Middle Schools KW - High Schools KW - Rural Schools KW - Salaries KW - Administrator Role KW - Principals KW - African Americans KW - Urban Schools KW - Educational Attainment KW - Whites KW - Minority Groups KW - Public Schools KW - Hispanic Americans KW - Enrollment KW - Age Differences KW - Elementary Schools KW - Low Income Groups KW - Institutional Characteristics KW - Questionnaires KW - Gender Differences KW - Surveys KW - Racial Differences KW - Administrator Characteristics KW - Suburban Schools KW - Charter Schools KW - Academic Degrees KW - Ethnic Groups KW - Employment Experience KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509080644?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Characteristics of Public School Districts in the United States: Results from the 2011-12 Schools and Staffing Survey. First Look. NCES 2013-311 AN - 1509084019; ED544188 AB - This report presents selected findings from the Public School District Data File of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with public schools and library media centers in public schools are also part of SASS. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through the following surveys: district, school, principal, teacher, and library media center. The 2011-12 SASS uses a school-based sample of public and private schools. The data were collected via mailed questionnaires with telephone and in-person field follow-up. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2011-12 SASS Public School District Data File. The tables in this report contain counts and percentages demonstrating bivariate relationships. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 32 tables and 15 footnotes.) AU - Gray, Lucinda AU - Bitterman, Amy AU - Goldring, Rebecca Y1 - 2013/07// PY - 2013 DA - July 2013 SP - 59 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - High School Graduates KW - Tenure KW - Rural Schools KW - Salaries KW - Principals KW - School Districts KW - Urban Schools KW - Incentives KW - Educational Attainment KW - Leadership Training KW - Teacher Salaries KW - Teacher Competencies KW - School District Size KW - Graduation Requirements KW - Teacher Certification KW - Public Schools KW - Inservice Teacher Education KW - Teaching Experience KW - Enrollment KW - Loan Repayment KW - Unions KW - Masters Degrees KW - Rewards KW - Suburban Schools KW - Teacher Shortage KW - Bachelors Degrees KW - Poverty KW - Faculty Recruitment KW - School Choice KW - Teacher Associations KW - Teacher Recruitment KW - Teacher Dismissal KW - Fringe Benefits KW - Collective Bargaining UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509084019?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001 AN - 1509083456; ED544212 AB - A primary purpose of early childhood education and interventions is to promote children's acquisition of knowledge and skills linked to later social competence and academic success. In this report, special attention is given to summarizing what has been learned about early childhood classrooms as contexts for development and learning, the kinds of instructional practices and curricula that appear to be efficacious for enhancing children's development and learning, the ways in which children's skills and learning can be reliably and validly documented, and approaches for improving teachers' and other practitioners' (e.g., speech, occupational, or physical therapists) instruction, given hypothesized linkages between instructional quality, instructional effectiveness and children's learning. For this research synthesis peer-reviewed journal articles and chapters that were products of early childhood research projects funded by the Institute of Education Sciences (IES) from 2002 through 2008 were examined. These papers included both empirical studies as well as theoretical pieces. The task was to synthesize what has been learned thus far through IES early childhood research grant activities. This is not a typical synthesis intended to provide a grand overview of research in a field, nor is it a meta-analysis that quantitatively synthesizes a specific body of work. Rather, the task was to look across the range of projects that IES has funded to determine what has been learned and where progress has been made as a result of IES funding, and to provide suggestions for further research in early childhood education. (IES-Supported Research Projects and related Publications included in this Synthesis are appended.) (Contains 157 footnotes.) AU - Diamond, Karen E. AU - Justice, Laura M. AU - Siegler, Robert S. AU - Snyder, Patricia A. Y1 - 2013/07// PY - 2013 DA - July 2013 SP - 90 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - Child Behavior Checklist KW - Dynamic Indicators of Basic Early Literacy Skills (DIBELS) KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Thinking Skills KW - Program Effectiveness KW - Hearing Impairments KW - Language Acquisition KW - Classroom Environment KW - Academic Achievement KW - Professional Development KW - Evaluation Methods KW - Decoding (Reading) KW - Deafness KW - At Risk Students KW - Meta Analysis KW - Kindergarten KW - Curriculum KW - Emergent Literacy KW - Social Development KW - Preschool Children KW - Educational Technology KW - Teaching Methods KW - Preschool Teachers KW - Teacher Influence KW - Cognitive Development KW - Mathematics Instruction KW - Teacher Improvement KW - Science Instruction KW - Response to Intervention KW - Behavior Problems KW - Oral Reading KW - Emotional Development KW - Peer Influence KW - Parent Participation KW - Early Intervention KW - Student Evaluation KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509083456?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2010-11 (Fiscal Year 2011). First Look. NCES 2013-342 AN - 1509081258; ED544181 AB - The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data by the National Center for Education Statistics (NCES) in the Institute of Education Sciences of the U.S. Department of Education. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the National Public Education Financial Survey (NPEFS) component of CCD. This report presents findings on public education revenues and expenditures using fiscal year 2011 (FY 11) data from the preliminary (version 1a) NPEFS file of the CCD survey system. Programs covered in NPEFS include regular, special, and vocational education; charter schools; and state-run education programs (such as special education centers or education programs for incarcerated youth). This First Look report provides users with an opportunity to access preliminary NPEFS data that were subject to one round of data review and editing. The following are appended: (1) Methodology and Technical Notes; (2) Common Core of Data Glossary; and (3) Revised Fiscal Year 2010 Tables. Data files for all CCD surveys used in this report may be found on the CCD data page of the CCD website at http://nces.ed.gov/ccd/ccddata.asp. (Contains 17 tables, 4 figures, and 1 footnote.) [This report was prepared in collaboration with the United States Census Bureau.] Y1 - 2013/07// PY - 2013 DA - July 2013 SP - 49 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Public Education Financial Survey KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Educational Facilities KW - Equipment KW - Salaries KW - Federal Aid KW - Educational Administration KW - Educational Finance KW - Expenditure per Student KW - Food Service KW - Resource Allocation KW - Teacher Employment Benefits KW - Tuition KW - Operating Expenses KW - Income KW - Local Government KW - State Aid KW - Economic Climate KW - Expenditures KW - Costs KW - Transportation KW - Public Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509081258?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Characteristics of Private Schools in the United States: Results from the 2011-12 Private School Universe Survey. First Look. NCES 2013-316 AN - 1413416392; ED544030 AB - In 1988, the National Center for Education Statistics (NCES) developed a private school data collection that improved on the sporadic collection of private school data dating back to 1890 by developing an alternative to commercially available private school sampling frames. Since 1989, the U.S. Bureau of the Census has conducted the biennial Private School Universe Survey (PSS) for NCES. The PSS is designed to generate biennial data on the total number of private schools, students, and teachers, and to build a universe of private schools to serve as a sampling frame of private schools for NCES sample surveys. The target population for the PSS is all schools in the 50 states and the District of Columbia that are not supported primarily by public funds, provide classroom instruction for one or more of grades kindergarten through 12 (or comparable ungraded levels), and have one or more teachers. Organizations or institutions that provide support for home schooling, but do not provide classroom instruction, are not included. The 2011-12 PSS data were collected between September 2011 and May 2012. All data are for the 2011-12 school year except the high school graduate data, which are for the 2010-11 school year. Because the purpose of this report is to introduce new NCES survey data through the presentation of tables containing descriptive information, only selected findings are listed. These findings are purely descriptive in nature and are not meant to imply causality. These findings have been chosen to demonstrate the range of information available from the 2011-12 PSS rather than to discuss all of the observed differences, emphasize any particular issue, or make comparisons over time. The tables in this report contain counts and percentages demonstrating bivariate relationships. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. Comparisons drawn in the selected findings have been tested for statistical significance at the 0.05 level using Student's t statistics to ensure that the differences are larger than those that might be expected due to sampling variation. No adjustments were made for multiple comparisons. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Statistical Analysis Software (SAS 9.2) and SUDAAN (10.0) were used to compute the statistics for this report. Appended are: (1) Glossary; (2) Technical Notes; and (3) Standard Error Tables. (Contains 31 tables and 2 footnotes.) AU - Broughman, Stephen P. AU - Swaim, Nancy L. Y1 - 2013/07// PY - 2013 DA - July 2013 SP - 54 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Professional Associations KW - High School Graduates KW - Parochial Schools KW - Full Time Equivalency KW - National Surveys KW - Students KW - Comparative Analysis KW - Ethnic Groups KW - Teacher Student Ratio KW - Teachers KW - Statistical Significance KW - School Size KW - Sampling KW - Tables (Data) KW - Graduation Rate KW - Private Schools KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1413416392?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card: Trends in Academic Progress 2012. NCES 2013-456 AN - 1413417448; ED543744 AB - Since the 1970s, the National Assessment of Educational Progress (NAEP) has monitored the academic performance of 9-, 13-, and 17-year-old students with what have become known as the long-term trend assessments. Four decades of results offer an extended view of student achievement in reading and mathematics. Results in this report are based on the most recent performance of more than 50,000 public and private school students who, by their participation, have contributed to our understanding of the nation's academic achievement. Both 9- and 13-year-olds scored higher in reading and mathematics in 2012 than students their age in the early 1970s (figure A). Scores were 8 to 25 points higher in 2012 than in the first assessment year. Seventeen-year-olds, however, did not show similar gains. Average reading and mathematics scores in 2012 for 17-year-olds were not significantly different from scores in the first assessment year. Closing achievement gaps is a goal of both national and state education policy. The results from the 2012 NAEP long-term trend assessments show some progress toward meeting that goal. Appended are: (1) Percentage of students assessed in NAEP reading, by age group and selected characteristics: Various years, 1971-2012; (2) Percentage of students assessed in NAEP mathematics, by age group and selected characteristics: Various years, 1978-2012; (3) Percentage of students identified as students with disabilities and/or English language learners excluded in NAEP reading and mathematics, as a percentage of all students, by subject and age group: Various years, 1990-2012; and (4) Percentage of 9-, 13-, and 17-year-old students with disabilities (SD) and/or English language learners (ELL) identified, excluded, and assessed in NAEP reading and mathematics, as a percentage of all students, by SD/ELL category: 2012. (Contains 38 figures and 10 tables.) Y1 - 2013/06// PY - 2013 DA - June 2013 SP - 60 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Age KW - Statistics KW - Mathematics Instruction KW - Scores KW - Academic Achievement KW - Educational Trends KW - Second Language Learning KW - Children KW - National Competency Tests KW - English KW - Comparative Analysis KW - Reading Instruction KW - English Language Learners KW - Age Groups KW - Achievement Gap KW - Private Schools KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1413417448?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - NAEP: Looking Ahead--The NAEP-State Partnership. Workshop Summary AN - 1773221787; ED558335 AB - In an effort to continuously advance the National Assessment of Educational Progress (NAEP) program, the National Center for Education Statistics (NCES) convened a series of meetings focusing on the future of NAEP. Participants engaged in productive discussions and debates, exchanging forward-thinking ideas about what role NAEP should play five, ten, and twenty years down the road. This summary highlights a workshop held in January, 2013, in which state and district assessment staff met to develop and prioritize recommendations for NAEP within the following four key areas: (1) An Innovations Laboratory: Thirteen Goals for Assessment Programs of the Future; (2) Using Technology in NAEP and State Assessments; (3) Delivering Meaningful Results; and (4) Sharing Data, Knowledge, and Information. Working groups in each of these areas came to the consensus that NAEP must embrace the changing landscape of education assessment, identify the place it will hold in the next 10 years, and work quickly to position itself for the future. Y1 - 2013/05// PY - 2013 DA - May 2013 SP - 12 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Workshops KW - State Programs KW - Testing Programs KW - Shared Resources and Services KW - Organizational Communication KW - Delivery Systems KW - Research and Development KW - Organizational Objectives KW - Focus Groups KW - Partnerships in Education KW - Technology Uses in Education KW - Institutional Role KW - Best Practices KW - Technology Integration KW - Educational Practices KW - Knowledge Management KW - Relevance (Education) KW - Brainstorming KW - Organizational Theories KW - Organizational Change KW - Strategic Planning UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773221787?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Condition of Education 2013. NCES 2013-037 AN - 1361849486; ED542714 AB - To help inform policymakers and the public about the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, "The Condition of Education." This year's report presents 42 indicators of important developments and trends in U.S. education. These indicators focus on population characteristics, participation in education, elementary and secondary education, and postsecondary education. As this year's "Condition" shows, in 2012, about 90 percent of young adults ages 25 to 29 had a high school diploma, or its equivalent, and 33 percent had a bachelor's degree or higher. As in previous years, annual median earnings in 2011 were higher for those with higher levels of education--for example, 25- to 34-year-olds with a college degree earned over twice as much as high school dropouts. In 2011, almost two-thirds of 3- to 5-year-olds were enrolled in preschool, and nearly 60 percent of these children were in full-day programs. At the elementary and secondary level, there were about 50 million public school students in 2011, a number that is expected to grow to 53 million in the next decade. Of these students, nearly 2 million attended charter schools. Postsecondary enrollment in 2011 was at 21 million students, including 18 million undergraduate and 3 million graduate students. NCES's newest data on elementary and secondary schools show that about one in five public schools was considered high poverty in 2011--meaning that 75 percent or more of their enrolled students qualified for free or reduced-price lunch--up from about to one in eight in 2000. In school year 2009-10, some 3.1 million public high school students, or 78.2 percent, graduated on time with a regular diploma. And, in 2011, about 68 percent of recent high school completers were enrolled in college the following fall. Meanwhile, the status dropout rate, or the percentage of 16- to 24-year-olds who are not enrolled in school and do not have a high school diploma or its equivalent, declined from 12 percent in 1990 to 7 percent in 2011. At 4-year colleges in 2011, nearly 90 percent of full-time students at public and private nonprofit institutions were under the age of 25. However, only about 29 percent of full-time students at private for-profit colleges were, while 39 percent were between the ages of 25 to 34 and another 32 percent were 35 and older. About 56 percent of male students and 61 percent of female students who began their bachelor's degree in the fall of 2005, and did not transfer, had completed their degree by 2011. In that year, there were 1.7 million bachelor's degrees and over 700,000 master's degrees awarded. "The Condition of Education 2013" includes the latest data available on these and more key indicators. As new data are released, the indicators will be updated and made available. Along with these indicators, NCES produces a wide range of reports and data to help inform policymakers and the American public about trends and conditions in U.S. education. A glossary is included. (Contains 148 tables, 6 tables, and 1 footnote.) [For "The Condition of Education 2012. NCES 2012-045," see ED532315.] AU - Aud, Susan AU - Wilkinson-Flicker, Sidney AU - Kristapovich, Paul AU - Rathbun, Amy AU - Wang, Xiaolei AU - Zhang, Jijun Y1 - 2013/05// PY - 2013 DA - May 2013 SP - 241 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Individuals with Disabilities Education Act KW - No Child Left Behind Act 2001 KW - National Assessment of Educational Progress KW - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary Secondary Education KW - High Schools KW - Higher Education KW - Postsecondary Education KW - Secondary Education KW - Compensation (Remuneration) KW - Graduate Students KW - High School Graduates KW - Expenditure per Student KW - Educational Finance KW - Academic Achievement KW - School Districts KW - Educational Trends KW - Young Adults KW - Educational Attainment KW - National Competency Tests KW - Teacher Salaries KW - Outcomes of Education KW - Dropouts KW - Demography KW - Reading Instruction KW - Preschool Education KW - Enrollment Trends KW - Disabilities KW - Achievement Gap KW - Enrollment KW - Academic Persistence KW - Education Work Relationship KW - Undergraduate Students KW - Mathematics Instruction KW - Educational Legislation KW - Ethnicity KW - Educational Indicators KW - Race KW - School Safety KW - School Statistics KW - Enrollment Rate KW - Student Financial Aid KW - Charter Schools KW - Academic Degrees KW - Educational Environment KW - Federal Legislation KW - Poverty KW - Educational Assessment KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1361849486?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Teaching Elementary School Students to Be Effective Writers: Q&A with Dr. Natalie Olinghouse and Alisha Bollinger. REL Mid-Atlantic Event AN - 1773221702; ED558337 AB - This event focused on the Institute of Education Sciences' practice guide, "Teaching Elementary School Students to Be Effective Writers" (2012) (see ED533112). Dr. Natalie Olinghouse and Alisha Bollinger presented effective strategies for teaching writing while familiarizing attendees with the recommendations and methods described in the guide. This Q&A addressed the questions participants had for the presenters following the event. Y1 - 2013/04/29/ PY - 2013 DA - 2013 Apr 29 SP - 3 PB - Regional Educational Laboratory Mid-Atlantic. , 11785 Beltsville Drive Suite 300, Calverton, MD 20705. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Writing Instruction KW - Elementary School Students KW - Spelling KW - Writing Skills KW - Word Lists KW - Student Needs KW - Grammar KW - Age Differences KW - Writing Strategies KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773221702?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Using Student Achievement Data to Support Instructional Decision Making. Q&A with Sharnell Jackson. REL Mid-Atlantic Event AN - 1773222979; ED558336 AB - This event focused on the What Works Clearinghouse practice guide, "Using Student Achievement Data to Support Instructional Decision Making" (ED506645). During the event, the presenter, Sharnell Jackson, led school data teams in activities involving analysis of their own student data. This Q&A addressed the questions participants had for Jackson following the event. Topics addresses include: adaptive systems available to teachers to give students immediate feedback about their work; an example of having a systematic process for dealing with data; and how to get staff to truly "buy in" to the importance of using data and how to overcome any fears that they might have. Y1 - 2013/03/18/ PY - 2013 DA - 2013 Mar 18 SP - 2 PB - Regional Educational Laboratory Mid-Atlantic. , 11785 Beltsville Drive Suite 300, Calverton, MD 20705. KW - ERIC, Resources in Education (RIE) KW - Teamwork KW - Scores KW - Academic Achievement KW - Intervention KW - Decision Making KW - Feedback (Response) KW - Brainstorming KW - Data Collection KW - Educational Assessment KW - Hypothesis Testing KW - Data Analysis KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773222979?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Expanding Evidence Approaches for Learning in a Digital World AN - 1826529962; ED566873 AB - This report describes how big data and an evidence framework can align across five contexts of educational improvement. It explains that before working with big data, there is an important prerequisite: the proposed innovation should align with deeper learning objectives and should incorporate sound learning sciences principles. New curriculum standards, such as the Common Core State Standards and the Next Generation Science Standards, emphasize deeper learning objectives. Unless these are substantively addressed at the core of a learning resource, it is unlikely the resource will meet these important objectives. Likewise, a proposed innovation is more likely to succeed if it is grounded in fundamental principles of how people learn. Once these prerequisites are met, the evidence framework describes five opportunities for utilizing big data, each in a different educational context: (1) During development of an innovative learning resource, educational data mining and learning analytics can uncover patterns of learner behavior that can be used to guide improvement. (2) As learners use a digital resource, adaptive learning systems can personalize learning by using big data with new evidence models. (3) As institutions try to support struggling students, big data and new data analysis techniques can help guide intervention. (4) As educational systems assess student achievement, big data and new evidence models can shift measurements to focus more on what is really important and to provide more timely information to educators and students. (5) As educators choose and adapt learning resources from the vast array now offered on the Internet, big data and new evidence models can inform their choices. The ideas presented in this report have implications for learning technology developers, consumers, education researchers, policymakers, and research funders. The Technical Working Group of researchers and policymakers who provided input and guidance for this evidence framework also developed a set of recommendations for putting the framework into action. The resulting 14 recommendations for capitalizing on new approaches to evidence as digital resources are provided. The report also includes cautionary notes about the ethical issues that must be tackled in handling student data. AU - Means, Barbara AU - Anderson, Kea Y1 - 2013/02// PY - 2013 DA - February 2013 SP - 112 PB - Office of Educational Technology, US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Researchers KW - Individualized Instruction KW - Research and Development KW - Decision Making KW - Evaluation Methods KW - Technology Uses in Education KW - Student Needs KW - Research Utilization KW - Educational Resources KW - Data Collection KW - Data Analysis KW - Educational Technology KW - Computer Assisted Testing UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826529962?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nations Report Card: South Dakota Grade 4 and 8 Public Schools. State Reading 2013 AN - 1826527384; ED565661 AB - This report provides selected results for South Dakota's public school students at grades 4 and 8 from the National Assessment of Educational Progress (NAEP) assessment in reading. Results are reported by average scale scores and by achievement levels (Basic, Proficient, and Advanced). Key findings in grade 4 include: (1) Grade 4: In 2013, the average reading score for fourth-grade students in South Dakota was 218. This was lower than that for the nation's public schools (221); (2) The average score for students in South Dakota in 2013 (218) was lower than that in 2003 (222) and was not significantly different from that in 2011 (220); (3) In 2013, the percentage of students in South Dakota who performed at or above Proficient was 32 percent. This was not significantly different from that for the nation's public schools (34 percent); (4) The percentage of students in South Dakota who performed at or above Proficient in 2013 (32 percent) was not significantly different from that in 2003 (33 percent) and in 2011 (31 percent); (5) In 2013, the percentage of students in South Dakota who performed at or above Basic was 66 percent. This was not significantly different from that for the nation's public schools (67 percent); and (6) The percentage of students in South Dakota who performed at or above Basic in 2013 (66 percent) was not significantly different from that in 2003 (69 percent) and in 2011 (69 percent). Key findings in grade 8 include: (1) In 2013, the average reading score for eighth-grade students in South Dakota was 268. This was higher than that for the nation's public schools (266); (2) The average score for students in South Dakota in 2013 (268) was not significantly different from that in 2003 (270) and was not significantly different from that in 2011 (269); (3) In 2013, the percentage of students in South Dakota who performed at or above Proficient was 36 percent. This was not significantly different from that for the nation's public schools (34 percent); (4) The percentage of students in South Dakota who performed at or above Proficient in 2013 (36 percent) was not significantly different from that in 2003 (39 percent) and in 2011 (35 percent); (5) In 2013, the percentage of students in South Dakota who performed at or above Basic was 81 percent. This was greater than that for the nation's public schools (77 percent); ad (6) The percentage of students in South Dakota who performed at or above Basic in 2013 (81 percent) was not significantly different from that in 2003 (82 percent) and in 2011 (83 percent). Y1 - 2013 PY - 2013 DA - 2013 SP - 71 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - South Dakota KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Intermediate Grades KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Elementary School Students KW - Rural Urban Differences KW - Gender Differences KW - Parent Background KW - Middle School Students KW - Scores KW - Educational Attainment KW - Racial Differences KW - Low Income Students KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - English Language Learners KW - Disabilities KW - School Location UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826527384?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - The Nation's Report Card: 2013 NAEP Focus on Vocabulary. NCES 2015-016 AN - 1720058839; ED557954 AB - As part of the National Assessment of Educational Progress (NAEP) in reading, students are asked to demonstrate their understanding of words as used in literary and informational texts. This focus on students' understanding of word meaning highlights the importance of vocabulary in reading comprehension. This report provides an overview of findings in the following areas: (1) National Score Trends; (2) Examples of Students' Vocabulary Knowledge; (3) Score Gains for Racial/Ethnic Groups; and (4) Score Gap by Gender. Y1 - 2013 PY - 2013 DA - 2013 SP - 2 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Intermediate Grades KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Grade 12 KW - High Schools KW - Vocabulary Development KW - Gender Differences KW - Scores KW - Reading Skills KW - Standardized Tests KW - Racial Differences KW - Reading Comprehension KW - Achievement Gains KW - Reading Achievement KW - Knowledge Level KW - Ethnic Groups UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1720058839?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. New Jersey. Grade 4, Public Schools AN - 1651838184; ED544830 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in New Jersey was 247. This was higher than the average score of 241 for public school students in the nation. The average score for students in New Jersey in 2013 (247) was not significantly different from their average score in 2011 (248) and was higher than their average score in 1992 (227). The score gap between higher performing students in New Jersey (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 1992 (41 points). The percentage of students in New Jersey who performed at or above the NAEP "Proficient" level was 49 percent in 2013. This percentage was not significantly different from that in 2011 (51 percent) and was greater than that in 1992 (25 percent). The percentage of students in New Jersey who performed at or above the NAEP "Basic" level was 87 percent in 2013. This percentage was not significantly different from that in 2011 (89 percent) and was greater than that in 1992 (68 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New Jersey KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651838184?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Hawaii. Grade 8, Public Schools AN - 1651838155; ED544923 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Hawaii was 281. This was lower than the average score of 284 for public school students in the nation. The average score for students in Hawaii in 2013 (281) was higher than their average score in 2011 (278) and in 1990 (251). The score gap between higher performing students in Hawaii (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was narrower than that in 1990 (56 points). The percentage of students in Hawaii who performed at or above the NAEP "Proficient" level was 32 percent in 2013. This percentage was not significantly different from that in 2011 (30 percent) and was greater than that in 1990 (12 percent). The percentage of students in Hawaii who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was greater than that in 2011 (68 percent) and in 1990 (40 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Hawaii KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651838155?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Louisiana. Grade 4, Public Schools AN - 1651831845; ED544822 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Louisiana was 231. This was lower than the average score of 241 for public school students in the nation. The average score for students in Louisiana in 2013 (231) was not significantly different from their average score in 2011 (231) and was higher than their average score in 1992 (204). The score gap between higher performing students in Louisiana (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was not significantly different from that in 1992 (43 points). The percentage of students in Louisiana who performed at or above the NAEP "Proficient" level was 26 percent in 2013. This percentage was not significantly different from that in 2011 (26 percent) and was greater than that in 1992 (8 percent). The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and was greater than that in 1992 (39 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Louisiana KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831845?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Oklahoma. Grade 4, Public Schools AN - 1651831827; ED544845 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Oklahoma was 239. This was lower than the average score of 241 for public school students in the nation. The average score for students in Oklahoma in 2013 (239) was not significantly different from their average score in 2011 (237) and was higher than their average score in 1992 (220). The score gap between higher performing students in Oklahoma (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was not significantly different from that in 1992 (35 points). The percentage of students in Oklahoma who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (33 percent) and was greater than that in 1992 (14 percent). The percentage of students in Oklahoma who performed at or above the NAEP "Basic" level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (83 percent) and was greater than that in 1992 (60 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Oklahoma KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831827?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Hawaii. Grade 4, Public Schools AN - 1651831816; ED544883 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Hawaii was 215. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in Hawaii in 2013 (215) was not significantly different from their average score in 2011 (214) and was higher than their average score in 1992 (203). ?The score gap between higher performing students in Hawaii (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 1992 (49 points). ?The percentage of students in Hawaii who performed at or above the NAEP "Proficient" level was 30 percent in 2013. This percentage was not significantly different from that in 2011 (27 percent) and was greater than that in 1992 (17 percent). ?The percentage of students in Hawaii who performed at or above the NAEP "Basic" level was 62 percent in 2013. This percentage was not significantly different from that in 2011 (59 percent) and was greater than that in 1992 (48 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Hawaii KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831816?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. New Jersey. Grade 8, Public Schools AN - 1651831813; ED544965 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New Jersey was 276. This was higher than the average score of 266 for public school students in the nation. The average score for students in New Jersey in 2013 (276) was not significantly different from their average score in 2011 (275) and was higher than their average score in 2003 (268). The score gap between higher performing students in New Jersey (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2003 (43 points). The percentage of students in New Jersey who performed at or above the NAEP "Proficient" level was 46 percent in 2013. This percentage was not significantly different from that in 2011 (45 percent) and was greater than that in 2003 (37 percent). The percentage of students in New Jersey who performed at or above the NAEP "Basic" level was 85 percent in 2013. This percentage was not significantly different from that in 2011 (84 percent) and was greater than that in 2003 (79 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New Jersey KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831813?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Connecticut. Grade 8, Public Schools AN - 1651831811; ED544908 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Connecticut was 285. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in Connecticut in 2013 (285) was not significantly different from their average score in 2011 (287) and was higher than their average score in 1990 (270). The score gap between higher performing students in Connecticut (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 1990 (50 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (38 percent) and was greater than that in 1990 (22 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent) and was greater than that in 1990 (60 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Connecticut KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Middle Schools KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831811?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Montana. Grade 4, Public Schools AN - 1651831803; ED544832 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Montana was 244. This was higher than the average score of 241 for public school students in the nation. The average score for students in Montana in 2013 (244) was not significantly different from their average score in 2011 (244) and was higher than their average score in 1996 (228). The score gap between higher performing students in Montana (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was not significantly different from that in 1996 (37 points). The percentage of students in Montana who performed at or above the NAEP "Proficient" level was 45 percent in 2013. This percentage was not significantly different from that in 2011 (45 percent) and was greater than that in 1996 (22 percent). The percentage of students in Montana who performed at or above the NAEP "Basic" level was 86 percent in 2013. This percentage was not significantly different from that in 2011 (87 percent) and was greater than that in 1996 (71 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Montana KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831803?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Alaska. Grade 4, Public Schools AN - 1651831772; ED544870 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Alaska was 209. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in Alaska in 2013 (209) was not significantly different from their average score in 2011 (208) and in 2003 (212). ?The score gap between higher performing students in Alaska (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 56 points in 2013. This performance gap was not significantly different from that in 2003 (55 points). ?The percentage of students in Alaska who performed at or above the NAEP "Proficient" level was 27 percent in 2013. This percentage was not significantly different from that in 2011 (26 percent) and in 2003 (28 percent). ?The percentage of students in Alaska who performed at or above the NAEP "Basic" level was 58 percent in 2013. This percentage was not significantly different from that in 2011 (56 percent) and in 2003 (58 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Alaska KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831772?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Missouri. Grade 8, Public Schools AN - 1651831754; ED544958 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Missouri was 283. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in Missouri in 2013 (283) was not significantly different from their average score in 2011 (282) and was higher than their average score in 1992 (271). The score gap between higher performing students in Missouri (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1992 (44 points). The percentage of students in Missouri who performed at or above the NAEP "Proficient" level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent) and was greater than that in 1992 (20 percent). The percentage of students in Missouri who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and was greater than that in 1992 (62 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Missouri KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831754?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Pennsylvania. Grade 8, Public Schools AN - 1651831750; ED544994 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Pennsylvania was 272. This was higher than the average score of 266 for public school students in the nation. The average score for students in Pennsylvania in 2013 (272) was higher than their average score in 2011 (268) and in 2002 (265). ? The score gap between higher performing students in Pennsylvania (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 2002 (44 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (38 percent) and was greater than that in 2002 (35 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was greater than that in 2011 (77 percent) and in 2002 (77 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Pennsylvania KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - Geographic Isolation KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831750?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. California. Grade 8, Public Schools AN - 1651831740; ED544905 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in California was 276. This was lower than the average score of 284 for public school students in the nation. The average score for students in California in 2013 (276) was not significantly different from their average score in 2011 (273) and was higher than their average score in 1990 (256). The score gap between higher performing students in California (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 1990 (51 points). The percentage of students in California who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (25 percent) and was greater than that in 1990 (12 percent). The percentage of students in California who performed at or above the NAEP "Basic" level was 65 percent in 2013. This percentage was not significantly different from that in 2011 (61 percent) and was greater than that in 1990 (45 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - California KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - National Surveys KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831740?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Delaware. Grade 4, Public Schools AN - 1651831728; ED544872 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Delaware was 226. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Delaware in 2013 (226) was not significantly different from their average score in 2011 (225) and was higher than their average score in 1992 (213). ?The score gap between higher performing students in Delaware (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1992 (47 points). ?The percentage of students in Delaware who performed at or above the NAEP "Proficient" level was 38 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and was greater than that in 1992 (24 percent). ?The percentage of students in Delaware who performed at or above the NAEP "Basic" level was 73 percent in 2013. This percentage was not significantly different from that in 2011 (72 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Delaware KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831728?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. North Carolina. Grade 8, Public Schools AN - 1651831722; ED544971 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in North Carolina was 286. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in North Carolina in 2013 (286) was not significantly different from their average score in 2011 (286) and was higher than their average score in 1990 (250). The score gap between higher performing students in North Carolina (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 49 points in 2013. This performance gap was not significantly different from that in 1990 (50 points). The percentage of students in North Carolina who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and was greater than that in 1990 (9 percent). The percentage of students in North Carolina who performed at or above the NAEP "Basic" level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent) and was greater than that in 1990 (38 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - North Carolina KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831722?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Kansas. Grade 8, Public Schools AN - 1651831713; ED544936 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Kansas was 290. This was higher than the average score of 284 for public school students in the nation. The average score for students in Kansas in 2013 (290) was not significantly different from their average score in 2011 (290) and was higher than their average score in 2000 (283). The score gap between higher performing students in Kansas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 2000 (43 points). The percentage of students in Kansas who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (41 percent) and was greater than that in 2000 (34 percent). The percentage of students in Kansas who performed at or above the NAEP "Basic" level was 79 percent in 2013. This percentage was not significantly different from that in 2011 (80 percent) and in 2000 (76 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Kansas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831713?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Utah. Grade 8, Public Schools AN - 1651831703; ED544986 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Utah was 270. This was higher than the average score of 266 for public school students in the nation. The average score for students in Utah in 2013 (270) was higher than their average score in 2011 (267) and in 1998 (263). The score gap between higher performing students in Utah (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1998 (40 points). The percentage of students in Utah who performed at or above the NAEP "Proficient" level was 39 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and was greater than that in 1998 (31 percent). The percentage of students in Utah who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and was greater than that in 1998 (77 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Utah KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831703?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Wisconsin. Grade 8, Public Schools AN - 1651831694; ED545001 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Wisconsin was 289. This was higher than the average score of 284 for public school students in the nation. The average score for students in Wisconsin in 2013 (289) was not significantly different from their average score in 2011 (289) and was higher than their average score in 1990 (274). The score gap between higher performing students in Wisconsin (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1990 (44 points). The percentage of students in Wisconsin who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (41 percent) and was greater than that in 1990 (23 percent). The percentage of students in Wisconsin who performed at or above the NAEP "Basic" level was 78 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and was greater than that in 1990 (66 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Wisconsin KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831694?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Ohio. Grade 8, Public Schools AN - 1651831681; ED545007 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Ohio was 269. This was higher than the average score of 266 for public school students in the nation. The average score for students in Ohio in 2013 (269) was not significantly different from their average score in 2011 (268) and in 2002 (268). The score gap between higher performing students in Ohio (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was wider than that in 2002 (39 points). The percentage of students in Ohio who performed at or above the NAEP "Proficient" level was 39 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and in 2002 (35 percent). ? The percentage of students in Ohio who performed at or above the NAEP "Basic" level was 79 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and in 2002 (82 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Ohio KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831681?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Rhode Island. Grade 8, Public Schools AN - 1651831674; ED544999 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Rhode Island was 267. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in Rhode Island in 2013 (267) was not significantly different from their average score in 2011 (265) and was higher than their average score in 1998 (264). The score gap between higher performing students in Rhode Island (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1998 (44 points). ? The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (33 percent) and was greater than that in 1998 (32 percent). The percentage of students in Rhode Island who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (76 percent) and in 1998 (76 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Rhode Island KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831674?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Georgia. Grade 4, Public Schools AN - 1651831662; ED544815 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Georgia was 240. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Georgia in 2013 (240) was not significantly different from their average score in 2011 (238) and was higher than their average score in 1992 (216). The score gap between higher performing students in Georgia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 1992 (45 points). The percentage of students in Georgia who performed at or above the NAEP "Proficient" level was 39 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and was greater than that in 1992 (15 percent). The percentage of students in Georgia who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was not significantly different from that in 2011 (80 percent) and was greater than that in 1992 (53 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Georgia KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831662?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Alabama. Grade 4, Public Schools AN - 1651831659; ED544884 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Alabama was 219. This was not significantly different from the average score of 221 for public school students in the nation. ?The average score for students in Alabama in 2013 (219) was not significantly different from their average score in 2011 (220) and was higher than their average score in 1992 (207). ?The score gap between higher performing students in Alabama (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1992 (48 points). ?The percentage of students in Alabama who performed at or above the NAEP "Proficient" level was 31 percent in 2013. This percentage was not significantly different from that in 2011 (31 percent) and was greater than that in 1992 (20 percent). ?The percentage of students in Alabama who performed at or above the NAEP "Basic" level was 65 percent in 2013. This percentage was not significantly different from that in 2011 (67 percent) and was greater than that in 1992 (51 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Alabama KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831659?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Hawaii. Grade 4, Public Schools AN - 1651831639; ED544819 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Hawaii was 243. This was higher than the average score of 241 for public school students in the nation. The average score for students in Hawaii in 2013 (243) was higher than their average score in 2011 (239) and in 1992 (214). The score gap between higher performing students in Hawaii (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 1992 (46 points). The percentage of students in Hawaii who performed at or above the NAEP "Proficient" level was 46 percent in 2013. This percentage was greater than that in 2011 (40 percent) and in 1992 (15 percent). The percentage of students in Hawaii who performed at or above the NAEP "Basic" level was 83 percent in 2013. This percentage was greater than that in 2011 (80 percent) and in 1992 (52 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Hawaii KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831639?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Delaware. Grade 8, Public Schools AN - 1651831624; ED544859 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Delaware was 266. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in Delaware in 2013 (266) was not significantly different from their average score in 2011 (266) and was higher than their average score in 1998 (254). ?The score gap between higher performing students in Delaware (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1998 (48 points). The percentage of students in Delaware who performed at or above the NAEP "Proficient" level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (33 percent) and was greater than that in 1998 (23 percent). The percentage of students in Delaware who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (77 percent) and was greater than that in 1998 (64 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Delaware KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831624?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Nebraska. Grade 8, Public Schools AN - 1651831621; ED544964 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Nebraska was 269. This was higher than the average score of 266 for public school students in the nation. The average score for students in Nebraska in 2013 (269) was not significantly different from their average score in 2011 (268) and in 2002 (270). The score gap between higher performing students in Nebraska (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 2002 (37 points). The percentage of students in Nebraska who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and in 2002 (36 percent). The percentage of students in Nebraska who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was not significantly different from that in 2011 (81 percent) and in 2002 (83 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Nebraska KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831621?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. North Dakota. Grade 8, Public Schools AN - 1651831620; ED544982 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in North Dakota was 268. This was higher than the average score of 266 for public school students in the nation. The average score for students in North Dakota in 2013 (268) was not significantly different from their average score in 2011 (269) and in 2002 (268). The score gap between higher performing students in North Dakota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 2002 (38 points). The percentage of students in North Dakota who performed at or above the NAEP "Proficient" level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and in 2002 (35 percent). The percentage of students in North Dakota who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was not significantly different from that in 2011 (83 percent) and in 2002 (82 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - North Dakota KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831620?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Colorado. Grade 4, Public Schools AN - 1651831603; ED544813 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Colorado was 247. This was higher than the average score of 241 for public school students in the nation. The average score for students in Colorado in 2013 (247) was higher than their average score in 2011 (244) and in 1992 (221). The score gap between higher performing students in Colorado (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). The percentage of students in Colorado who performed at or above the NAEP "Proficient" level was 50 percent in 2013. This percentage was not significantly different from that in 2011 (47 percent) and was greater than that in 1992 (17 percent). The percentage of students in Colorado who performed at or above the NAEP "Basic" level was 87 percent in 2013. This percentage was greater than that in 2011 (84 percent) and in 1992 (61 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Colorado KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831603?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. District of Columbia. Grade 8, Public Schools AN - 1651831570; ED544912 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in the District of Columbia was 265. This was lower than the average score of 284 for public school students in the nation. The average score for students in the District of Columbia in 2013 (265) was higher than their average score in 2011 (260) and in 1990 (231). The score gap between higher performing students in the District of Columbia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was wider than that in 1990 (43 points). The percentage of students in the District of Columbia who performed at or above the NAEP "Proficient" level was 19 percent in 2013. This percentage was not significantly different from that in 2011 (17 percent) and was greater than that in 1990 (3 percent). The percentage of students in the District of Columbia who performed at or above the NAEP "Basic" level was 54 percent in 2013. This percentage was greater than that in 2011 (48 percent) and in 1990 (17 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831570?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. North Dakota. Grade 4, Public Schools AN - 1651831561; ED544829 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in North Dakota was 246. This was higher than the average score of 241 for public school students in the nation. The average score for students in North Dakota in 2013 (246) was higher than their average score in 2011 (245) and in 1992 (229). The score gap between higher performing students in North Dakota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 34 points in 2013. This performance gap was not significantly different from that in 1992 (35 points). The percentage of students in North Dakota who performed at or above the NAEP "Proficient" level was 48 percent in 2013. This percentage was not significantly different from that in 2011 (46 percent) and was greater than that in 1992 (22 percent). The percentage of students in North Dakota who performed at or above the NAEP "Basic" level was 89 percent in 2013. This percentage was not significantly different from that in 2011 (90 percent) and was greater than that in 1992 (72 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - North Dakota KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831561?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Colorado. Grade 4, Public Schools AN - 1651831541; ED544876 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Colorado was 227. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Colorado in 2013 (227) was higher than their average score in 2011 (223) and in 1992 (217). ?The score gap between higher performing students in Colorado (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1992 (41 points). ?The percentage of students in Colorado who performed at or above the NAEP "Proficient" level was 41 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 1992 (25 percent). The percentage of students in Colorado who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (71 percent) and was greater than that in 1992 (64 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Colorado KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831541?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Nevada. Grade 8, Public Schools AN - 1651831517; ED544990 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Nevada was 262. This was lower than the average score of 266 for public school students in the nation. The average score for students in Nevada in 2013 (262) was higher than their average score in 2011 (258) and in 1998 (258). The score gap between higher performing students in Nevada (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1998 (42 points). The percentage of students in Nevada who performed at or above the NAEP "Proficient" level was 30 percent in 2013. This percentage was greater than that in 2011 (26 percent) and in 1998 (23 percent). ? The percentage of students in Nevada who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was greater than that in 2011 (69 percent) and was not significantly different from that in 1998 (70 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Nevada KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831517?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Nevada. Grade 4, Public Schools AN - 1651831462; ED544839 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Nevada was 236. This was lower than the average score of 241 for public school students in the nation. The average score for students in Nevada in 2013 (236) was not significantly different from their average score in 2011 (237) and was higher than their average score in 1996 (218). The score gap between higher performing students in Nevada (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was not significantly different from that in 1996 (40 points). The percentage of students in Nevada who performed at or above the NAEP "Proficient" level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and was greater than that in 1996 (14 percent). The percentage of students in Nevada who performed at or above the NAEP "Basic" level was 80 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and was greater than that in 1996 (57 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Nevada KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831462?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Wisconsin. Grade 8, Public Schools AN - 1651831456; ED545011 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Wisconsin was 268. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in Wisconsin in 2013 (268) was not significantly different from their average score in 2011 (267) and in 1998 (265). The score gap between higher performing students in Wisconsin (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1998 (41 points). The percentage of students in Wisconsin who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and in 1998 (34 percent). The percentage of students in Wisconsin who performed at or above the NAEP "Basic" level was 78 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and in 1998 (78 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Wisconsin KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831456?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. New York. Grade 4, Public Schools AN - 1651831454; ED544852 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in New York was 240. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in New York in 2013 (240) was higher than their average score in 2011 (238) and in 1992 (218). The score gap between higher performing students in New York (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 1992 (43 points). The percentage of students in New York who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was greater than that in 2011 (36 percent) and in 1992 (17 percent). The percentage of students in New York who performed at or above the NAEP "Basic" level was 82 percent in 2013. This percentage was not significantly different from that in 2011 (80 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New York KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831454?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. New Mexico. Grade 8, Public Schools AN - 1651831446; ED544969 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New Mexico was 273. This was lower than the average score of 284 for public school students in the nation. The average score for students in New Mexico in 2013 (273) was not significantly different from their average score in 2011 (274) and was higher than their average score in 1990 (256). The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1990 (45 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 23 percent in 2013. This percentage was not significantly different from that in 2011 (24 percent) and was greater than that in 1990 (10 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 63 percent in 2013. This percentage was not significantly different from that in 2011 (64 percent) and was greater than that in 1990 (43 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New Mexico KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831446?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. New Hampshire. Grade 4, Public Schools AN - 1651831441; ED544898 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. ?In 2013, the average score of fourth-grade students in New Hampshire was 232. This was higher than the average score of 221 for public school students in the nation. The average score for students in New Hampshire in 2013 (232) was not significantly different from their average score in 2011 (230) and was higher than their average score in 1992 (228). ?The score gap between higher performing students in New Hampshire (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1992 (39 points). ?The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 45 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent) and was greater than that in 1992 (38 percent). ?The percentage of students in New Hampshire who performed at or above the NAEP "Basic" level was 80 percent in 2013. This percentage was not significantly different from that in 2011 (78 percent) and was greater than that in 1992 (76 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Hampshire KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831441?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Delaware. Grade 8, Public Schools AN - 1651831437; ED544909 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Delaware was 282. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in Delaware in 2013 (282) was not significantly different from their average score in 2011 (283) and was higher than their average score in 1990 (261). The score gap between higher performing students in Delaware (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 49 points in 2013. This performance gap was not significantly different from that in 1990 (49 points). The percentage of students in Delaware who performed at or above the NAEP "Proficient" level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent) and was greater than that in 1990 (14 percent). The percentage of students in Delaware who performed at or above the NAEP "Basic" level was 71 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and was greater than that in 1990 (48 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Delaware KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831437?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Missouri. Grade 8, Public Schools AN - 1651831419; ED544974 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups.? In 2013, the average score of eighth-grade students in Missouri was 267. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in Missouri in 2013 (267) was not significantly different from their average score in 2011 (267) and was higher than their average score in 1998 (262). The score gap between higher performing students in Missouri (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1998 (41 points). The percentage of students in Missouri who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and was greater than that in 1998 (28 percent). The percentage of students in Missouri who performed at or above the NAEP "Basic" level was 78 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and in 1998 (75 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Missouri KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831419?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Idaho. Grade 4, Public Schools AN - 1651831416; ED544889 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. ?In 2013, the average score of fourth-grade students in Idaho was 219. This was not significantly different from the average score of 221 for public school students in the nation. ? The average score for students in Idaho in 2013 (219) was not significantly different from their average score in 2011 (221) and in 1992 (219). ?The score gap between higher performing students in Idaho (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). ?The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (33 percent) and was greater than that in 1992 (28 percent). ?The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 68 percent in 2013. This percentage was not significantly different from that in 2011 (69 percent) and in 1992 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Idaho KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831416?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. South Dakota. Grade 4, Public Schools AN - 1651831409; ED544848 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in South Dakota was 241. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in South Dakota in 2013 (241) was not significantly different from their average score in 2011 (241) and was higher than their average score in 2003 (237). The score gap between higher performing students in South Dakota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was not significantly different from that in 2003 (34 points). The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (40 percent) and was greater than that in 2003 (34 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (86 percent) and in 2003 (82 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - South Dakota KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831409?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Missouri. Grade 4, Public Schools AN - 1651831404; ED544916 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Missouri was 222. This was not significantly different from the average score of 221 for public school students in the nation. ?The average score for students in Missouri in 2013 (222) was not significantly different from their average score in 2011 (220) and in 1992 (220). ?The score gap between higher performing students in Missouri (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1992 (43 points). ?The percentage of students in Missouri who performed at or above the NAEP "Proficient" level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and was greater than that in 1992 (30 percent). ? The percentage of students in Missouri who performed at or above the NAEP "Basic" level was 70 percent in 2013. This percentage was not significantly different from that in 2011 (67 percent) and in 1992 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Missouri KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831404?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. California. Grade 8, Public Schools AN - 1651831393; ED544861 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in California was 262. This was lower than the average score of 266 for public school students in the nation. The average score for students in California in 2013 (262) was higher than their average score in 2011 (255) and in 1998 (252). The score gap between higher performing students in California (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1998 (46 points). The percentage of students in California who performed at or above the NAEP "Proficient" level was 29 percent in 2013. This percentage was greater than that in 2011 (24 percent) and in 1998 (21 percent). The percentage of students in California who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was greater than that in 2011 (65 percent) and in 1998 (63 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - California KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831393?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Alaska. Grade 8, Public Schools AN - 1651831383; ED544877 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Alaska was 282. This was lower than the average score of 284 for public school students in the nation. The average score for students in Alaska in 2013 (282) was not significantly different from their average score in 2011 (283) and was higher than their average score in 1996 (278). The score gap between higher performing students in Alaska (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 49 points in 2013. This performance gap was not significantly different from that in 1996 (51 points). The percentage of students in Alaska who performed at or above the NAEP "Proficient" level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and in 1996 (30 percent). The percentage of students in Alaska who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and in 1996 (68 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Alaska KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831383?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Maryland. Grade 4, Public Schools AN - 1651831377; ED544873 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Maryland was 232. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Maryland in 2013 (232) was not significantly different from their average score in 2011 (231) and was higher than their average score in 1992 (211). ?The score gap between higher performing students in Maryland (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1992 (49 points). ?The percentage of students in Maryland who performed at or above the NAEP "Proficient" level was 45 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent) and was greater than that in 1992 (24 percent). ?The percentage of students in Maryland who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831377?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Maryland. Grade 8, Public Schools AN - 1651831374; ED544946 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Maryland was 287. This was higher than the average score of 284 for public school students in the nation. The average score for students in Maryland in 2013 (287) was not significantly different from their average score in 2011 (288) and was higher than their average score in 1990 (261). The score gap between higher performing students in Maryland (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 52 points in 2013. This performance gap was not significantly different from that in 1990 (54 points). The percentage of students in Maryland who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (40 percent) and was greater than that in 1990 (17 percent). The percentage of students in Maryland who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and was greater than that in 1990 (50 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Maryland KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831374?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Arkansas. Grade 4, Public Schools AN - 1651831372; ED544871 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools.This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Arkansas was 219. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in Arkansas in 2013 (219) was not significantly different from their average score in 2011 (217) and was higher than their average score in 1992 (211). ?The score gap between higher performing students in Arkansas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1992 (48 points). ?The percentage of students in Arkansas who performed at or above the NAEP "Proficient" level was 32 percent in 2013. This percentage was not significantly different from that in 2011 (30 percent) and was greater than that in 1992 (23 percent). ?The percentage of students in Arkansas who performed at or above the NAEP "Basic" level was 66 percent in 2013. This percentage was not significantly different from that in 2011 (63 percent) and was greater than that in 1992 (56 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Arkansas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831372?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. North Dakota. Grade 4, Public Schools AN - 1651831277; ED544897 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in North Dakota was 224. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in North Dakota in 2013 (224) was lower than their average score in 2011 (226) and was not significantly different from their average score in 1992 (226). ?The score gap between higher performing students in North Dakota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1992 (39 points). ?The percentage of students in North Dakota who performed at or above the NAEP "Proficient" level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and in 1992 (35 percent). ?The percentage of students in North Dakota who performed at or above the NAEP "Basic" level was 73 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and in 1992 (74 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - North Dakota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831277?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Iowa. Grade 8, Public Schools AN - 1651831266; ED544863 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Iowa was 269. This was higher than the average score of 266 for public school students in the nation. The average score for students in Iowa in 2013 (269) was higher than their average score in 2011 (265) and was not significantly different from their average score in 2003 (268). The score gap between higher performing students in Iowa (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 2003 (42 points). The percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was greater than that in 2011 (33 percent) and was not significantly different from that in 2003 (36 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was greater than that in 2011 (77 percent) and was not significantly different from that in 2003 (79 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Iowa KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831266?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Maine. Grade 8, Public Schools AN - 1651831265; ED544944 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Maine was 289. This was higher than the average score of 284 for public school students in the nation. The average score for students in Maine in 2013 (289) was not significantly different from their average score in 2011 (289) and was higher than their average score in 1992 (279). The score gap between higher performing students in Maine (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was wider than that in 1992 (40 points). The percentage of students in Maine who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 1992 (25 percent). The percentage of students in Maine who performed at or above the NAEP "Basic" level was 78 percent in 2013. This percentage was not significantly different from that in 2011 (78 percent) and was greater than that in 1992 (72 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Maine KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831265?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. New Mexico. Grade 4, Public Schools AN - 1651831254; ED544899 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in New Mexico was 206. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in New Mexico in 2013 (206) was not significantly different from their average score in 2011 (208) and was lower than their average score in 1992 (211). ?The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 53 points in 2013. This performance gap was not significantly different from that in 1992 (47 points). ?The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 21 percent in 2013. This percentage was not significantly different from that in 2011 (21 percent) and in 1992 (23 percent). ? The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 52 percent in 2013. This percentage was not significantly different from that in 2011 (53 percent) and in 1992 (55 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Mexico KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831254?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Virginia. Grade 4, Public Schools AN - 1651831214; ED544854 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Virginia was 246. This was higher than the average score of 241 for public school students in the nation. The average score for students in Virginia in 2013 (246) was not significantly different from their average score in 2011 (245) and was higher than their average score in 1992 (221). The score gap between higher performing students in Virginia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was narrower than that in 1992 (43 points). The percentage of students in Virginia who performed at or above the NAEP "Proficient" level was 47 percent in 2013. This percentage was not significantly different from that in 2011 (46 percent) and was greater than that in 1992 (19 percent). The percentage of students in Virginia who performed at or above the NAEP "Basic" level was 88 percent in 2013. This percentage was not significantly different from that in 2011 (87 percent) and was greater than that in 1992 (59 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Virginia KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831214?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Indiana. Grade 8, Public Schools AN - 1651831198; ED544931 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Indiana was 288. This was higher than the average score of 284 for public school students in the nation. The average score for students in Indiana in 2013 (288) was not significantly different from their average score in 2011 (285) and was higher than their average score in 1990 (267). The score gap between higher performing students in Indiana (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 1990 (44 points). The percentage of students in Indiana who performed at or above the NAEP "Proficient" level was 38 percent in 2013. This percentage was greater than that in 2011 (34 percent) and in 1990 (17 percent). The percentage of students in Indiana who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (77 percent) and was greater than that in 1990 (56 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Indiana KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831198?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Arizona. Grade 8, Public Schools AN - 1651831195; ED544858 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Arizona was 260. This was lower than the average score of 266 for public school students in the nation. The average score for students in Arizona in 2013 (260) was not significantly different from their average score in 2011 (260) and in 1998 (260). The score gap between higher performing students in Arizona (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1998 (42 points). The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (28 percent) and in 1998 (27 percent). The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was not significantly different from that in 2011 (71 percent) and in 1998 (72 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Arizona KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831195?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Alaska. Grade 8, Public Schools AN - 1651831170; ED544865 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Alaska was 261. This was lower than the average score of 266 for public school students in the nation. The average score for students in Alaska in 2013 (261) was not significantly different from their average score in 2011 (261) and was higher than their average score in 2003 (256). The score gap between higher performing students in Alaska (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 2003 (50 points). The percentage of students in Alaska who performed at or above the NAEP "Proficient" level was 31 percent in 2013. This percentage was not significantly different from that in 2011 (31 percent) and was greater than that in 2003 (27 percent). The percentage of students in Alaska who performed at or above the NAEP "Basic" level was 71 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and was greater than that in 2003 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Alaska KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831170?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Michigan. Grade 4, Public Schools AN - 1651831134; ED544824 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Michigan was 237. This was lower than the average score of 241 for public school students in the nation. The average score for students in Michigan in 2013 (237) was not significantly different from their average score in 2011 (236) and was higher than their average score in 1992 (220). The score gap between higher performing students in Michigan (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1992 (43 points). The percentage of students in Michigan who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and was greater than that in 1992 (18 percent). The percentage of students in Michigan who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (78 percent) and was greater than that in 1992 (61 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Michigan KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831134?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Louisiana. Grade 4, Public Schools AN - 1651831117; ED544890 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Louisiana was 210. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in Louisiana in 2013 (210) was not significantly different from their average score in 2011 (210) and was higher than their average score in 1992 (204). ?The score gap between higher performing students in Louisiana (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 1992 (45 points). ?The percentage of students in Louisiana who performed at or above the NAEP "Proficient" level was 23 percent in 2013. This percentage was not significantly different from that in 2011 (23 percent) and was greater than that in 1992 (15 percent). ?The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 56 percent in 2013. This percentage was not significantly different from that in 2011 (55 percent) and was greater than that in 1992 (46 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Louisiana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831117?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Maine. Grade 8, Public Schools AN - 1651831027; ED544973 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Maine was 269. This was higher than the average score of 266 for public school students in the nation. The average score for students in Maine in 2013 (269) was not significantly different from their average score in 2011 (270) and in 1998 (271). The score gap between higher performing students in Maine (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1998 (42 points). The percentage of students in Maine who performed at or above the NAEP "Proficient" level was 38 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and in 1998 (41 percent). The percentage of students in Maine who performed at or above the NAEP "Basic" level was 79 percent in 2013. This percentage was not significantly different from that in 2011 (80 percent) and was smaller than that in 1998 (83 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Maine KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831027?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. New Hampshire. Grade 8, Public Schools AN - 1651831024; ED544983 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New Hampshire was 274. This was higher than the average score of 266 for public school students in the nation. The average score for students in New Hampshire in 2013 (274) was higher than their average score in 2011 (272) and in 2003 (271). ? The score gap between higher performing students in New Hampshire (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2003 (43 points). The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 44 percent in 2013. This percentage was greater than that in 2011 (40 percent) and was not significantly different from that in 2003 (40 percent). ? The percentage of students in New Hampshire who performed at or above the NAEP "Basic" level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (84 percent) and in 2003 (81 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New Hampshire KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831024?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Indiana. Grade 4, Public Schools AN - 1651831018; ED544888 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Indiana was 225. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Indiana in 2013 (225) was higher than their average score in 2011 (221) and in 1992 (221). ?The score gap between higher performing students in Indiana (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 1992 (41 points). ?The percentage of students in Indiana who performed at or above the NAEP "Proficient" level was 38 percent in 2013. This percentage was greater than that in 2011 (33 percent) and in 1992 (30 percent). ?The percentage of students in Indiana who performed at or above the NAEP "Basic" level was 73 percent in 2013. This percentage was greater than that in 2011 (68 percent) and in 1992 (68 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Indiana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831018?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Pennsylvania. Grade 8, Public Schools AN - 1651831013; ED544981 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Pennsylvania was 290. This was higher than the average score of 284 for public school students in the nation. The average score for students in Pennsylvania in 2013 (290) was higher than their average score in 2011 (286) and in 1990 (266). The score gap between higher performing students in Pennsylvania (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1990 (46 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 1990 (17 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 78 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and was greater than that in 1990 (56 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Pennsylvania KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831013?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Iowa. Grade 8, Public Schools AN - 1651831002; ED544933 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Iowa was 285. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in Iowa in 2013 (285) was not significantly different from their average score in 2011 (285) and was higher than their average score in 1990 (278). The score gap between higher performing students in Iowa (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1990 (42 points). The percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and was greater than that in 1990 (25 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 76 percent in 2013. This percentage was not significantly different from that in 2011 (77 percent) and was greater than that in 1990 (70 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Iowa KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831002?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Ohio. Grade 4, Public Schools AN - 1651830998; ED544901 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Ohio was 224. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Ohio in 2013 (224) was not significantly different from their average score in 2011 (224) and was higher than their average score in 1992 (217). ?The score gap between higher performing students in Ohio (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1992 (43 points). ?The percentage of students in Ohio who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and was greater than that in 1992 (27 percent). ?The percentage of students in Ohio who performed at or above the NAEP "Basic" level was 71 percent in 2013. This percentage was not significantly different from that in 2011 (71 percent) and was greater than that in 1992 (63 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Ohio KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830998?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Pennsylvania. Grade 4, Public Schools AN - 1651830987; ED544926 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Pennsylvania was 226. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Pennsylvania in 2013 (226) was not significantly different from their average score in 2011 (227) and was higher than their average score in 1992 (221). The score gap between higher performing students in Pennsylvania (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1992 (44 points). ?The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (41 percent) and was greater than that in 1992 (32 percent). ?The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 73 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and was greater than that in 1992 (68 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830987?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Colorado. Grade 8, Public Schools AN - 1651830966; ED544857 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Colorado was 271. This was higher than the average score of 266 for public school students in the nation. The average score for students in Colorado in 2013 (271) was not significantly different from their average score in 2011 (271) and was higher than their average score in 1998 (264). The score gap between higher performing students in Colorado (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1998 (40 points). ? The percentage of students in Colorado who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (40 percent) and was greater than that in 1998 (30 percent). The percentage of students in Colorado who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was not significantly different from that in 2011 (81 percent) and was greater than that in 1998 (77 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Colorado KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830966?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Texas. Grade 8, Public Schools AN - 1651830957; ED545004 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Texas was 264. This was lower than the average score of 266 for public school students in the nation. The average score for students in Texas in 2013 (264) was not significantly different from their average score in 2011 (261) and in 1998 (261). The score gap between higher performing students in Texas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1998 (41 points). The percentage of students in Texas who performed at or above the NAEP "Proficient" level was 31 percent in 2013. This percentage was greater than that in 2011 (27 percent) and was not significantly different from that in 1998 (27 percent). The percentage of students in Texas who performed at or above the NAEP "Basic" level was 76 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and in 1998 (74 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830957?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Pennsylvania. Grade 4, Public Schools AN - 1651830956; ED544853 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Pennsylvania was 244. This was higher than the average score of 241 for public school students in the nation. The average score for students in Pennsylvania in 2013 (244) was not significantly different from their average score in 2011 (246) and was higher than their average score in 1992 (224). The score gap between higher performing students in Pennsylvania (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 1992 (42 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 44 percent in 2013. This percentage was not significantly different from that in 2011 (48 percent) and was greater than that in 1992 (22 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 85 percent in 2013. This percentage was not significantly different from that in 2011 (87 percent) and was greater than that in 1992 (65 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Pennsylvania KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830956?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. West Virginia. Grade 8, Public Schools AN - 1651830895; ED545000 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in West Virginia was 274. This was lower than the average score of 284 for public school students in the nation. The average score for students in West Virginia in 2013 (274) was not significantly different from their average score in 2011 (273) and was higher than their average score in 1990 (256). The score gap between higher performing students in West Virginia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1990 (43 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 24 percent in 2013. This percentage was not significantly different from that in 2011 (21 percent) and was greater than that in 1990 (9 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 65 percent in 2013. This percentage was not significantly different from that in 2011 (65 percent) and was greater than that in 1990 (42 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - West Virginia KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830895?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. New Mexico. Grade 4, Public Schools AN - 1651830880; ED544851 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in New Mexico was 233. This was lower than the average score of 241 for public school students in the nation. The average score for students in New Mexico in 2013 (233) was not significantly different from their average score in 2011 (233) and was higher than their average score in 1992 (213). The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 31 percent in 2013. This percentage was not significantly different from that in 2011 (30 percent) and was greater than that in 1992 (11 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent) and was greater than that in 1992 (50 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New Mexico KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830880?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. California. Grade 4, Public Schools AN - 1651830877; ED544874 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in California was 213. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in California in 2013 (213) was not significantly different from their average score in 2011 (211) and was higher than their average score in 1992 (202). ?The score gap between higher performing students in California (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 52 points in 2013. This performance gap was not significantly different from that in 1992 (55 points). ?The percentage of students in California who performed at or above the NAEP "Proficient" level was 27 percent in 2013. This percentage was not significantly different from that in 2011 (25 percent) and was greater than that in 1992 (19 percent). The percentage of students in California who performed at or above the NAEP "Basic" level was 58 percent in 2013. This percentage was not significantly different from that in 2011 (56 percent) and was greater than that in 1992 (48 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830877?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Arizona. Grade 4, Public Schools AN - 1651830871; ED544806 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Arizona was 240. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Arizona in 2013 (240) was higher than their average score in 2011 (235) and in 1992 (215). The score gap between higher performing students in Arizona (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1992 (42 points). The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was greater than that in 2011 (34 percent) and in 1992 (13 percent). The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 82 percent in 2013. This percentage was greater than that in 2011 (77 percent) and in 1992 (53 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Arizona KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830871?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. North Carolina. Grade 4, Public Schools AN - 1651830870; ED544915 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in North Carolina was 222. This was not significantly different from the average score of 221 for public school students in the nation. ?The average score for students in North Carolina in 2013 (222) was not significantly different from their average score in 2011 (221) and was higher than their average score in 1992 (212). ?The score gap between higher performing students in North Carolina (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1992 (50 points). ?The percentage of students in North Carolina who performed at or above the NAEP "Proficient" level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and was greater than that in 1992 (25 percent). ? The percentage of students in North Carolina who performed at or above the NAEP "Basic" level was 69 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and was greater than that in 1992 (56 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - North Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830870?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Connecticut. Grade 4, Public Schools AN - 1651830804; ED544879 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Connecticut was 230. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Connecticut in 2013 (230) was not significantly different from their average score in 2011 (227) and was higher than their average score in 1992 (222). ?The score gap between higher performing students in Connecticut (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1992 (44 points). ?The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 43 percent in 2013. This percentage was not significantly different from that in 2011 (42 percent) and was greater than that in 1992 (34 percent). ?The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 76 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and was greater than that in 1992 (69 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Connecticut KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830804?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Kansas. Grade 4, Public Schools AN - 1651830800; ED544892 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Kansas was 223. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Kansas in 2013 (223) was not significantly different from their average score in 2011 (224) and in 1998 (221). ? The score gap between higher performing students in Kansas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1998 (43 points). ?The percentage of students in Kansas who performed at or above the NAEP "Proficient" level was 38 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and in 1998 (34 percent). ?The percentage of students in Kansas who performed at or above the NAEP "Basic" level was 71 percent in 2013. This percentage was not significantly different from that in 2011 (71 percent) and in 1998 (70 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kansas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830800?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Wisconsin. Grade 4, Public Schools AN - 1651830798; ED544924 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Wisconsin was 221. This was not significantly different from the average score of 221 for public school students in the nation. ?The average score for students in Wisconsin in 2013 (221) was not significantly different from their average score in 2011 (221) and in 1992 (224). The score gap between higher performing students in Wisconsin (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1992 (41 points). ?The percentage of students in Wisconsin who performed at or above the NAEP "Proficient" level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and in 1992 (33 percent). ?The percentage of students in Wisconsin who performed at or above the NAEP "Basic" level was 68 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and in 1992 (71 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830798?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Alabama. Grade 4, Public Schools AN - 1651830796; ED544808 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Alabama was 233. This was lower than the average score of 241 for public school students in the nation. The average score for students in Alabama in 2013 (233) was not significantly different from their average score in 2011 (231) and was higher than their average score in 1992 (208). The score gap between higher performing students in Alabama (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was narrower than that in 1992 (45 points). The percentage of students in Alabama who performed at or above the NAEP "Proficient" level was 30 percent in 2013. This percentage was not significantly different from that in 2011 (27 percent) and was greater than that in 1992 (10 percent). The percentage of students in Alabama who performed at or above the NAEP "Basic" level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent) and was greater than that in 1992 (43 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Alabama KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830796?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Nebraska. Grade 4, Public Schools AN - 1651830786; ED544919 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Nebraska was 223. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Nebraska in 2013 (223) was not significantly different from their average score in 2011 (223) and in 1992 (221). ? The score gap between higher performing students in Nebraska (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1992 (41 points). ?The percentage of students in Nebraska who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and was greater than that in 1992 (31 percent).? The percentage of students in Nebraska who performed at or above the NAEP "Basic" level was 71 percent in 2013. This percentage was not significantly different from that in 2011 (70 percent) and in 1992 (68 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Nebraska KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830786?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Wyoming. Grade 8, Public Schools AN - 1651830732; ED545012 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Wyoming was 271. This was higher than the average score of 266 for public school students in the nation. The average score for students in Wyoming in 2013 (271) was not significantly different from their average score in 2011 (270) and was higher than their average score in 1998 (263). The score gap between higher performing students in Wyoming (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was not significantly different from that in 1998 (42 points). The percentage of students in Wyoming who performed at or above the NAEP "Proficient" level was 38 percent in 2013. This percentage was not significantly different from that in 2011 (38 percent) and was greater than that in 1998 (31 percent). The percentage of students in Wyoming who performed at or above the NAEP "Basic" level was 84 percent in 2013. This percentage was greater than that in 2011 (82 percent) and in 1998 (76 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Wyoming KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830732?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Illinois. Grade 4, Public Schools AN - 1651830722; ED544817 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Illinois was 239. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Illinois in 2013 (239) was not significantly different from their average score in 2011 (239) and was higher than their average score in 2000 (223). The score gap between higher performing students in Illinois (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 2000 (42 points). The percentage of students in Illinois who performed at or above the NAEP "Proficient" level was 39 percent in 2013. This percentage was not significantly different from that in 2011 (38 percent) and was greater than that in 2000 (20 percent). The percentage of students in Illinois who performed at or above the NAEP "Basic" level was 79 percent in 2013. This percentage was not significantly different from that in 2011 (80 percent) and was greater than that in 2000 (63 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Illinois KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830722?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Mississippi. Grade 4, Public Schools AN - 1651830717; ED544827 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Mississippi was 231. This was lower than the average score of 241 for public school students in the nation. The average score for students in Mississippi in 2013 (231) was not significantly different from their average score in 2011 (230) and was higher than their average score in 1992 (202). The score gap between higher performing students in Mississippi (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was narrower than that in 1992 (43 points). The percentage of students in Mississippi who performed at or above the NAEP "Proficient" level was 26 percent in 2013. This percentage was not significantly different from that in 2011 (25 percent) and was greater than that in 1992 (6 percent). The percentage of students in Mississippi who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (72 percent) and was greater than that in 1992 (36 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Mississippi KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830717?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Texas. Grade 4, Public Schools AN - 1651830716; ED544844 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Texas was 242. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Texas in 2013 (242) was not significantly different from their average score in 2011 (241) and was higher than their average score in 1992 (218). The score gap between higher performing students in Texas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). The percentage of students in Texas who performed at or above the NAEP "Proficient" level was 41 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 1992 (15 percent). The percentage of students in Texas who performed at or above the NAEP "Basic" level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (85 percent) and was greater than that in 1992 (56 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Texas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830716?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Michigan. Grade 8, Public Schools AN - 1651830715; ED544955 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Michigan was 266. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in Michigan in 2013 (266) was not significantly different from their average score in 2011 (265) and in 2002 (265). The score gap between higher performing students in Michigan (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2002 (43 points). The percentage of students in Michigan who performed at or above the NAEP "Proficient" level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent) and in 2002 (32 percent). ? The percentage of students in Michigan who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (77 percent) and in 2002 (77 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Michigan KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830715?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. West Virginia. Grade 4, Public Schools AN - 1651830714; ED544846 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in West Virginia was 237. This was lower than the average score of 241 for public school students in the nation. The average score for students in West Virginia in 2013 (237) was higher than their average score in 2011 (235) and in 1992 (215). The score gap between higher performing students in West Virginia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was not significantly different from that in 1992 (39 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 35 percent in 2013. This percentage was greater than that in 2011 (31 percent) and in 1992 (12 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was not significantly different from that in 2011 (78 percent) and was greater than that in 1992 (52 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - West Virginia KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830714?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Rhode Island. Grade 4, Public Schools AN - 1651830616; ED544882 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Rhode Island was 223. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Rhode Island in 2013 (223) was not significantly different from their average score in 2011 (222) and was higher than their average score in 1992 (217). ?The score gap between higher performing students in Rhode Island (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 1992 (45 points). ?The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 38 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and was greater than that in 1992 (28 percent). ?The percentage of students in Rhode Island who performed at or above the NAEP "Basic" level was 70 percent in 2013. This percentage was not significantly different from that in 2011 (70 percent) and was greater than that in 1992 (63 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Rhode Island KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830616?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Arkansas. Grade 4, Public Schools AN - 1651830609; ED544805 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Arkansas was 240. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Arkansas in 2013 (240) was not significantly different from their average score in 2011 (238) and was higher than their average score in 1992 (210). The score gap between higher performing students in Arkansas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was not significantly different from that in 1992 (42 points). The percentage of students in Arkansas who performed at or above the NAEP "Proficient" level was 39 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and was greater than that in 1992 (10 percent). The percentage of students in Arkansas who performed at or above the NAEP "Basic" level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (81 percent) and was greater than that in 1992 (47 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Arkansas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830609?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Alabama. Grade 8, Public Schools AN - 1651830604; ED544864 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Alabama was 257. This was lower than the average score of 266 for public school students in the nation. The average score for students in Alabama in 2013 (257) was not significantly different from their average score in 2011 (258) and in 1998 (255). The score gap between higher performing students in Alabama (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1998 (44 points). The percentage of students in Alabama who performed at or above the NAEP Proficient level was 25 percent in 2013. This percentage was not significantly different from that in 2011 (26 percent) and in 1998 (22 percent). The percentage of students in Alabama who performed at or above the NAEP Basic level was 68 percent in 2013. This percentage was not significantly different from that in 2011 (69 percent) and in 1998 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Alabama KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830604?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. South Dakota. Grade 8, Public Schools AN - 1651830602; ED544980 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in South Dakota was 268. This was higher than the average score of 266 for public school students in the nation. The average score for students in South Dakota in 2013 (268) was not significantly different from their average score in 2011 (269) and in 2003 (270). The score gap between higher performing students in South Dakota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 2003 (41 points). The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and in 2003 (39 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was not significantly different from that in 2011 (83 percent) and in 2003 (82 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - South Dakota KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830602?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Arkansas. Grade 8, Public Schools AN - 1651830589; ED544886 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Arkansas was 278. This was lower than the average score of 284 for public school students in the nation. The average score for students in Arkansas in 2013 (278) was not significantly different from their average score in 2011 (279) and was higher than their average score in 1990 (256). The score gap between higher performing students in Arkansas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1990 (45 points). The percentage of students in Arkansas who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (29 percent) and was greater than that in 1990 (9 percent). The percentage of students in Arkansas who performed at or above the NAEP "Basic" level was 69 percent in 2013. This percentage was not significantly different from that in 2011 (70 percent) and was greater than that in 1990 (44 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Arkansas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Middle Schools KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830589?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Michigan. Grade 8, Public Schools AN - 1651830574; ED544952 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Michigan was 280. This was lower than the average score of 284 for public school students in the nation. The average score for students in Michigan in 2013 (280) was not significantly different from their average score in 2011 (280) and was higher than their average score in 1990 (264). The score gap between higher performing students in Michigan (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1990 (47 points). The percentage of students in Michigan who performed at or above the NAEP "Proficient" level was 30 percent in 2013. This percentage was not significantly different from that in 2011 (31 percent) and was greater than that in 1990 (16 percent). The percentage of students in Michigan who performed at or above the NAEP "Basic" level was 70 percent in 2013. This percentage was not significantly different from that in 2011 (71 percent) and was greater than that in 1990 (53 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Michigan KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830574?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Utah. Grade 8, Public Schools AN - 1651830524; ED544993 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Utah was 284. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in Utah in 2013 (284) was not significantly different from their average score in 2011 (283) and was higher than their average score in 1992 (274). The score gap between higher performing students in Utah (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1992 (43 points). The percentage of students in Utah who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and was greater than that in 1992 (22 percent). The percentage of students in Utah who performed at or above the NAEP "Basic" level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and was greater than that in 1992 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Utah KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Middle Schools KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830524?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Illinois. Grade 8, Public Schools AN - 1651830510; ED544928 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Illinois was 285. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in Illinois in 2013 (285) was not significantly different from their average score in 2011 (283) and was higher than their average score in 1990 (261). The score gap between higher performing students in Illinois (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 1990 (49 points). The percentage of students in Illinois who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (33 percent) and was greater than that in 1990 (15 percent). The percentage of students in Illinois who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and was greater than that in 1990 (50 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Illinois KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830510?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. South Carolina. Grade 4, Public Schools AN - 1651830499; ED544841 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in South Carolina was 237. This was lower than the average score of 241 for public school students in the nation. The average score for students in South Carolina in 2013 (237) was not significantly different from their average score in 2011 (237) and was higher than their average score in 1992 (212). The score gap between higher performing students in South Carolina (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1992 (43 points). The percentage of students in South Carolina who performed at or above the NAEP "Proficient" level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and was greater than that in 1992 (13 percent). The percentage of students in South Carolina who performed at or above the NAEP "Basic" level was 79 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and was greater than that in 1992 (48 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - South Carolina KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830499?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Minnesota. Grade 4, Public Schools AN - 1651830389; ED544929 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Minnesota was 227. This was higher than the average score of 221 for public school students in the nation. The average score for students in Minnesota in 2013 (227) was higher than their average score in 2011 (222) and in 1992 (221). ?The score gap between higher performing students in Minnesota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1992 (43 points). ?The percentage of students in Minnesota who performed at or above the NAEP "Proficient" level was 41 percent in 2013. This percentage was greater than that in 2011 (35 percent) and in 1992 (31 percent).? The percentage of students in Minnesota who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (70 percent) and was greater than that in 1992 (68 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Minnesota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830389?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. New York. Grade 8, Public Schools AN - 1651830364; ED544970 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New York was 282. This was lower than the average score of 284 for public school students in the nation. The average score for students in New York in 2013 (282) was not significantly different from their average score in 2011 (280) and was higher than their average score in 1990 (261). The score gap between higher performing students in New York (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1990 (50 points). The percentage of students in New York who performed at or above the NAEP "Proficient" level was 32 percent in 2013. This percentage was not significantly different from that in 2011 (30 percent) and was greater than that in 1990 (15 percent). The percentage of students in New York who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was not significantly different from that in 2011 (70 percent) and was greater than that in 1990 (50 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New York KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - National Surveys KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830364?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Florida. Grade 4, Public Schools AN - 1651830319; ED544880 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Florida was 227. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Florida in 2013 (227) was not significantly different from their average score in 2011 (225) and was higher than their average score in 1992 (208). ?The score gap between higher performing students in Florida (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was narrower than that in 1992 (49 points). ?The percentage of students in Florida who performed at or above the NAEP "Proficient" level was 39 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and was greater than that in 1992 (21 percent). ? The percentage of students in Florida who performed at or above the NAEP "Basic" level was 75 percent in 2013. This percentage was greater than that in 2011 (71 percent) and in 1992 (53 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830319?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Colorado. Grade 8, Public Schools AN - 1651830314; ED544906 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Colorado was 290. This was lower than the average score of 284 for public school students in the nation. The average score for students in Colorado in 2013 (290) was not significantly different from their average score in 2011 (292) and was higher than their average score in 1990 (267). The score gap between higher performing students in Colorado (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 52 points in 2013. This performance gap was wider than that in 1990 (44 points). The percentage of students in Colorado who performed at or above the NAEP "Proficient" level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent) and was greater than that in 1990 (17 percent). The percentage of students in Colorado who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (80 percent) and was greater than that in 1990 (57 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Colorado KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830314?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Washington. Grade 8, Public Schools AN - 1651830301; ED545005 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Washington was 272. This was higher than the average score of 266 for public school students in the nation. The average score for students in Washington in 2013 (272) was higher than their average score in 2011 (268) and in 1998 (264). The score gap between higher performing students in Washington (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1998 (43 points). The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 42 percent in 2013. This percentage was greater than that in 2011 (37 percent) and in 1998 (32 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was greater than that in 2011 (77 percent) and in 1998 (76 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Washington KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830301?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Vermont. Grade 8, Public Schools AN - 1651830299; ED544995 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Vermont was 295. This was higher than the average score of 284 for public school students in the nation. The average score for students in Vermont in 2013 (295) was not significantly different from their average score in 2011 (294) and was higher than their average score in 1996 (279). The score gap between higher performing students in Vermont (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 1996 (42 points). The percentage of students in Vermont who performed at or above the NAEP "Proficient" level was 47 percent in 2013. This percentage was not significantly different from that in 2011 (46 percent) and was greater than that in 1996 (27 percent). The percentage of students in Vermont who performed at or above the NAEP "Basic" level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (82 percent) and was greater than that in 1996 (72 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Vermont KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830299?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. North Dakota. Grade 8, Public Schools AN - 1651830290; ED544972 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in North Dakota was 291. This was higher than the average score of 284 for public school students in the nation. The average score for students in North Dakota in 2013 (291) was not significantly different from their average score in 2011 (292) and was higher than their average score in 1990 (281). The score gap between higher performing students in North Dakota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1990 (38 points). The percentage of students in North Dakota who performed at or above the NAEP "Proficient" level was 41 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent) and was greater than that in 1990 (27 percent). The percentage of students in North Dakota who performed at or above the NAEP "Basic" level was 82 percent in 2013. This percentage was smaller than that in 2011 (85 percent) and was greater than that in 1990 (75 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - North Dakota KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830290?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Mississippi. Grade 8, Public Schools AN - 1651830284; ED544957 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Mississippi was 271. This was lower than the average score of 284 for public school students in the nation. The average score for students in Mississippi in 2013 (271) was not significantly different from their average score in 2011 (269) and was higher than their average score in 1992 (246). The score gap between higher performing students in Mississippi (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 1992 (48 points). The percentage of students in Mississippi who performed at or above the NAEP "Proficient" level was 21 percent in 2013. This percentage was not significantly different from that in 2011 (19 percent) and was greater than that in 1992 (6 percent). The percentage of students in Mississippi who performed at or above the NAEP "Basic" level was 61 percent in 2013. This percentage was not significantly different from that in 2011 (58 percent) and was greater than that in 1992 (33 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Mississippi KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830284?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. District of Columbia. Grade 4, Public Schools AN - 1651830259; ED544878 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in the District of Columbia was 206. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in the District of Columbia in 2013 (206) was higher than their average score in 2011 (201) and in 1992 (188). ?The score gap between higher performing students in the District of Columbia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 57 points in 2013. This performance gap was not significantly different from that in 1992 (52 points). ?The percentage of students in the District of Columbia who performed at or above the NAEP "Proficient" level was 23 percent in 2013. This percentage was greater than that in 2011 (19 percent) and in 1992 (10 percent). ?The percentage of students in the District of Columbia who performed at or above the NAEP "Basic" level was 50 percent in 2013. This percentage was greater than that in 2011 (44 percent) and in 1992 (30 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830259?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Tennessee. Grade 8, Public Schools AN - 1651830157; ED544989 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Tennessee was 278. This was lower than the average score of 284 for public school students in the nation. The average score for students in Tennessee in 2013 (278) was higher than their average score in 2011 (274) and in 1992 (259). The score gap between higher performing students in Tennessee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1992 (47 points). The percentage of students in Tennessee who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (24 percent) and was greater than that in 1992 (12 percent). The percentage of students in Tennessee who performed at or above the NAEP "Basic" level was 69 percent in 2013. This percentage was not significantly different from that in 2011 (64 percent) and in 1992 (47 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Tennessee KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830157?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Minnesota. Grade 8, Public Schools AN - 1651830145; ED544954 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Minnesota was 295. This was higher than the average score of 284 for public school students in the nation. The average score for students in Minnesota in 2013 (295) was not significantly different from their average score in 2011 (295) and was higher than their average score in 1990 (275). The score gap between higher performing students in Minnesota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1990 (43 points). The percentage of students in Minnesota who performed at or above the NAEP "Proficient" level was 47 percent in 2013. This percentage was not significantly different from that in 2011 (48 percent) and was greater than that in 1990 (23 percent). The percentage of students in Minnesota who performed at or above the NAEP "Basic" level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (83 percent) and was greater than that in 1990 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Minnesota KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830145?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Rhode Island. Grade 8, Public Schools AN - 1651830133; ED544984 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Rhode Island was 284. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in Rhode Island in 2013 (284) was not significantly different from their average score in 2011 (283) and was higher than their average score in 1990 (260). The score gap between higher performing students in Rhode Island (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 49 points in 2013. This performance gap was not significantly different from that in 1990 (50 points). The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and was greater than that in 1990 (15 percent). The percentage of students in Rhode Island who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and was greater than that in 1990 (49 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Rhode Island KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830133?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Texas. Grade 8, Public Schools AN - 1651830121; ED544991 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Texas was 288. This was higher than the average score of 284 for public school students in the nation. The average score for students in Texas in 2013 (288) was not significantly different from their average score in 2011 (290) and was higher than their average score in 1990 (258). The score gap between higher performing students in Texas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was narrower than that in 1990 (49 points). The percentage of students in Texas who performed at or above the NAEP "Proficient" level was 38 percent in 2013. This percentage was not significantly different from that in 2011 (40 percent) and was greater than that in 1990 (13 percent). The percentage of students in Texas who performed at or above the NAEP "Basic" level was 80 percent in 2013. This percentage was not significantly different from that in 2011 (81 percent) and was greater than that in 1990 (45 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Texas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830121?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Nebraska. Grade 4, Public Schools AN - 1651830092; ED544836 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Nebraska was 243. This was higher than the average score of 241 for public school students in the nation. The average score for students in Nebraska in 2013 (243) was higher than their average score in 2011 (240) and in 1992 (225). The score gap between higher performing students in Nebraska (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). The percentage of students in Nebraska who performed at or above the NAEP "Proficient" level was 45 percent in 2013. This percentage was greater than that in 2011 (39 percent) and in 1992 (22 percent). The percentage of students in Nebraska who performed at or above the NAEP "Basic" level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (83 percent) and was greater than that in 1992 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Nebraska KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830092?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Arizona. Grade 4, Public Schools AN - 1651829996; ED544930 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Arizona was 213. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in Arizona in 2013 (213) was not significantly different from their average score in 2011 (212) and was higher than their average score in 1992 (209). ?The score gap between higher performing students in Arizona (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 1992 (47 points). ?The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (26 percent) and was greater than that in 1992 (21 percent). ?The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 60 percent in 2013. This percentage was not significantly different from that in 2011 (58 percent) and was greater than that in 1992 (54 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Arizona KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829996?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Maine. Grade 4, Public Schools AN - 1651829987; ED544825 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Maine was 246. This was higher than the average score of 241 for public school students in the nation. The average score for students in Maine in 2013 (246) was not significantly different from their average score in 2011 (244) and was higher than their average score in 1992 (232). The score gap between higher performing students in Maine (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was not significantly different from that in 1992 (37 points). The percentage of students in Maine who performed at or above the NAEP "Proficient" level was 47 percent in 2013. This percentage was not significantly different from that in 2011 (45 percent) and was greater than that in 1992 (27 percent). The percentage of students in Maine who performed at or above the NAEP "Basic" level was 88 percent in 2013. This percentage was not significantly different from that in 2011 (87 percent) and was greater than that in 1992 (75 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Maine KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829987?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Idaho. Grade 8, Public Schools AN - 1651829971; ED544925 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Idaho was 286. This was higher than the average score of 284 for public school students in the nation. The average score for students in Idaho in 2013 (286) was not significantly different from their average score in 2011 (287) and was higher than their average score in 1990 (271). The score gap between higher performing students in Idaho (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was wider than that in 1990 (41 points). The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and was greater than that in 1990 (18 percent). The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 78 percent in 2013. This percentage was not significantly different from that in 2011 (77 percent) and was greater than that in 1990 (63 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Idaho KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829971?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Utah. Grade 4, Public Schools AN - 1651829962; ED544922 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Utah was 223. This was not significantly different from the average score of 221 for public school students in the nation. ? The average score for students in Utah in 2013 (223) was not significantly different from their average score in 2011 (220) and in 1992 (220). ?The score gap between higher performing students in Utah (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1992 (42 points). ?The percentage of students in Utah who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (33 percent) and was greater than that in 1992 (30 percent). ?The percentage of students in Utah who performed at or above the NAEP "Basic" level was 71 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and in 1992 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Utah KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829962?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Vermont. Grade 4, Public Schools AN - 1651829961; ED544849 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Vermont was 248. This was higher than the average score of 241 for public school students in the nation. The average score for students in Vermont in 2013 (248) was not significantly different from their average score in 2011 (247) and was higher than their average score in 1996 (225). The score gap between higher performing students in Vermont (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1996 (41 points). The percentage of students in Vermont who performed at or above the NAEP "Proficient" level was 52 percent in 2013. This percentage was not significantly different from that in 2011 (49 percent) and was greater than that in 1996 (23 percent). The percentage of students in Vermont who performed at or above the NAEP "Basic" level was 87 percent in 2013. This percentage was not significantly different from that in 2011 (89 percent) and was greater than that in 1996 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Vermont KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829961?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Tennessee. Grade 4, Public Schools AN - 1651829960; ED544902 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Tennessee was 220. This was not significantly different from the average score of 221 for public school students in the nation. ?The average score for students in Tennessee in 2013 (220) was higher than their average score in 2011 (215) and in 1992 (212). ?The score gap between higher performing students in Tennessee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 1992 (46 points). ?The percentage of students in Tennessee who performed at or above the NAEP "Proficient" level was 34 percent in 2013. This percentage was greater than that in 2011 (26 percent) and in 1992 (23 percent). ?The percentage of students in Tennessee who performed at or above the NAEP "Basic" level was 67 percent in 2013. This percentage was greater than that in 2011 (60 percent) and in 1992 (57 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Tennessee KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829960?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Alabama. Grade 8, Public Schools AN - 1651829913; ED544856 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Alabama was 269. This was lower than the average score of 284 for public school students in the nation. The average score for students in Alabama in 2013 (269) was not significantly different from their average score in 2011 (269) and was higher than their average score in 1990 (253). The score gap between higher performing students in Alabama (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1990 (48 points). The percentage of students in Alabama who performed at or above the NAEP "Proficient" level was 20 percent in 2013. This percentage was not significantly different from that in 2011 (20 percent) and was greater than that in 1990 (9 percent). The percentage of students in Alabama who performed at or above the NAEP "Basic" level was 60 percent in 2013. This percentage was not significantly different from that in 2011 (60 percent) and was greater than that in 1990 (40 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Alabama KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829913?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Nevada. Grade 8, Public Schools AN - 1651829852; ED544967 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Nevada was 278. This was lower than the average score of 284 for public school students in the nation. The average score for students in Nevada in 2013 (278) was not significantly different from their average score in 2011 (278) and was higher than their average score in 2000 (265). The score gap between higher performing students in Nevada (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 2000 (50 points). The percentage of students in Nevada who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (29 percent) and was greater than that in 2000 (18 percent). The percentage of students in Nevada who performed at or above the NAEP "Basic" level was 68 percent in 2013. This percentage was not significantly different from that in 2011 (67 percent) and was greater than that in 2000 (55 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Nevada KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829852?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Vermont. Grade 4, Public Schools AN - 1651829820; ED544935 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Vermont was 228. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Vermont in 2013 (228) was not significantly different from their average score in 2011 (227) and in 2002 (227). ? The score gap between higher performing students in Vermont (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 2002 (44 points). ?The percentage of students in Vermont who performed at or above the NAEP "Proficient" level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (41 percent) and in 2002 (39 percent). The percentage of students in Vermont who performed at or above the NAEP "Basic" level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and in 2002 (73 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Vermont KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829820?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Hawaii. Grade 8, Public Schools AN - 1651829817; ED544945 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Hawaii was 260. This was lower than the average score of 266 for public school students in the nation. The average score for students in Hawaii in 2013 (260) was higher than their average score in 2011 (257) and in 1998 (249). The score gap between higher performing students in Hawaii (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1998 (49 points). The percentage of students in Hawaii who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (26 percent) and was greater than that in 1998 (19 percent). The percentage of students in Hawaii who performed at or above the NAEP "Basic" level was 71 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and was greater than that in 1998 (59 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Hawaii KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829817?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. DoDEA. Grade 8, Public Schools AN - 1651829807; ED544913 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in DoDEA was 290. This was higher than the average score of 284 for public school students in the nation. The average score for students in DoDEA in 2013 (290) was higher than their average score in 2011 (288) and in 1996 (274). The score gap between higher performing students in DoDEA (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 1996 (45 points). The percentage of students in DoDEA who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and was greater than that in 1996 (22 percent). The percentage of students in DoDEA who performed at or above the NAEP "Basic" level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (80 percent) and was greater than that in 1996 (64 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829807?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Michigan. Grade 4, Public Schools AN - 1651829786; ED544910 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Michigan was 217. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in Michigan in 2013 (217) was not significantly different from their average score in 2011 (219) and in 1992 (216). ? The score gap between higher performing students in Michigan (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 1992 (44 points). ?The percentage of students in Michigan who performed at or above the NAEP "Proficient" level was 31 percent in 2013. This percentage was not significantly different from that in 2011 (31 percent) and in 1992 (26 percent). ?The percentage of students in Michigan who performed at or above the NAEP "Basic" level was 64 percent in 2013. This percentage was not significantly different from that in 2011 (66 percent) and in 1992 (62 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Michigan KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829786?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Kansas. Grade 4, Public Schools AN - 1651829773; ED544823 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Kansas was 246. This was higher than the average score of 241 for public school students in the nation. The average score for students in Kansas in 2013 (246) was not significantly different from their average score in 2011 (246) and was higher than their average score in 2000 (232). The score gap between higher performing students in Kansas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 35 points in 2013. This performance gap was not significantly different from that in 2000 (37 points). The percentage of students in Kansas who performed at or above the NAEP "Proficient" level was 48 percent in 2013. This percentage was not significantly different from that in 2011 (48 percent) and was greater than that in 2000 (29 percent). The percentage of students in Kansas who performed at or above the NAEP "Basic" level was 89 percent in 2013. This percentage was not significantly different from that in 2011 (90 percent) and was greater than that in 2000 (76 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Kansas KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829773?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Connecticut. Grade 4, Public Schools AN - 1651829771; ED544811 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Connecticut was 243. This was higher than the average score of 241 for public school students in the nation. The average score for students in Connecticut in 2013 (243) was not significantly different from their average score in 2011 (242) and was higher than their average score in 1992 (227). The score gap between higher performing students in Connecticut (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 1992 (42 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 45 percent in 2013. This percentage was not significantly different from that in 2011 (45 percent) and was greater than that in 1992 (24 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (82 percent) and was greater than that in 1992 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Connecticut KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829771?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. New York. Grade 8, Public Schools AN - 1651829759; ED544992 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New York was 266. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in New York in 2013 (266) was not significantly different from their average score in 2011 (266) and in 1998 (265). The score gap between higher performing students in New York (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1998 (43 points). The percentage of students in New York who performed at or above the NAEP "Proficient" level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (35 percent) and in 1998 (32 percent). The percentage of students in New York who performed at or above the NAEP "Basic" level was 76 percent in 2013. This percentage was not significantly different from that in 2011 (76 percent) and in 1998 (76 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New York KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829759?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Oregon. Grade 4, Public Schools AN - 1651829757; ED544833 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Oregon was 240. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Oregon in 2013 (240) was not significantly different from their average score in 2011 (237) and was higher than their average score in 1996 (223). The score gap between higher performing students in Oregon (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 1996 (41 points). The percentage of students in Oregon who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and was greater than that in 1996 (21 percent). The percentage of students in Oregon who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was greater than that in 2011 (77 percent) and in 1996 (65 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Oregon KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829757?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Iowa. Grade 4, Public Schools AN - 1651829746; ED544887 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Iowa was 224. This was higher than the average score of 221 for public school students in the nation. The average score for students in Iowa in 2013 (224) was higher than their average score in 2011 (221) and was not significantly different from their average score in 1992 (225). ?The score gap between higher performing students in Iowa (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1992 (41 points). ?The percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 38 percent in 2013. This percentage was greater than that in 2011 (33 percent) and was not significantly different from that in 1992 (36 percent). ?The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was not significantly different from that in 2011 (69 percent) and in 1992 (73 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Iowa KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829746?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Oregon. Grade 8, Public Schools AN - 1651829745; ED545003 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Oregon was 268. This was higher than the average score of 266 for public school students in the nation. The average score for students in Oregon in 2013 (268) was higher than their average score in 2011 (264) and was not significantly different from their average score in 1998 (266). The score gap between higher performing students in Oregon (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1998 (43 points). The percentage of students in Oregon who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was greater than that in 2011 (33 percent) and was not significantly different from that in 1998 (35 percent). The percentage of students in Oregon who performed at or above the NAEP "Basic" level was 79 percent in 2013. This percentage was greater than that in 2011 (76 percent) and was not significantly different from that in 1998 (78 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Oregon KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829745?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Washington. Grade 4, Public Schools AN - 1651829737; ED544835 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Washington was 246. This was higher than the average score of 241 for public school students in the nation. The average score for students in Washington in 2013 (246) was higher than their average score in 2011 (243) and in 1996 (225). The score gap between higher performing students in Washington (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1996 (39 points). The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 48 percent in 2013. This percentage was not significantly different from that in 2011 (45 percent) and was greater than that in 1996 (21 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 86 percent in 2013. This percentage was greater than that in 2011 (83 percent) and in 1996 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Washington KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829737?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Nebraska. Grade 8, Public Schools AN - 1651829733; ED544963 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Nebraska was 285. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in Nebraska in 2013 (285) was not significantly different from their average score in 2011 (283) and was higher than their average score in 1990 (276). The score gap between higher performing students in Nebraska (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1990 (43 points). The percentage of students in Nebraska who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (33 percent) and was greater than that in 1990 (24 percent). The percentage of students in Nebraska who performed at or above the NAEP "Basic" level was 76 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and was greater than that in 1990 (68 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Nebraska KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829733?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Kentucky. Grade 8, Public Schools AN - 1651829712; ED544956 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Kentucky was 270. This was higher than the average score of 266 for public school students in the nation. The average score for students in Kentucky in 2013 (270) was not significantly different from their average score in 2011 (269) and was higher than their average score in 1998 (262). The score gap between higher performing students in Kentucky (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1998 (43 points). The percentage of students in Kentucky who performed at or above the NAEP "Proficient" level was 38 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and was greater than that in 1998 (30 percent). The percentage of students in Kentucky who performed at or above the NAEP "Basic" level was 80 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and was greater than that in 1998 (74 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Kentucky KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829712?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Massachusetts. Grade 8, Public Schools AN - 1651829696; ED544951 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Massachusetts was 277. This was higher than the average score of 266 for public school students in the nation. The average score for students in Massachusetts in 2013 (277) was not significantly different from their average score in 2011 (275) and was higher than their average score in 1998 (269). The score gap between higher performing students in Massachusetts (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1998 (43 points). The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 48 percent in 2013. This percentage was not significantly different from that in 2011 (46 percent) and was greater than that in 1998 (38 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (84 percent) and was greater than that in 1998 (79 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Massachusetts KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829696?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Montana. Grade 8, Public Schools AN - 1651829657; ED544960 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Montana was 289. This was higher than the average score of 284 for public school students in the nation. The average score for students in Montana in 2013 (289) was lower than their average score in 2011 (293) and was higher than their average score in 1990 (280). The score gap between higher performing students in Montana (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was wider than that in 1990 (39 points). The percentage of students in Montana who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was smaller than that in 2011 (46 percent) and was greater than that in 1990 (27 percent). The percentage of students in Montana who performed at or above the NAEP "Basic" level was 80 percent in 2013. This percentage was smaller than that in 2011 (83 percent) and was greater than that in 1990 (74 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Montana KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829657?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. South Carolina. Grade 8, Public Schools AN - 1651829654; ED545010 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in South Carolina was 261. This was lower than the average score of 266 for public school students in the nation. The average score for students in South Carolina in 2013 (261) was not significantly different from their average score in 2011 (260) and was higher than their average score in 1998 (255). The score gap between higher performing students in South Carolina (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1998 (45 points). The percentage of students in South Carolina who performed at or above the NAEP "Proficient" level was 29 percent in 2013. This percentage was not significantly different from that in 2011 (27 percent) and was greater than that in 1998 (22 percent). The percentage of students in South Carolina who performed at or above the NAEP "Basic" level was 73 percent in 2013. This percentage was not significantly different from that in 2011 (72 percent) and was greater than that in 1998 (66 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - South Carolina KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829654?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. District of Columbia. Grade 4, Public Schools AN - 1651829651; ED544810 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in the District of Columbia was 229. This was lower than the average score of 241 for public school students in the nation. The average score for students in the District of Columbia in 2013 (229) was higher than their average score in 2011 (222) and in 1992 (193). The score gap between higher performing students in the District of Columbia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was wider than that in 1992 (41 points). The percentage of students in the District of Columbia who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was greater than that in 2011 (22 percent) and in 1992 (5 percent). The percentage of students in the District of Columbia who performed at or above the NAEP "Basic" level was 66 percent in 2013. This percentage was greater than that in 2011 (60 percent) and in 1992 (23 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829651?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Delaware. Grade 4, Public Schools AN - 1651829648; ED544816 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Delaware was 243. This was higher than the average score of 241 for public school students in the nation. The average score for students in Delaware in 2013 (243) was higher than their average score in 2011 (240) and in 1992 (218). The score gap between higher performing students in Delaware (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was narrower than that in 1992 (44 points). The percentage of students in Delaware who performed at or above the NAEP "Proficient" level was 42 percent in 2013. This percentage was greater than that in 2011 (39 percent) and in 1992 (17 percent). The percentage of students in Delaware who performed at or above the NAEP "Basic" level was 86 percent in 2013. This percentage was not significantly different from that in 2011 (84 percent) and was greater than that in 1992 (55 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Delaware KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829648?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Alaska. Grade 4, Public Schools AN - 1651829640; ED544804 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Alaska was 236. This was lower than the average score of 241 for public school students in the nation. The average score for students in Alaska in 2013 (236) was not significantly different from their average score in 2011 (236) and was higher than their average score in 1996 (224). The score gap between higher performing students in Alaska (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1996 (40 points). The percentage of students in Alaska who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and was greater than that in 1996 (21 percent). The percentage of students in Alaska who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (78 percent) and was greater than that in 1996 (65 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Alaska KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829640?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Wisconsin. Grade 4, Public Schools AN - 1651829637; ED544847 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Wisconsin was 245. This was higher than the average score of 241 for public school students in the nation. The average score for students in Wisconsin in 2013 (245) was not significantly different from their average score in 2011 (245) and was higher than their average score in 1992 (229). The score gap between higher performing students in Wisconsin (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 1992 (38 points). The percentage of students in Wisconsin who performed at or above the NAEP "Proficient" level was 47 percent in 2013. This percentage was not significantly different from that in 2011 (47 percent) and was greater than that in 1992 (24 percent). The percentage of students in Wisconsin who performed at or above the NAEP "Basic" level was 85 percent in 2013. This percentage was not significantly different from that in 2011 (86 percent) and was greater than that in 1992 (71 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Wisconsin KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829637?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Mississippi. Grade 8, Public Schools AN - 1651829598; ED544976 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Mississippi was 253. This was lower than the average score of 266 for public school students in the nation. The average score for students in Mississippi in 2013 (253) was not significantly different from their average score in 2011 (254) and in 1998 (251). The score gap between higher performing students in Mississippi (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1998 (44 points). The percentage of students in Mississippi who performed at or above the NAEP "Proficient" level was 20 percent in 2013. This percentage was not significantly different from that in 2011 (21 percent) and in 1998 (19 percent). The percentage of students in Mississippi who performed at or above the NAEP "Basic" level was 64 percent in 2013. This percentage was not significantly different from that in 2011 (65 percent) and in 1998 (62 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Mississippi KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829598?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Wyoming. Grade 4, Public Schools AN - 1651829597; ED544938 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Wyoming was 226. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Wyoming in 2013 (226) was not significantly different from their average score in 2011 (224) and was higher than their average score in 1992 (223). ?The score gap between higher performing students in Wyoming (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). ?The percentage of students in Wyoming who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and was greater than that in 1992 (33 percent). ?The percentage of students in Wyoming who performed at or above the NAEP "Basic" level was 75 percent in 2013. This percentage was greater than that in 2011 (71 percent) and was not significantly different from that in 1992 (71 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wyoming KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829597?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Florida. Grade 8, Public Schools AN - 1651829596; ED544949 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Florida was 266. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in Florida in 2013 (266) was higher than their average score in 2011 (262) and in 1998 (255). The score gap between higher performing students in Florida (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1998 (46 points). The percentage of students in Florida who performed at or above the NAEP "Proficient" level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (30 percent) and was greater than that in 1998 (23 percent). The percentage of students in Florida who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and was greater than that in 1998 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Florida KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829596?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. DoDEA. Grade 4, Public Schools AN - 1651827533; ED544809 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in DoDEA (Department of Defense Education Activity) was 245. This was higher than the average score of 241 for public school students in the nation. The average score for students in DoDEA in 2013 (245) was higher than their average score in 2011 (241) and in 1996 (224). The score gap between higher performing students in DoDEA (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 33 points in 2013. This performance gap was narrower than that in 1996 (40 points). The percentage of students in DoDEA who performed at or above the NAEP "Proficient" level was 45 percent in 2013. This percentage was greater than that in 2011 (39 percent) and in 1996 (19 percent). The percentage of students in DoDEA who performed at or above the NAEP "Basic" level was 89 percent in 2013. This percentage was greater than that in 2011 (86 percent) and in 1996 (64 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827533?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. District of Columbia. Grade 8, Public Schools AN - 1651827440; ED544867 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. ? In 2013, the average score of eighth-grade students in the District of Columbia was 248. This was lower than the average score of 266 for public school students in the nation. The average score for students in the District of Columbia in 2013 (248) was higher than their average score in 2011 (242) and in 1998 (236). The score gap between higher performing students in the District of Columbia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1998 (51 points). The percentage of students in the District of Columbia who performed at or above the NAEP "Proficient" level was 17 percent in 2013. This percentage was not significantly different from that in 2011 (16 percent) and was greater than that in 1998 (11 percent). The percentage of students in the District of Columbia who performed at or above the NAEP "Basic" level was 57 percent in 2013. This percentage was greater than that in 2011 (51 percent) and in 1998 (44 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827440?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Montana. Grade 8, Public Schools AN - 1651827435; ED544961 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Montana was 272. This was higher than the average score of 266 for public school students in the nation. The average score for students in Montana in 2013 (272) was not significantly different from their average score in 2011 (273) and in 1998 (271). The score gap between higher performing students in Montana (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1998 (39 points). The percentage of students in Montana who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (42 percent) and in 1998 (40 percent). The percentage of students in Montana who performed at or above the NAEP "Basic" level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (86 percent) and in 1998 (83 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Montana KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827435?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Idaho. Grade 4, Public Schools AN - 1651827429; ED544821 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Idaho was 241. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Idaho in 2013 (241) was not significantly different from their average score in 2011 (240) and was higher than their average score in 1992 (222). The score gap between higher performing students in Idaho (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 1992 (37 points). The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 1992 (16 percent). The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (83 percent) and was greater than that in 1992 (63 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Idaho KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827429?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Oregon. Grade 8, Public Schools AN - 1651827427; ED544979 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Oregon was 284. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in Oregon in 2013 (284) was not significantly different from their average score in 2011 (283) and was higher than their average score in 1990 (271). The score gap between higher performing students in Oregon (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1990 (45 points). The percentage of students in Oregon who performed at or above the NAEP "Proficient" level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (33 percent) and was greater than that in 1990 (21 percent). The percentage of students in Oregon who performed at or above the NAEP "Basic" level was 73 percent in 2013. This percentage was not significantly different from that in 2011 (72 percent) and was greater than that in 1990 (62 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Oregon KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827427?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Indiana. Grade 4, Public Schools AN - 1651827426; ED544814 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. The average score for students in Indiana in 2013 (249) was higher than their average score in 2011 (244) and in 1992 (221). The score gap between higher performing students in Indiana (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 36 points in 2013. This performance gap was not significantly different from that in 1992 (38 points). The percentage of students in Indiana who performed at or above the NAEP "Proficient" level was 52 percent in 2013. This percentage was greater than that in 2011 (44 percent) and in 1992 (16 percent). The percentage of students in Indiana who performed at or above the NAEP "Basic" level was 90 percent in 2013. This percentage was greater than that in 2011 (87 percent) and in 1992 (60 percent). In 2013, the average score of fourth-grade students in Indiana was 249. This was higher than the average score of 241 for public school students in the nation. [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Indiana KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827426?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. South Dakota. Grade 4, Public Schools AN - 1651827417; ED544927 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in South Dakota was 218. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in South Dakota in 2013 (218) was not significantly different from their average score in 2011 (220) and was lower than their average score in 2003 (222). ?The score gap between higher performing students in South Dakota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 2003 (44 points). ?The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 32 percent in 2013. This percentage was not significantly different from that in 2011 (31 percent) and in 2003 (33 percent). ?The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 66 percent in 2013. This percentage was not significantly different from that in 2011 (69 percent) and in 2003 (69 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - South Dakota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827417?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Louisiana. Grade 8, Public Schools AN - 1651827408; ED544943 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Louisiana was 257. This was lower than the average score of 266 for public school students in the nation. The average score for students in Louisiana in 2013 (257) was not significantly different from their average score in 2011 (255) and was higher than their average score in 1998 (252). The score gap between higher performing students in Louisiana (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1998 (42 points). The percentage of students in Louisiana who performed at or above the NAEP "Proficient" level was 24 percent in 2013. This percentage was not significantly different from that in 2011 (22 percent) and was greater than that in 1998 (17 percent). The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 68 percent in 2013. This percentage was not significantly different from that in 2011 (66 percent) and was greater than that in 1998 (63 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Louisiana KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827408?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Florida. Grade 8, Public Schools AN - 1651827399; ED544914 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Florida was 281. This was lower than the average score of 284 for public school students in the nation. The average score for students in Florida in 2013 (281) was higher than their average score in 2011 (278) and in 1990 (255). The score gap between higher performing students in Florida (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1990 (49 points). The percentage of students in Florida who performed at or above the NAEP "Proficient" level was 31 percent in 2013. This percentage was greater than that in 2011 (28 percent) and in 1990 (12 percent). The percentage of students in Florida who performed at or above the NAEP "Basic" level was 70 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and was greater than that in 1990 (43 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Florida KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827399?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. New Hampshire. Grade 4, Public Schools AN - 1651827395; ED544855 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in New Hampshire was 253. This was higher than the average score of 241 for public school students in the nation. The average score for students in New Hampshire in 2013 (253) was not significantly different from their average score in 2011 (252) and was higher than their average score in 1992 (230). The score gap between higher performing students in New Hampshire (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 34 points in 2013. This performance gap was not significantly different from that in 1992 (37 points). The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 59 percent in 2013. This percentage was not significantly different from that in 2011 (57 percent) and was greater than that in 1992 (25 percent). The percentage of students in New Hampshire who performed at or above the NAEP "Basic" level was 93 percent in 2013. This percentage was not significantly different from that in 2011 (92 percent) and was greater than that in 1992 (72 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Hampshire KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827395?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Minnesota. Grade 8, Public Schools AN - 1651827380; ED544953 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Minnesota was 271. This was higher than the average score of 266 for public school students in the nation. The average score for students in Minnesota in 2013 (271) was not significantly different from their average score in 2011 (270) and was higher than their average score in 1998 (265). The score gap between higher performing students in Minnesota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 1998 (42 points). ?The percentage of students in Minnesota who performed at or above the NAEP "Proficient" level was 41 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 1998 (36 percent). The percentage of students in Minnesota who performed at or above the NAEP "Basic" level was 82 percent in 2013. This percentage was not significantly different from that in 2011 (81 percent) and was greater than that in 1998 (78 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Minnesota KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827380?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Tennessee. Grade 8, Public Schools AN - 1651827378; ED545008 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Tennessee was 265. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in Tennessee in 2013 (265) was higher than their average score in 2011 (259) and in 1998 (258). The score gap between higher performing students in Tennessee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1998 (45 points). The percentage of students in Tennessee who performed at or above the NAEP "Proficient" level was 33 percent in 2013. This percentage was greater than that in 2011 (27 percent) and in 1998 (27 percent). The percentage of students in Tennessee who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was greater than that in 2011 (70 percent) and in 1998 (71 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Tennessee KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Middle Schools KW - Elementary Education KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Middle School Teachers KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827378?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Rhode Island. Grade 4, Public Schools AN - 1651827374; ED544840 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Rhode Island was 241. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Rhode Island in 2013 (241) was not significantly different from their average score in 2011 (242) and was higher than their average score in 1992 (215). The score gap between higher performing students in Rhode Island (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1992 (42 points). The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent) and was greater than that in 1992 (13 percent). The percentage of students in Rhode Island who performed at or above the NAEP "Basic" level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (84 percent) and was greater than that in 1992 (54 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Rhode Island KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827374?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Maryland. Grade 8, Public Schools AN - 1651827372; ED544947 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Maryland was 274. This was higher than the average score of 266 for public school students in the nation. The average score for students in Maryland in 2013 (274) was not significantly different from their average score in 2011 (271) and was higher than their average score in 1998 (261). The score gap between higher performing students in Maryland (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1998 (50 points). The percentage of students in Maryland who performed at or above the NAEP "Proficient" level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (40 percent) and was greater than that in 1998 (31 percent). The percentage of students in Maryland who performed at or above the NAEP "Basic" level was 82 percent in 2013. This percentage was not significantly different from that in 2011 (80 percent) and was greater than that in 1998 (70 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Maryland KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827372?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. South Carolina. Grade 4, Public Schools AN - 1651827368; ED544896 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in South Carolina was 214. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in South Carolina in 2013 (214) was not significantly different from their average score in 2011 (215) and was higher than their average score in 1992 (210). ?The score gap between higher performing students in South Carolina (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 49 points in 2013. This performance gap was not significantly different from that in 1992 (47 points). ?The percentage of students in South Carolina who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (28 percent) and was greater than that in 1992 (22 percent). ?The percentage of students in South Carolina who performed at or above the NAEP "Basic" level was 60 percent in 2013. This percentage was not significantly different from that in 2011 (61 percent) and was greater than that in 1992 (53 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - South Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827368?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Arizona. Grade 8, Public Schools AN - 1651827364; ED544885 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Arizona was 280. This was lower than the average score of 284 for public school students in the nation. The average score for students in Arizona in 2013 (280) was not significantly different from their average score in 2011 (279) and was higher than their average score in 1990 (260). The score gap between higher performing students in Arizona (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 1990 (47 points). The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 31 percent in 2013. This percentage was not significantly different from that in 2011 (31 percent) and was greater than that in 1990 (13 percent). The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 69 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and was greater than that in 1990 (48 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Arizona KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827364?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. New Mexico. Grade 8, Public Schools AN - 1651827277; ED544988 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New Mexico was 256. This was lower than the average score of 266 for public school students in the nation. The average score for students in New Mexico in 2013 (256) was not significantly different from their average score in 2011 (256) and in 1998 (258). The score gap between higher performing students in New Mexico (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1998 (41 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 22 percent in 2013. This percentage was not significantly different from that in 2011 (22 percent) and in 1998 (23 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 67 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and in 1998 (71 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - New Mexico KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827277?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Minnesota. Grade 4, Public Schools AN - 1651827273; ED544826 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Minnesota was 253. This was higher than the average score of 241 for public school students in the nation. The average score for students in Minnesota in 2013 (253) was higher than their average score in 2011 (249) and in 1992 (228). The score gap between higher performing students in Minnesota (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 1992 (40 points). The percentage of students in Minnesota who performed at or above the NAEP "Proficient" level was 59 percent in 2013. This percentage was greater than that in 2011 (53 percent) and in 1992 (26 percent). The percentage of students in Minnesota who performed at or above the NAEP "Basic" level was 90 percent in 2013. This percentage was not significantly different from that in 2011 (88 percent) and was greater than that in 1992 (71 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Minnesota KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827273?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Oklahoma. Grade 8, Public Schools AN - 1651827270; ED544966 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Oklahoma was 262. This was lower than the average score of 266 for public school students in the nation. The average score for students in Oklahoma in 2013 (262) was not significantly different from their average score in 2011 (260) and was lower than their average score in 1998 (265). The score gap between higher performing students in Oklahoma (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was wider than that in 1998 (36 points). The percentage of students in Oklahoma who performed at or above the NAEP "Proficient" level was 29 percent in 2013. This percentage was not significantly different from that in 2011 (27 percent) and in 1998 (30 percent). The percentage of students in Oklahoma who performed at or above the NAEP "Basic" level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and was smaller than that in 1998 (80 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Oklahoma KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Grade 8 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827270?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2013 State Snapshot Report. Massachusetts. Grade 4, Public Schools AN - 1651827268; ED544894 AB - Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Massachusetts was 232. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Massachusetts in 2013 (232) was lower than their average score in 2011 (237) and was higher than their average score in 1992 (226). ?The score gap between higher performing students in Massachusetts (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1992 (39 points). ?The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 47 percent in 2013. This percentage was not significantly different from that in 2011 (50 percent) and was greater than that in 1992 (36 percent). ?The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 79 percent in 2013. This percentage was smaller than that in 2011 (83 percent) and was greater than that in 1992 (74 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Massachusetts KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Gender Differences KW - Educational Indicators KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Reading Instruction KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827268?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2013 State Snapshot Report. Ohio. Grade 8, Public Schools AN - 1651827245; ED544975 AB - Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Ohio was 290. This was higher than the average score of 284 for public school students in the nation. The average score for students in Ohio in 2013 (290) was not significantly different from their average score in 2011 (289) and was higher than their average score in 1990 (264). The score gap between higher performing students in Ohio (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1990 (45 points). The percentage of students in Ohio who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 1990 (15 percent). The percentage of students in Ohio who performed at or above the NAEP "Basic" level was 79 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent) and was greater than that in 1990 (53 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.] Y1 - 2013 PY - 2013 DA - 2013 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Ohio KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Elementary Education KW - Middle Schools KW - Geographic Location KW - Elementary School Students KW - Achievement Rating KW - Socioeconomic Influences KW - Mathematics Instruction KW - Gender Differences KW - Educational Indicators KW - Middle School Students KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - National Surveys KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827245?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - BOOK T1 - Trends in Academic Progress AN - 1438600181; 2011-496583 AB - Since the 1970s, the National Assessment of Educational Progress (NAEP) has monitored the academic performance of 9-, 13-, and 17-year-old students with what have become known as the long-term trend assessments. Four decades of results offer an extended view of student achievement in reading and mathematics. Results in this report are based on the most recent performance of more than 50,000 public and private school students who, by their participation, have contributed to the understanding of the nation's academic achievement. Tables, Figures, Appendixes. JF - United States National Center for Education Statistics, 2013, 57 pp. AU - National Assessment of Educational Progress Y1 - 2013///0, PY - 2013 DA - 0, 2013 PB - United States National Center for Education Statistics KW - Education and education policy - Education personnel and population KW - Science and technology policy - Mathematics KW - Education and education policy - Educational psychology and learning ability KW - Education and education policy - Schools KW - Schools KW - Academic achievement KW - Students KW - Mathematics KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1438600181?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=National+Assessment+of+Educational+Progress&rft.aulast=National+Assessment+of+Educational+Progress&rft.aufirst=&rft.date=2013-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Trends+in+Academic+Progress&rft.title=Trends+in+Academic+Progress&rft.issn=&rft_id=info:doi/ L2 - http://www.edpubs.gov/document/ed005430p.pdf LA - English DB - PAIS Index N1 - Date revised - 2013-10-01 N1 - Publication note - United States National Center for Education Statistics, 2013 N1 - SuppNotes - NAEP 2012; The Nation's Report Card N1 - Last updated - 2016-09-28 ER - TY - RPRT T1 - Human Trafficking of Children in the United States: A Fact Sheet for Schools AN - 1373092137; ED542473 AB - Human trafficking is a serious federal crime with penalties of up to imprisonment for life. Federal law defines "severe forms of trafficking in persons." In short, human trafficking is a form of modern slavery. Those who recruit minors into commercial sexual exploitation (or prostitution) violate federal anti-trafficking laws, even if there is no force, fraud, or coercion. An unknown number of U.S. citizens and legal residents are trafficked within the country for sexual servitude and forced labor. Trafficking can involve school-age youth, particularly those made vulnerable by challenging family situations, and can take a variety of forms including forced labor, domestic servitude, and commercial sexual exploitation. How to identify a victim of human trafficking, how to report a suspected incidence of human trafficking and how the United States helps victims of human trafficking are discussed in this paper. (Contains 5 online resources.) Y1 - 2013 PY - 2013 DA - 2013 SP - 3 PB - Office of Safe and Healthy Students, US Department of Education. Potomac Center Plaza, 550 12th Street SW 10th Floor, Washington, DC 20202. KW - ERIC, Resources in Education (RIE) KW - Teacher Role KW - At Risk Persons KW - Crime KW - Administrator Role KW - Slavery KW - Children KW - Disclosure KW - Pornography KW - Federal Legislation KW - School Role KW - Victims of Crime KW - Child Labor KW - Sexual Abuse UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1373092137?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Testing Integrity Symposium: Issues and Recommendations for Best Practice AN - 1314326266; ED539499 AB - Educators, parents, and the public depend on accurate, valid, reliable, and timely information about student academic performance. Testing irregularities--breaches of test security or improper administration of academic testing--undermine efforts to use those data to improve student achievement. Unfortunately, there have been high-profile and systemic incidents of cheating in several school districts across the country in recent years. While every state has policies in place to address test administration, no "library of best practices" exists that could help state educational agencies (SEAs) and local educational agencies (LEAs) prevent, detect, and respond to irregularities in academic testing. The Department published a request for information (RFI) in the "Federal Register" on January 17, 2012, asking the public to submit best practices and policies regarding the prevention, detection, and investigation of irregularities in academic testing. This report draws upon three sources of information about practices that support the integrity of test results: the opinions of experts and practitioners as expressed in the RFI responses, the comments and discussions from the Symposium, and, where available, policy manuals or professional standards published by SEAs and professional associations. The RFI and Symposium are part of a broader effort by the Department to identify and disseminate practices and policies to SEAs, LEAs, and the testing companies that can assist them in their continuing efforts to improve the validity and reliability of assessment results. As was the case with the RFI and the Symposium, this summary focuses on four areas related to testing integrity: (1) the prevention of irregularities in academic testing; (2) the detection and analysis of testing irregularities; (3) the response to an investigation of alleged and/or actual misconduct; and (4) testing integrity practices for technology-based assessments. Appended are: (1) Testing Integrity Symposium Panelist Biographies; and (2) Request for Information (RFI) Responses. (Contains 101 footnotes.) Y1 - 2013 PY - 2013 DA - 2013 SP - 29 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Cheating KW - Testing Problems KW - Integrity KW - Conferences (Gatherings) KW - School Districts KW - Testing KW - State Departments of Education KW - Prevention KW - Best Practices KW - Educational Policy KW - Investigations KW - Computer Assisted Testing UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1314326266?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - JOUR T1 - Intra- and Interracial Best Friendships During Middle School: Links to Social and Emotional Well-being AN - 1322722939; 201312992 AB - This study examined patterns of intra- and interracial best friendships during middle school and their associations with social and emotional well-being. We hypothesized that intraracial friendships would be beneficial for racial or ethnic minority youth because such relationships provide protection and solidarity in a discriminatory society. Results revealed that most youth had only intraracial best friends during middle school, but 38% had at least one interracial best friend. Associations between interracial best friendships and well-being varied by racial group; Black and Asian American youth with only interracial best friends reported lower emotional well-being than those with only intraracial best friends. Additionally, intraracial best friendships were associated with higher conflict than interracial best friendships, especially for Black and Latino youth. Adapted from the source document. JF - Journal of Research on Adolescence AU - McGill, Rebecca Kang AU - Way, Niobe AU - Hughes, Diane AD - Institute of Education Sciences Y1 - 2012/12// PY - 2012 DA - December 2012 SP - 722 EP - 738 PB - Blackwell Publishers, Malden MA VL - 22 IS - 4 SN - 1050-8392, 1050-8392 KW - Friendship KW - Minority Groups KW - Hispanic Americans KW - Ethnicity KW - Well Being KW - Junior High Schools KW - Asian Americans KW - Conflict KW - Youth KW - article KW - 1939: the family and socialization; adolescence & youth UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1322722939?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Asocabs&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Journal+of+Research+on+Adolescence&rft.atitle=Intra-+and+Interracial+Best+Friendships+During+Middle+School%3A+Links+to+Social+and+Emotional+Well-being&rft.au=McGill%2C+Rebecca+Kang%3BWay%2C+Niobe%3BHughes%2C+Diane&rft.aulast=McGill&rft.aufirst=Rebecca&rft.date=2012-12-01&rft.volume=22&rft.issue=4&rft.spage=722&rft.isbn=&rft.btitle=&rft.title=Journal+of+Research+on+Adolescence&rft.issn=10508392&rft_id=info:doi/10.1111%2Fj.1532-7795.2012.00826.x LA - English DB - Sociological Abstracts N1 - Date revised - 2013-04-01 N1 - Last updated - 2016-09-28 N1 - CODEN - JRADET N1 - SubjectsTermNotLitGenreText - Friendship; Well Being; Youth; Junior High Schools; Asian Americans; Conflict; Hispanic Americans; Ethnicity; Minority Groups DO - http://dx.doi.org/10.1111/j.1532-7795.2012.00826.x ER - TY - GEN T1 - Time for Learning: An Exploratory Analysis of NAEP Data AN - 1322249423; ED539916 AB - This report uses NAEP background data to track time and learning since the mid-1990s in three areas: student absenteeism; classroom instructional time in mathematics, reading, music and the visual arts; and homework time expected by teachers. Key report findings are: (1) Students with higher rates of "monthly absenteeism" score disproportionately at the Basic or below-Basic levels of NAEP achievement for grades 4, 8 and 12. About one-quarter of below-Basic students were absent three days or more a month in 2011, which translates into missing more than five weeks of school over a year. By contrast only one-in-ten Advanced students were absent three or more days a month. Given the strong association between student achievement and absenteeism, it is sensible for schools to focus on improving the attendance of lower-achieving students with high absenteeism rates as part of their efforts to boost academic achievement. However, the NAEP data show that there was little or no change in the percentage of students absent 3 or more days between 1994 and 2011; (2) Average weekly "instructional time" is greater in reading than in mathematics. Instructional time in both subjects declines markedly from grade 4 to grade 8: (1) Mathematics and reading instructional time has increased at both grades 4 and 8 since the mid-1990s, but 40 to 50 percent of grade 8 students still spend less than five hours per week on these two core subjects; and (2) At grade 8, over half the below-Basic students on NAEP achievement levels spend less than five hours a week (i.e., less than an hour a day) on mathematics instruction; about 40 percent of these lowest-achievers spend less than an hour a day on instruction in reading-language arts; (3) The "frequency of instruction in music and the visual arts"--when measured by the number of times these subjects are taught at grade 8 each week--did not decline between 1994 and 2008, as some education experts have suggested; and (4) More "homework time" is expected by teachers at grade 8 than at grade 4, but the amounts have not changed markedly between the mid-1990s and 2011 despite the pressures from No Child Left Behind. Black and Hispanic students are expected to spend somewhat more time on homework than Whites--perhaps a response by teachers to lower average achievement--but American Indian students, also a lower scoring group, are not given more homework than White students. It is recommended that the National Assessment Governing Board (NAGB) consider further exploratory analyses. The priority should be to report time use for individual states and urban districts participating in NAEP and for additional subjects, especially science. The additional reports could form part of a series, possibly entitled "NAEP Portraits of American Education," which would include reports based on other background variables as well. To provide data for a comprehensive analysis of students' time for learning, NAGB should consider extending the background questionnaires to cover the length of the school day, the length of the school year, and learning-related activities beyond the regular school day, both formal and informal. Consistency of wording with the major international assessments of PIRLS, PISA, and TIMSS should also be explored. (Contains 5 exhibits, 38 tables and 1 footnote.) AU - Ginsburg, Alan AU - Chudowsky, Naomi Y1 - 2012/12// PY - 2012 DA - December 2012 SP - 50 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Teacher Expectations of Students KW - Reading KW - Mathematics Instruction KW - Research Methodology KW - Academic Achievement KW - Racial Differences KW - Advanced Students KW - Music Education KW - Comparative Analysis KW - Visual Arts KW - Attendance Patterns KW - Homework KW - Alignment (Education) KW - Low Achievement KW - Discovery Processes KW - Data Collection KW - Educational Assessment KW - Global Approach KW - Time on Task UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1322249423?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Who Attends Charter Schools and How Are Those Students Doing? Exploratory Analysis of NAEP Data AN - 1322248565; ED539917 AB - This report examines what the National Assessment of Educational Progress (NAEP) can tell us about charter school enrollment and student performance compared to that of regular public schools. The study uses NAEP reading and mathematics data from 2011 and the earlier years when charter school data first became available (2003 for grade 4; 2005 for grade 8). The study finds that while charter schools still account for a relatively small percentage of overall public school enrollment (about 3%), this percentage is growing rapidly, particularly in large cities. A sizable jump was found in charter school enrollment for the black student subgroup. In terms of achievement, there is a consistent pattern of higher average NAEP scores for regular public schools than for charters when we look at the nation as a whole. However, the closer we focus in on large cities, where most charter schools are located, the more the picture changes in favor of charter schools. In all large cities combined, student achievement is roughly even overall, but the black and Hispanic subgroups show higher scores in charter schools. When we examined four urban areas specifically (DC, Atlanta, Chicago, Milwaukee), students in charter schools significantly outperformed their peers in regular public schools in many of the subjects/grades analyzed. Charter school class sizes are smaller, and there is some evidence that charter school students receive more instructional time in some subjects. The report recommends making some changes to the NAEP Data Explorer interface and including data for research purposes in the Trial Urban District Assessment (TUDA) database that is representative of all charter schools located within each participating urban district. (Contains 15 tables and 2 footnotes.) AU - Chudowsky, Naomi AU - Ginsburg, Alan Y1 - 2012/12// PY - 2012 DA - December 2012 SP - 26 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - District of Columbia KW - National Assessment of Educational Progress KW - Georgia KW - Illinois KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Grade 8 KW - Program Effectiveness KW - Elementary School Students KW - Mathematics Achievement KW - Middle School Students KW - Academic Achievement KW - Scores KW - National Competency Tests KW - Charter Schools KW - Data KW - Reading Achievement KW - Time Factors (Learning) KW - Urban Areas KW - Enrollment KW - African American Students KW - Hispanic American Students KW - Class Size KW - Time on Task UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1322248565?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - The Nation's Report Card: Vocabulary Results from the 2009 and 2011 NAEP Reading Assessments. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2013-452 AN - 1312420178; ED537659 AB - The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. NAEP collects and reports information on student performance at the national and state levels, making the assessment an integral part of the nation's evaluation of the condition and progress of education. This report presents results for student performance on the systematic measure of vocabulary included in the 2009 and 2011 NAEP reading assessments. While previous NAEP assessments had included some vocabulary questions, the new framework for the 2009 assessment provided criteria for developing vocabulary questions as well as prescribing the number of questions to be included in each comprehension section of the assessment. This systematic assessment of vocabulary allows for NAEP to more fully assess the impact of vocabulary knowledge on students' comprehension and makes it possible to report on students' vocabulary performance. Vocabulary results from the 2009 reading assessment are based on nationally representative samples of 116,600 fourth-graders, 103,400 eighth-graders, and 44,500 twelfth-graders. Results from the 2011 assessment are based on samples of 213,100 students at grade 4 and 168,200 students at grade 8. The reading assessment was not administered at grade 12 in 2011. NAEP vocabulary results are available for 2009 and 2011 at grades 4 and 8. As grade 12 was not assessed in 2011, results for twelfth-grade students are available for 2009 only. The overall average vocabulary scores for fourth- and eighth-grade students in 2011 were not significantly different from 2009, but there were some changes in the scores for students performing at selected percentiles on the vocabulary scale. At grade 4, scores were lower in 2011 than in 2009 for higher-performing students at the 75th and 90th percentiles. At grade 8, lower-performing students at the 10th percentile scored higher in 2011 than in 2009. Eighth-graders at the 75th and 90th percentiles scored lower in 2011 than in 2009. (Contains 4 figures and 6 tables.) Y1 - 2012/12// PY - 2012 DA - December 2012 SP - 32 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - High Schools KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Elementary School Students KW - Gender Differences KW - Change KW - Student Characteristics KW - Scores KW - Vocabulary KW - Asian American Students KW - Racial Differences KW - Secondary School Students KW - Reading Comprehension KW - National Competency Tests KW - White Students KW - English Language Learners KW - Disabilities KW - Economically Disadvantaged KW - African American Students KW - Hispanic American Students KW - Family Income KW - American Indian Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312420178?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Highlights from PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context. NCES 2013-010 AN - 1312420169; ED537758 AB - The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student achievement. In 2011, PIRLS was administered to nationally representative samples of 4th-grade students in 53 education systems around the world. The PIRLS assessment measures student performance on a combined reading literacy scale, as well as two subscales of purposes of reading: reading for literary experience and reading to acquire and use information. This report compares the performance of U.S. students with their peers around the world and also examines how the reading literacy of U.S. 4th-grade students has changed since the first administration of PIRLS in 2001 and the previous administration in 2006. Results are presented by two student characteristics (sex and race/ethnicity) and by one measure of school poverty (percent of students in the school eligible for free or reduced-price lunch). In the United States, one state, Florida, participated as a separate education system and is included in international comparisons. Total counts of education systems include Florida, not only as part of the U.S. national sample of public and private schools, but also individually with the state level public school sample. Note that because all education systems participating in PIRLS are treated equally, Florida is compared with the United States (national sample) throughout this report. All differences described in this report are statistically significant at the 0.05 level. No statistical adjustments to account for multiple comparisons were used. Key findings for the reading literacy scale in 2011 include the following: (1) The average score for U.S. students (556) was higher than the international PIRLS scale average, which is set to 500; (2) In 2011 the United States was among the top 13 education systems (5 education systems had higher averages and 7 were not measurably different). The United States average was higher than 40 education systems; (3) The 5 education systems with average scores above the U.S. average were Hong Kong-CHN, Florida-USA, the Russian Federation, Finland, and Singapore; (4) Compared with 2001, the U.S. average score was 14 points higher in 2011 (542 in 2001 vs. 556 in 2011); (5) Compared with 2006, the U.S. average score was 16 points higher in 2011 (540 in 2006 vs. 556 in 2011); (6) Considering the percentage of 4th-graders performing at or above the "Advanced" international reading benchmark: two education systems had a percentage that was higher than the United States, 7 education systems had percentages that were not measurably different than the United States, and 43 education systems had percentages lower than the United States; (7) The average score for girls was higher than the average scores for boys in the United States (562 vs. 551) and in the one education system separately assessed in the United States, Florida (576 vs. 561); (8) Compared to the U.S. national average reading score: White, Asian, and multiracial students scored higher on average, while Black and Hispanic 4th-graders scored lower on average than the U.S. average; and (9) In the United States, schools were classified into five categories on the basis of the percentage of students in the school eligible for free or reduced-price lunch. The percentage of students eligible and the average reading score in each category are as follows: less than 10 percent (605), 10 to 24.9 percent (584), 25 to 49.9 percent (568), 50 to 74.9 percent (544), and 75 percent or more (520). In all cases, children from schools with a lower level of free lunch eligibility had a higher average score than children from schools with a higher level of free lunch eligibility. Appended are: (1) Technical Notes; (2) Reading Passages and Items; (3) PIRLS-NAEP Comparison; and (4) Online Resources and Publications. (Contains 11 tables, 5 figures and 20 footnotes.) AU - Thompson, Sheila AU - Provasnik, Stephen AU - Kastberg, David AU - Ferraro, David AU - Lemanski, Nita AU - Roey, Stephen AU - Jenkins, Frank Y1 - 2012/12// PY - 2012 DA - December 2012 SP - 64 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Progress in International Reading Literacy Study KW - United States KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Elementary School Students KW - Gender Differences KW - Change KW - Scores KW - Racial Differences KW - Comparative Analysis KW - Reading Achievement KW - Foreign Countries KW - Public Schools KW - Poverty KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312420169?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Highlights from TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. Appendix E: Standard Error Tables. NCES 2013-009 AN - 1312419619; ED537757 AB - The Trends in International Mathematics and Science Study (TIMSS) 2011 is the fifth administration of this international comparative study since 1995 when first administered. 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 2011, there were 54 countries and 20 other educational systems that participated in TIMSS, at the fourth- or eighth-grade level, or both. This paper is an appendix to the "Highlights From TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context" report. It contains the report's standard error tables. (Contains 42 tables.) [For the full report, "Highlights from TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. NCES 2013-009," see ED537756.] Y1 - 2012/12// PY - 2012 DA - December 2012 SP - 55 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Trends in International Mathematics and Science Study KW - United States KW - Florida KW - North Carolina KW - Alabama KW - California KW - Colorado KW - Connecticut KW - Indiana KW - Massachusetts KW - Minnesota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Elementary School Students KW - Gender Differences KW - Change KW - Mathematics Achievement KW - Scores KW - Racial Differences KW - Secondary School Students KW - Comparative Analysis KW - Foreign Countries KW - Public Schools KW - Poverty KW - Mathematics Tests KW - Science Achievement KW - Private Schools KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312419619?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - An Overview of Classes Taken and Credits Earned by Beginning Postsecondary Students. WEB Tables. NCES 2013-151rev AN - 1826531438; ED566502 AB - These Web Tables provide an overview of classes taken and credits earned by a nationwide sample of first-time beginning postsecondary students based on data from the Postsecondary Education Transcript Study (PETS) of the 2004/09 Beginning Postsecondary Students Longitudinal Study. PETS collected transcripts from all the postsecondary institutions students attended, providing a complete 6-year record of students' coursetaking and credit accumulation. Topics covered in these Web Tables include precollege credits, remedial education participation, withdrawals and repeated courses, and credits earned in science, technology, engineering, and mathematics (STEM). Tables also present credits earned in each year of enrollment and total credits earned by whether students earned a credential. AU - Radford, Alexandria Walton AU - Horn, Laura Y1 - 2012/11// PY - 2012 DA - November 2012 SP - 83 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Beginning Postsecondary Students Longitudinal Study KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Higher Education KW - High Schools KW - Secondary Education KW - Student Characteristics KW - Scores KW - STEM Education KW - Educational Attainment KW - Attendance KW - College Credits KW - Student Records KW - Withdrawal (Education) KW - Demography KW - Academic Persistence KW - Grade Repetition KW - Testing Programs KW - College Freshmen KW - Error of Measurement KW - Remedial Reading KW - Longitudinal Studies KW - Academic Records KW - School Statistics KW - Remedial Programs KW - Noncredit Courses KW - Academic Degrees KW - Remedial Mathematics KW - College Mathematics KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826531438?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - 31st Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2009 AN - 1720063817; ED557418 AB - This is the 31st Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2009. Section 664(d) of the "Individuals with Disabilities Education Act" ("IDEA") (P.L. 108-446), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The report showcases the data collected from states, along with some data from a national longitudinal study that assesses the implementation of "IDEA." The report also includes information from studies, evaluations and databases of the Institute of Education Sciences and U.S. Census Bureau. This report describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for all children with disabilities; (2) ensuring that the rights of children with disabilities and their parents are protected; (3) assisting states and localities in providing for the education of all children with disabilities; and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under "IDEA," Part C and B, nationally and at the state level. This report contains six major sections that address the five annual report requirements contained in section 664(d) of "IDEA." The sections are: (1) a summary and analysis of "IDEA" section 618 data at the national level; (2) a summary and analysis of "IDEA" section 618 data at the state level; (3) a summary and analysis of the U.S. Department of Education's (Department's) findings and determinations regarding the extent to which states are meeting the requirements of "IDEA," Parts B and C; (4) a summary of special education research conducted under Part E of the "Education Sciences Reform Act of 2002"; (5) a summary of national special education studies and evaluations conducted under sections 664(a) and (c) of "IDEA"; and (6) a summary of the extent and progress of the assessment of national activities, which focus on determining the effectiveness of "IDEA" and improving its implementation. New to the "31st Annual Report" are summaries and analyses of "IDEA" section 618 dispute resolution data. The following are appended: (1) Infants, Toddlers, Children and Students Served Under "IDEA," by Age Group and State; (2) "Developmental Delay" Data for Children Ages 3 Through 5 and Students Ages 6 Through 9 Served Under "IDEA," Part B; and (3) Differences in State Reporting of "IDEA," Part B, Disabilities. Y1 - 2012/11// PY - 2012 DA - November 2012 SP - 262 PB - Office of Special Education and Rehabilitative Services, US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - Individuals with Disabilities Education Act Part B KW - Individuals with Disabilities Education Act Part C KW - National Longitudinal Transition Study Spec Educ KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Postsecondary Education KW - Preschool Education KW - Early Childhood Education KW - High School Graduates KW - Toddlers KW - Special Education KW - Chronic Illness KW - College Bound Students KW - Student Characteristics KW - Dropouts KW - Student Placement KW - At Risk Students KW - Compliance (Legal) KW - Supervision KW - Limited English Speaking KW - Age Differences KW - Geographic Location KW - Suspension KW - Educational Legislation KW - Multiple Disabilities KW - Civil Rights KW - Racial Differences KW - Difficulty Level KW - Eligibility KW - Mental Retardation KW - Educational Environment KW - Teacher Student Ratio KW - Ethnic Groups KW - School Personnel KW - Infants KW - Special Education Teachers KW - Access to Education KW - Child Health KW - Discipline KW - Demography KW - Emotional Disturbances KW - Teacher Certification KW - Transitional Programs KW - Disabilities KW - Planning KW - Public Education KW - Nontraditional Education KW - Teacher Qualifications KW - Trend Analysis KW - Drug Abuse KW - Young Children KW - Special Needs Students KW - Educational Indicators KW - Learning Disabilities KW - Developmental Delays KW - Equal Education KW - Longitudinal Studies KW - Violence KW - Behavior Problems KW - Expulsion KW - Weapons KW - Federal Legislation KW - Student Attitudes KW - Early Intervention KW - Autism UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1720063817?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - JOUR T1 - Parental Engagement in Early Childhood Education at Home AN - 1567036707; 201413926 AB - This study uses data from the 2003 National Assessment of Adult Literacy to identify relationships between parents' demographic/socioeconomic backgrounds and their self-reported frequencies of engaging in early childhood education activities. It also examines race/ethnicity-related disparities in the frequency of reading to children and using interactive reading techniques after controlling for household income, nativity, and parents' prose literacy skills. Regression analyses show that White parents are more likely than Black and Hispanic parents to report reading to their children frequently, while Black parents are more likely than White parents to report teaching the alphabet and pointing out words to children. Adapted from the source document JF - Reading Psychology AU - Chen, Jing AU - Pisani, Lauren AU - White, Sheida AU - Soroui, Jaleh AD - National Center for Education Statistics, Washington, District of Columbia jing.chen@ed.gov Y1 - 2012/11// PY - 2012 DA - November 2012 SP - 497 EP - 524 VL - 33 IS - 6 SN - 0270-2711, 0270-2711 KW - Parent Child Interaction (62760) KW - Joint Reading (39770) KW - Parents (62770) KW - Demography (18065) KW - Reading Acquisition (70650) KW - Early Literacy (20400) KW - Children (11850) KW - article KW - 4116: applied linguistics; reading readiness/acquisition/achievement UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1567036707?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Allba&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Reading+Psychology&rft.atitle=Parental+Engagement+in+Early+Childhood+Education+at+Home&rft.au=Chen%2C+Jing%3BPisani%2C+Lauren%3BWhite%2C+Sheida%3BSoroui%2C+Jaleh&rft.aulast=Chen&rft.aufirst=Jing&rft.date=2012-11-01&rft.volume=33&rft.issue=6&rft.spage=497&rft.isbn=&rft.btitle=&rft.title=Reading+Psychology&rft.issn=02702711&rft_id=info:doi/ LA - English DB - Linguistics and Language Behavior Abstracts (LLBA) N1 - Date revised - 2014-10-01 N1 - Last updated - 2016-09-27 N1 - CODEN - RRPSDW N1 - SubjectsTermNotLitGenreText - Parents (62770); Children (11850); Parent Child Interaction (62760); Reading Acquisition (70650); Joint Reading (39770); Early Literacy (20400); Demography (18065) ER - TY - BOOK T1 - Helping to Ensure Equal Access to Education: Report to the President and Secretary of Education under Section 203(b)(1) of the Department of Education Organization Act; FY 2009-12 AN - 1438598332; 2011-496584 AB - Nearly half a century after the first federal civil rights laws in education were enacted, the national aspiration for equity in education remains unfulfilled. This report documents the breadth of the work performed by the roughly 600 attorneys, investigators, and support staff of the US Department of Education's Office for Civil Rights (OCR) during FY2009 through FY2012. These have been four years of transformation and dramatic impact for OCR, focusing on three major themes: (1) Greater productivity to meet a rising caseload; (2) Supporting equity throughout the department; and (3) Maximum impact, maximum engagement. Tables, Figures. JF - United States National Center for Education Statistics, Nov 2012, viii+65 pp. AU - United States Department of Education, Office for Civil Rights Y1 - 2012/11// PY - 2012 DA - November 2012 PB - United States National Center for Education Statistics KW - Education and education policy - Education KW - Human rights - Civil and political rights KW - Social conditions and policy - Social values KW - Law and ethics - Law and jurisprudence KW - Government - Public officials KW - Manufacturing and heavy industry - Industrial management, production, and productivity KW - United States KW - Education KW - Presidents KW - Civil rights KW - Law KW - Productivity KW - Equality KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1438598332?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=United+States+Department+of+Education%2C+Office+for+Civil+Rights&rft.aulast=United+States+Department+of+Education&rft.aufirst=Office+for+Civil&rft.date=2012-11-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Helping+to+Ensure+Equal+Access+to+Education%3A+Report+to+the+President+and+Secretary+of+Education+under+Section+203%28b%29%281%29+of+the+Department+of+Education+Organization+Act%3B+FY+2009-12&rft.title=Helping+to+Ensure+Equal+Access+to+Education%3A+Report+to+the+President+and+Secretary+of+Education+under+Section+203%28b%29%281%29+of+the+Department+of+Education+Organization+Act%3B+FY+2009-12&rft.issn=&rft_id=info:doi/ L2 - http://www.edpubs.gov/document/ed005374p.pdf LA - English DB - PAIS Index N1 - Date revised - 2013-10-01 N1 - Publication note - United States National Center for Education Statistics, 2012 N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - Evidence Meets Practice: Institutional Strategies to Increase College Completion AN - 1361841958; ED542098 AB - This "Evidence Meets Practice" guide is a summary of the lessons learned at the Evidence-Action-Innovation College Completion Symposium convened by the U.S. Department of Education on January 30, 2012. These findings emerged from conversations among researchers, postsecondary education practitioners, and policy experts. The institutional examples cited were either the focus of the research or mentioned during the round table discussions and/or large group report outs. Appended are: (1) Symposium Participants, Steering Committee, Facilitators, and Recorders; (2) Discussion Guide; and (3) Selected Department of Education Resources. [This report was produced with Isom Global Strategies.] Y1 - 2012/11// PY - 2012 DA - November 2012 SP - 44 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Conferences (Gatherings) KW - Expertise KW - Academic Advising KW - Mentors KW - College Faculty KW - Developmental Studies Programs KW - Colleges KW - Researchers KW - Community Colleges KW - Evidence KW - Graduation Rate KW - Faculty Advisers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1361841958?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Improving the Measurement of Socioeconomic Status for the National Assessment of Educational Progress: A Theoretical Foundation--Recommendations to the National Center for Education Statistics AN - 1361841481; ED542101 AB - At the request of the National Assessment Governing Board (NAGB, 2003), the National Center for Education Statistics (NCES) convened a panel of experts to provide recommendations concerning socioeconomic status (SES) as a construct, with the understanding that their recommendations might ultimately lead to a new measure of SES that could be used for the National Assessment of Educational Progress (NAEP). The current, most prominent NAEP measure of student SES, National School Lunch Program (NSLP) eligibility, has become less valid over time. The panel's main focus was on the theoretical foundations of SES. The panel made four key recommendations to improve measurement and reporting of SES: (1) Family income and other indicators of home possessions and resources, parental educational attainment, and parental occupational status should be considered components of a core SES measure, and should be the subject of immediate focus for NAEP reporting; (2) Neighborhood and school SES could be used to construct an expanded SES measure, and measures of these variables could contribute to an expanded SES; (3) Composite measures have many advantages, such as being a single summary useful for reporting, greater reliability, and representing the full range of SES factors. In addition, treating SES as a composite measure does not preclude reporting on relationships between individual SES components and achievement. Therefore, attempts should be made to develop an SES composite measure; and (4) The validity of NSLP eligibility has been decreasing due to jurisdiction-wide eligibility and other factors, and that trend is likely to continue. There is concern over the quality of student reports, particularly regarding parental educational attainment (for 4th-graders) and occupational status (for all grades). Due to these data quality issues, along with burden considerations, attempts should be made to explore the possibility of linking to Census data on SES components. (Contains 1 footnote.) Y1 - 2012/11// PY - 2012 DA - November 2012 SP - 37 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Measurement KW - Employment Level KW - School Demography KW - Parent Background KW - Socioeconomic Status KW - Employed Parents KW - Neighborhoods KW - Correlation KW - Educational Attainment KW - National Competency Tests KW - Family Income KW - Data Collection UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1361841481?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Translating the Statistical Representation of the Effects of Education Interventions into More Readily Interpretable Forms AN - 1312418955; ED537446 AB - This paper is directed to researchers who conduct and report education intervention studies. Its purpose is to stimulate and guide them to go a step beyond reporting the statistics that emerge from their analysis of the differences between experimental groups on the respective outcome variables. With what is often very minimal additional effort, those statistical representations can be translated into forms that allow their magnitude and practical significance to be more readily understood by the practitioners, policymakers, and even other researchers who are interested in the intervention that was evaluated. (Contains 12 tables and 6 figures.) AU - Lipsey, Mark W. AU - Puzio, Kelly AU - Yun, Cathy AU - Hebert, Michael A. AU - Steinka-Fry, Kasia AU - Cole, Mikel W. AU - Roberts, Megan AU - Anthony, Karen S. AU - Busick, Matthew D. Y1 - 2012/11// PY - 2012 DA - November 2012 SP - 54 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Elementary Secondary Education KW - Special Education KW - Mathematics Achievement KW - Academic Achievement KW - Program Costs KW - Experimental Groups KW - Intervention KW - Benchmarking KW - National Competency Tests KW - Reading Achievement KW - Control Groups KW - Cost Effectiveness KW - Statistical Significance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312418955?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2009-10 (Fiscal Year 2010). First Look. NCES 2013-305 AN - 1312418938; ED537441 AB - The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data by the National Center for Education Statistics (NCES) in the Institute of Education Sciences of the U.S. Department of Education. The U.S. Census Bureau conducts the data collection for the finance surveys on behalf of NCES. State education agencies (SEAs) report the finance data through an online data collection site. SEAs report student membership data through the U.S. Department of Education's EDFacts data collection system. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the National Public Education Financial Survey (NPEFS) component of CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. This report presents findings on public education revenues and expenditures using fiscal year 2010 (FY 10) data from the provisional version 1a NPEFS file of the CCD survey system. Programs covered in NPEFS include regular, special, and vocational education; charter schools; and state-run education programs (such as special education centers or education programs for incarcerated youth). This First Look provides users with an opportunity to access provisional NPEFS data that have been fully reviewed, edited, and imputed. Final data, including revisions to the provisional data submitted by the SEAs after the close of data collection, will be available during the following collection year (2013). Appended are: (1) Methodology and Technical Notes; (2) Common Core of Data Glossary; and (3) Revised Fiscal Year 2009 Tables. (Contains 11 tables, 3 figures and 3 footnotes.) AU - Cornman, Stephen Q. AU - Young, Jumaane AU - Herrell, Kenneth C. Y1 - 2012/11// PY - 2012 DA - November 2012 SP - 36 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Public Education Financial Survey KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Special Education KW - Expenditure per Student KW - Educational Finance KW - School Districts KW - National Surveys KW - State Departments of Education KW - Expenditures KW - Charter Schools KW - Public Schools KW - School Construction KW - Public Education KW - Data Collection KW - Vocational Education KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312418938?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Mathematics Framework for the 2013 National Assessment of Educational Progress AN - 1361839515; ED542064 AB - Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the subject, curriculum specialists about the level and nature of student achievement, and policymakers about factors related to schooling and its relationship to student proficiency in mathematics. The NAEP Assessment in mathematics has two components that differ in purpose. One assessment measures long-term trends in achievement among 9-, 13-, and 17-year-old students by using the same basic design each time. This unique measure allows for comparisons of students' knowledge of mathematics since it was first administered in 1973. The "2013 Mathematics Framework" reflects changes from 2005 in grade 12 only; mathematics content objectives for grades 4 and 8 have not changed. Therefore, main NAEP trend lines from the early 1990s can continue at fourth and eighth grades for the 2013 assessment. Special analyses have also determined that main NAEP trend lines from 2005 can continue at 12th grade for the 2013 assessment. Taken together, the NAEP Assessments provide a rich, broad, and deep picture of student mathematics achievement in the United States. Results are reported in terms of scale scores and percentiles. These reports provide comprehensive information about what students in the United States know and can do in the area of mathematics. These reports present information on strengths and weaknesses in students' knowledge of mathematics and their ability to apply that knowledge in problem-solving situations. In addition, these reports provide comparative student data according to gender, race/ethnicity, socioeconomic status, and geographic region; describe trends in student performance over time; and report on relationships between student proficiency and certain background variables. NAEP Mathematics Achievement Level Descriptions are appended. A bibliography is included. (Contains 12 exhibits.) Y1 - 2012/10// PY - 2012 DA - October 2012 SP - 88 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Policymakers KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Objective Tests KW - Validity KW - Mathematics Achievement KW - Scores KW - Academic Achievement KW - Educational Trends KW - Test Items KW - National Competency Tests KW - Difficulty Level KW - Problem Solving KW - Models KW - Mathematics Curriculum KW - Mathematics Tests KW - Student Evaluation KW - Educational Assessment KW - Data Analysis KW - Test Construction KW - Trend Analysis KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1361839515?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Reading Framework for the 2013 National Assessment of Educational Progress AN - 1361838684; ED542063 AB - As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in reading various texts and responding to those texts by answering multiple-choice and instructed-response questions. The information NAEP provides about student achievement helps the public, educators, and policymakers understand strengths and weaknesses in student performance and make informed decisions about education. The 2013 NAEP Reading Assessment will measure national, regional, state, and sub-group achievement in reading but is not designed to report individual student or school performance. The assessment will measure students' reading comprehension and their ability to apply vocabulary knowledge to assist them in comprehending what they read. The reading assessment will use the same framework used in 2009. This document, the "Reading Framework for the 2013 National Assessment of Educational Progress," presents the conceptual base for, and discusses the content of, the assessment. It is intended for a broad audience. A more detailed technical document, the "Reading Assessment and Item Specifications for the National Assessment of Educational Progress," is available on the Web. The specifications will provide information to guide passage selection, item development, and other aspects of test development. The Governing Board, the policymaking body for NAEP, has stated that the NAEP Reading Assessment will measure reading comprehension by asking students to read passages written in English and to answer questions about what they have read. The NAEP Reading Framework results from the work of many individuals and organizations involved in reading and reading education, including researchers, policymakers, educators, and other members of the public. Their work was guided by scientifically based literacy research that conceptualizes reading as a dynamic cognitive process as reflected in the following definition of reading. Appended are: (1) Glossary of terms; (2) NAEP Reading Achievement Level Definitions; and (3) Special Studies: NAEP Reading Framework. A bibliography is included. (Contains 7 footnotes and 12 exhibits.) Y1 - 2012/10// PY - 2012 DA - October 2012 SP - 90 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - National Assessment of Educational Progress KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Policymakers KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Reading Tests KW - Abstract Reasoning KW - Academic Achievement KW - Reading Research KW - National Competency Tests KW - Reading Achievement KW - Test Construction KW - Vocabulary Development KW - Educational Legislation KW - Educational Indicators KW - Reading Skills KW - Reading Comprehension KW - Test Content KW - Federal Legislation KW - Cognitive Processes KW - Multiple Choice Tests KW - Student Evaluation KW - Educational Assessment KW - Reading Processes KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1361838684?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - School Improvement Grants: Analyses of State Applications and Eligible and Awarded Schools AN - 1238190646; ED537065 AB - The School Improvement Grants (SIG) program was first authorized in 2001 under Title I section 1003(g) of the Elementary and Secondary Education Act (ESEA) and provides formula-based federal funds to states that then competitively award these funds to districts applying for SIG on behalf of their low-performing schools. These schools use the funds to implement reforms to turn themselves around. SIG funding was substantially increased and SIG requirements were substantially modified with the passage of the American Recovery and Reinvestment Act of 2009 (ARRA). These modifications were designed to better target SIG to the nation's lowest-achieving schools and to ensure that more aggressive improvement strategies are adopted for such schools than had been previously adopted. Thus far, since the passage of ARRA, two cohorts of schools have received SIG. Cohort I grantees include schools that received SIG during the fiscal year 2009 competition cycle to implement reforms beginning in the 2010-11 school year. Cohort II grantees include schools that received SIG during the fiscal year 2010 competition cycle to implement reforms beginning in the 2011-12 school year. Both cohorts were funded through ESEA. In addition, Cohort I funding was supplemented by ARRA. This report focuses on two key questions: (1) Based on states' Cohort II SIG applications to the U.S. Department of Education, what SIG-related policies and practices did states intend to implement, and how do they compare to the policies and practices in states' Cohort I SIG applications? (States were required to submit an application to obtain a formula-based share of federal SIG funds that they then awarded competitively to districts applying for SIG on behalf of their eligible schools.); and (2) What are the characteristics of the persistently lowest-achieving schools identified by states as eligible for SIG and of the schools awarded SIG funds in Cohort II, and how do they compare to schools in Cohort I? The remainder of the report is divided into four sections. Section 2 provides an overview of SIG. Section 3 addresses the first key question based on information contained in state SIG applications submitted to and approved by the U.S. Department of Education (ED). The analysis focuses on how states identified SIG-eligible schools, how states determined whether districts had the capacity to support SIG implementation in their schools, and how states reported monitoring and supporting SIG implementation. Section 4 addresses the second key question through a descriptive analysis of extant data on the characteristics of SIG-eligible schools identified by states, as well as the characteristics of SIG-awarded schools. Section 5 summarizes the report's key findings. Appended are: (1) Methodology for Analyses of State Applications for SIG; (2) Number and Percentage of SIG-Eligible Schools; and (3) Number of SIG-Awarded Schools. (Contains 26 exhibits and 21 footnotes.) [This paper was written with the assistance of Molly Abend, Brian Lundgren, Jennifer Scala, and Jayne Sowers.] AU - Hurlburt, Steven AU - Therriault, Susan Bowles AU - Le Floch, Kerstin Carlson Y1 - 2012/10// PY - 2012 DA - October 2012 SP - 66 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - American Recovery and Reinvestment Act 2009 KW - Elementary Secondary Education Act KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Educational Legislation KW - Federal Aid KW - Government Role KW - Educational Finance KW - Grants KW - Identification KW - Educational Improvement KW - Eligibility KW - School Turnaround KW - State Government KW - Schools KW - Federal Legislation KW - Program Implementation KW - Educational Change KW - Educational Policy UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1238190646?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Enrollment in Postsecondary Institutions, Fall 2011; Financial Statistics, Fiscal Year 2011; and Graduation Rates, Selected Cohorts, 2003-2008: First Look (Preliminary Data). NCES 2012-174 AN - 1140145138; ED536025 AB - The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This "First Look" presents findings from the preliminary data of the IPEDS spring 2012 data collection, which included four survey components: Enrollment at postsecondary institutions during fall 2011; Finance, for the 2011 fiscal year; and graduation rates of selected cohorts within 150 and 200 percent of normal program completion time. Data for all components were collected through the IPEDS web-based data collection system. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012293. This "First Look" using IPEDS preliminary data provides users with an opportunity to obtain access to IPEDS data soon after the close of data collection. Provisional data for this collection, containing fully imputed and adjudicated data, will be released approximately 3 months after the preliminary data. Final data, including revisions submitted by institutions after the close of data collection, will be available during the following collection year (2012-13). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the spring 2012 collection are displayed in this "First Look"; however, all data from the spring 2012 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Appended are: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms. (Contains 4 tables, 4 footnotes and 8 endnotes.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2012/10// PY - 2012 DA - October 2012 SP - 23 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Colleges KW - Student Characteristics KW - Educational Finance KW - Enrollment KW - Data Collection KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1140145138?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Documentation to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2010-11. Version Provisional 2a. NCES 2012-337rev AN - 1826527654; ED565676 AB - The Common Core of Data (CCD) nonfiscal surveys consist of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, the four U.S. Island Areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands), the Department of Defense Education Activity (DoDEA), and the Bureau of Indian Education (BIE). The purpose of the CCD nonfiscal surveys is to provide a listing of all schools (103,813 in 2010-11) and agencies (18,478 in 2010-11) 2 that provide free public elementary and secondary education in the United States and its jurisdictions, along with basic descriptive statistical information on each school and agency listed. The CCD system provides variables that enable the data provider and the data user to identify and select records according to the categories of interest to them. The Local Education Agency Universe data file includes the following variables: NCES agency ID number, state agency ID number, agency name, phone number, mailing address, physical location address, agency type code, supervisory union number, American National Standards Institute (ANSI) state and county code, county name, core based statistical area (CBSA) code, metropolitan/micropolitan code, metropolitan status code, district locale code, congressional district code, operational status code, BIE agency status, low/high grade span offered, agency charter status, number of schools, number of full-time-equivalent (FTE) teachers, number of ungraded students, number of PK-12 students, number of special education/Individualized Education Program (IEP) students, number of English language learner (ELL) students, instructional staff fields, support staff fields, and a flag indicating whether student counts by race/ethnicity were reported by five or seven racial/ethnic categories. The document contains a user's guide and four appendices: (1) Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2010-11; (2) Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2010-11; (3) Glossary for the Common Core of Data: School Year 2010-11; and (4) State Notes for the Common Core of Data: School Year 2010-11. AU - Keaton, Patrick Y1 - 2012/09// PY - 2012 DA - September 2012 SP - 118 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Public Schools KW - Records (Forms) KW - Student Characteristics KW - Data Collection KW - National Surveys KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826527654?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Documentation to the NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2010-11. Version Provisional 2a. NCES 2012-338rev AN - 1826527572; ED565662 AB - The Public Elementary/Secondary School Universe file includes data for the following variables: NCES school ID number, state school ID number, name of the school, name of the agency that operates the school, mailing address, physical location address, phone number, school type, operational status, locale code, latitude, longitude, county number, county name, full-time-equivalent (FTE) classroom teacher count, low/high grade span offered, Congressional district code, school level, free lunch eligible students, reduced-price lunch eligible students, total free and reduced-price lunch eligible, and student totals and detail (by grade, by race/ethnicity, and by sex). The file also contains flags indicating whether a school is Title I eligible, schoolwide Title I eligible, a magnet school, a charter school, a shared time school, or a Bureau of Indian Education (BIE) school, along with which grades are offered at the school and if the school was reconstituted due to Annual Yearly Progress (AYP) reasons. The remainder of this document contains a user's guide and four appendices: (1) Record Layout for the Common Core of Data Local Education School Universe Survey: School Year 2010-11; (2) Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2010-11; (3) Glossary for the Common Core of Data: School Year 2010-11 and (4) State Notes for the Common Core of Data: School Year 2010-11. AU - Keaton, Patrick Y1 - 2012/09// PY - 2012 DA - September 2012 SP - 121 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Public Schools KW - Records (Forms) KW - Student Characteristics KW - Data Collection KW - National Surveys KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826527572?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Postsecondary Institutions and Price of Attendance in 2011-12, Degrees and Other Awards Conferred: 2010-11, and 12-Month Enrollment: 2010-11. First Look (Provisional Data). NCES 2012-289rev AN - 1140145145; ED535564 AB - The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This "First Look" presents findings from the provisional data of the IPEDS fall 2011 data collection, which included three survey components: Institutional Characteristics for the 2011-12 academic year; Completions, covering the period July 1, 2010, through June 30, 2011; and 12-Month Enrollment, covering the period July 1, 2010, through June 30, 2011. Data for all three components were collected through the IPEDS web-based data collection system. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012293. This "First Look" provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2012-13). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the fall 2011 collection are displayed in this "First Look"; however, all data from the fall 2011 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Appended are: (1) Data Collection Procedures; and (2) Glossary of Terms. (Contains 4 tables and 8 footnotes.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2012/09// PY - 2012 DA - September 2012 SP - 18 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Institutional Characteristics KW - Graduate Study KW - Gender Differences KW - Undergraduate Study KW - Public Colleges KW - Private Colleges KW - Educational Attainment KW - Tuition KW - Fees KW - Academic Degrees KW - Proprietary Schools KW - Enrollment KW - Statistical Data KW - Data Collection KW - Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1140145145?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010-11: First Look (Provisional Data). NCES 2012-156rev AN - 1140144317; ED535563 AB - The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This "First Look" presents findings from the provisional data of the IPEDS winter 2011-12 data collection, which included two survey components: Human Resources, which collects staff counts for fall 2011 and salary information for full-time instructional staff covering academic year 2011-12; and Student Financial Aid, which collects the number of undergraduate students receiving aid as well as the amount of aid received by those students. Data for both components were collected through the IPEDS web-based data collection system. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012293. This "First Look" provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the following collection year (2012-13). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the winter 2011-12 collection are displayed in this "First Look"; however, all data from the winter 2011-12 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Appended are: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms. (Contains 2 tables and 8 footnotes.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2012/09// PY - 2012 DA - September 2012 SP - 17 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Undergraduate Students KW - Salaries KW - Private Colleges KW - Public Colleges KW - Medical Schools KW - Human Resources KW - College Faculty KW - Part Time Employment KW - Student Financial Aid KW - Academic Degrees KW - Proprietary Schools KW - Online Surveys KW - School Personnel KW - Data Collection UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1140144317?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State and District Receipt of Recovery Act Funds. A Report from Charting the Progress of Education Reform: An Evaluation of the Recovery Act's Role. NCEE 2012-4057 AN - 1140131721; ED535324 AB - The American Recovery and Reinvestment Act (ARRA or the Recovery Act) of 2009 provided an unprecedented level of funding designed to "stimulate the economy in the short-term and invest wisely, using these funds to improve schools, raise achievement, drive reforms and produce better results for children and young people for the long-term health of our nation." The distribution of Recovery Act funds was intended to reflect these multiple goals. Nearly $97.4 billion were allocated to the U.S. Department of Education (ED), of which $70.6 billion were awarded by ED for primary and secondary (K-12) education through existing and new federal programs. These funds were distributed to states and districts using formulas based primarily on population and student poverty and through competitive grants. Consistent with its emphasis on transparency, the Recovery Act also included extensive reporting requirements for the receipt and use of Recovery Act funds. This report brings together publicly available information about Recovery Act education grants--all awarded by September 30, 2010--and the sub-grants made by grant recipients as of December 31, 2010. It examines (1) how much states and districts received from the Recovery Act and its different programs; and (2) whether and how the distribution of funds varied by selected characteristics of the recipient states and districts. This information lays the groundwork for ED's multi-year evaluation, "Charting the Progress of Education Reform: An Evaluation of the Recovery Act's Role." The evaluation examines the implementation of K-12 education reforms promoted by the Act across states, school districts, and schools. Key findings from this examination reveal that: (1) the Recovery Act provided an average of $1,396 per pupil for K-12 programs; (2) the Recovery Act K-12 funding to individual states ranged from $1,063 to $3,632 per pupil; (3) on average, 81 percent of Recovery Act K-12 funding was awarded to local education agencies (LEAs), either through sub-grants from states or through direct grants from ED. In total, 93 percent of all school districts in the nation received Recovery Act funds from at least one program; and (4) high-need school districts--defined as those with the highest rates of child poverty as well as those with the lowest student achievement--received considerably more funding per pupil than did districts with less need. Appended are: (1) Data Sources; (2) Methods; and (3) Supplementary Data Tables. (Contains 15 figures, 13 tables, and 45 footnotes.) AU - Garrison-Mogren, Roberta AU - Gutmann, Babette Y1 - 2012/09// PY - 2012 DA - September 2012 SP - 71 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - American Recovery and Reinvestment Act 2009 KW - National Assessment of Educational Progress KW - Race to the Top KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Financial Support KW - Special Education KW - Rural Schools KW - Federal Aid KW - Grants KW - Educational Finance KW - Academic Achievement KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Suburban Schools KW - Federal Legislation KW - Poverty KW - Educational Change KW - Federal Programs KW - Funding Formulas KW - Enrollment KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1140131721?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Learning from Recent Advances in Measuring Teacher Effectiveness. Meeting Summary (Washington, DC, August 9, 2012) AN - 1312423280; ED539039 AB - On August 9, 2012, the Institute of Education Sciences (IES) convened a meeting of researchers and U.S. Department of Education (ED) and IES staff to discuss recent advances in measuring teacher effectiveness. The objectives of the meeting were to: (1) Identify and discuss recent advances in the use of value-added models (VAMs) and student growth models (SGMs) as one measure of teacher effectiveness, including their implications, applications, and limitations for practicing educators; and (2) Identify considerations for future research. Participants from the research community were carefully chosen to represent a broad range of academic disciplines, expertise and perspectives. Each participant from the research community was asked to share in advance of the meeting a two-page written summary of their views on the implications of recent advances in value-added and SGM measures. This document presents a summary of the meeting. (Contains 3 endnotes.) [For the two-page briefs from this conference, see ED539040.] Y1 - 2012/08/09/ PY - 2012 DA - 2012 Aug 09 SP - 23 PB - Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Intellectual Disciplines KW - Student Improvement KW - Conferences (Gatherings) KW - Academic Achievement KW - Expertise KW - Incentives KW - Accountability KW - Educational Attitudes KW - Achievement Gains KW - Teacher Effectiveness KW - Measurement Techniques KW - Models KW - Evaluation Methods KW - Teacher Evaluation KW - Evaluation Criteria KW - Student Evaluation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312423280?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Learning from Recent Advances in Measuring Teacher Effectiveness (Washington, DC, August 9, 2012) AN - 1312423057; ED539040 AB - On August 9, 2012, the Institute of Education Sciences (IES) convened a meeting of researchers and U.S. Department of Education (ED) and IES staff to discuss recent advances in measuring teacher effectiveness. The objectives of the meeting were to: (1) Identify and discuss recent advances in the use of value-added models (VAMs) and student growth models (SGMs) as one measure of teacher effectiveness, including their implications, applications, and limitations for practicing educators; and (2) Identify considerations for future research. Participants from the research community were carefully chosen to represent a broad range of academic disciplines, expertise and perspectives. Each participant from the research community was asked to share in advance of the meeting a two-page written summary of their views on the implications of recent advances in value-added and SGM measures. These briefs are presented here. (Individual briefs contain references.) [For the meeting summary, see ED539039.] AU - Betebenner, Damian AU - Braun, Henry AU - Corcoran, Sean AU - Darling-Hammond, Linda AU - Friedman, John AU - Goldhaber, Daniel AU - Ho, Andrew AU - Kane, Thomas AU - Ladd, Helen AU - Pianta, Robert AU - Rockoff, Jonah AU - Rothstein, Jesse Y1 - 2012/08/09/ PY - 2012 DA - 2012 Aug 09 SP - 37 PB - Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Intellectual Disciplines KW - Student Improvement KW - Conferences (Gatherings) KW - Academic Achievement KW - Expertise KW - Incentives KW - Accountability KW - Educational Attitudes KW - Achievement Gains KW - Teacher Effectiveness KW - Measurement Techniques KW - Models KW - Evaluation Methods KW - Teacher Evaluation KW - Evaluation Criteria KW - Student Evaluation KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312423057?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Higher Education: Gaps in Access and Persistence Study. Statistical Analysis Report. NCES 2012-046 AN - 1140125124; ED534691 AB - Numerous studies, including those of the National Center for Education Statistics (NCES), have documented persistent gaps between the educational attainment of White males and that of Black, Hispanic, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander males. Further, there is evidence of growing gaps by sex within these racial/ethnic groups, as females participate and persist in education at higher rates than their male counterparts (Aud, Fox, and KewalRamani 2010; Aud et al. 2011). In the interest of formulating policies to address these gaps, Congress directed the U.S. Department of Education to produce a report documenting the gaps in access to and completion of higher education by minority males and to outline specific policies that can help address these gaps (Higher Education Opportunity Act, H.R. 4137, 110th Cong. Section 1109, 2008). NCES was directed to produce the "Higher Education: Gaps in Access and Persistence Study," a statistical report that documents the scope and nature of the gaps by sex and by race/ethnicity. The primary focus of the "Higher Education: Gaps in Access and Persistence Study" is to examine gaps in educational participation and attainment between male Blacks, Hispanics, Native Hawaiians/Pacific Islanders, and American Indians/Alaska Natives and their female counterparts and to examine gaps between males in these racial/ethnic groups and White males. The secondary focus of the report is to examine overall sex and racial/ethnic differences. In addition to these descriptive indicators, this report also includes descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment. Postsecondary attendance rates are generally lower for youth from lower socioeconomic backgrounds and those from various racial/ethnic groups (e.g., Blacks and Hispanics) when compared to Whites and Asians (Aud et al. 2011). In 2010, as in every year since 1980, a lower percentage of male than female 18- to 24-year-olds were enrolled either in college or graduate school (39 vs. 47 percent). This pattern was also observed for Whites (43 vs. 51 percent), Blacks (31 vs. 43 percent), Hispanics (26 vs. 36 percent), American Indians (24 vs. 33 percent), and persons of two or more races (40 vs. 49 percent). In addition to college enrollment differences, there are gaps in postsecondary attainment for males and females. For instance, among first-time students seeking bachelor's degrees who started full time at a 4-year college in 2004, a higher percentage of females than males completed bachelor's degrees within 6 years (61 vs. 56 percent)--a pattern that held across all racial/ethnic groups. This report will document the scope and nature of a number of differences between sex and racial/ethnic groups in education preparation and achievement as well as differences in postsecondary access, persistence, and attainment between males and females within and across racial/ethnic groups. The report presents indicators that include the most recently available, nationally representative data from NCES, other federal agencies, and selected items from the ACT and the College Board. The report draws on multiple sources that represent different years and different populations. Individual chapters contain footnotes. (Contains 89 figures and 73 tables.) Appended are: (1) Technical Appendix--Logistic Regression Analysis and Imputation Procedures; and (2) Guide to Sources. AU - Ross, Terris AU - Kena, Grace AU - Rathbun, Amy AU - KewalRamani, Angelina AU - Zhang, Jijun AU - Kristapovich, Paul AU - Manning, Eileen Y1 - 2012/08// PY - 2012 DA - August 2012 SP - 329 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Higher Education Opportunity Act 1970 KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Documentation KW - Hawaiians KW - Gender Differences KW - Access to Education KW - Socioeconomic Status KW - Educational Indicators KW - Males KW - Race KW - African Americans KW - Educational Attainment KW - American Indians KW - Multivariate Analysis KW - Whites KW - Minority Groups KW - Hispanic Americans KW - Ethnic Groups KW - Achievement Gap KW - Academic Persistence KW - Females KW - Pacific Islanders KW - Alaska Natives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1140125124?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - IPEDS Analytics: Delta Cost Project Database 1987-2010. Data File Documentation. NCES 2012-823 AN - 1037906215; ED534366 AB - The IPEDS Analytics: Delta Cost Project Database was created to make data from the Integrated Postsecondary Education Data System (IPEDS) more readily usable for longitudinal analyses. Currently spanning the period from 1987 through 2010, it has a total of 202,800 observations on 932 variables derived from the institutional characteristics, finance, enrollment, completions, graduation rates, student financial aid, and human resources IPEDS survey components as well as a limited number of outside sources. The maintenance and hosting of the IPEDS Analytics: Delta Cost Project Database was taken over by the National Center for Education Statistics (NCES) in 2012. The database was originally created by the Delta Cost Project (an independent, nonprofit organization) in 2007. For a detailed history of the development of the database under the Delta Cost Project, which covers the 1987-2009 database, please refer to its location on the NCES website, http://nces.ed.gov/ipeds/deltacostproject/download/DCP_History_Documentation.pdf. The database has been posted online in two parts for easier downloading; the first part contains the file for the 1987-1999 academic years and the second for the 2000-2010 academic years. These files are intended to be merged together to create the full 1987-2010 database. This document describes the design of the database and file updates for the IPEDS Analytics: Delta Cost Project Database 1987-2010. AU - Lenihan, Colleen Y1 - 2012/08// PY - 2012 DA - August 2012 SP - 12 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Institutional Characteristics KW - Educational Finance KW - Accuracy KW - Human Resources KW - Educational Attainment KW - Longitudinal Studies KW - Usability KW - Error Correction KW - Student Financial Aid KW - Databases KW - Database Design KW - Enrollment KW - Data Collection KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1037906215?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Growth Models: Issues and Advice from the States. A Guide of the Statewide Longitudinal Data Systems Grant Program AN - 1697499280; ED551302 AB - The content of this guide was derived from ongoing work of a working group on growth models coordinated and facilitated by the SLDS Grant Program's State Support Team. The Statewide Longitudinal Data Systems (SLDS) Grant Program was asked by several states to review current growth models with the goal of determining the impact of different models on longitudinal data systems and capturing some best practices that states are using in the implementation process. From July 2011 through February 2012, representatives from Colorado, Arkansas, Ohio, Iowa, Pennsylvania, Delaware, and Florida participated in a working group session and follow-up discussions facilitated by members of the State Support Team (SST). This working group allowed states to more easily discuss and share strategies, best practices, and challenges related to the use of growth models. Specifically, these states have provided the following information to the SST in response to questions about their specific growth model(s) related to: (1) types and purposes of growth model(s) used; (2) description of model(s) used; (3) data elements required for each model; and (4) issues and barriers experienced during development, implementation, or use. Y1 - 2012/07// PY - 2012 DA - July 2012 SP - 15 PB - Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. KW - Colorado KW - Arkansas KW - Ohio KW - Iowa KW - Pennsylvania KW - Delaware KW - Florida KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Information Systems KW - Barriers KW - Educational Legislation KW - Educational Indicators KW - Academic Achievement KW - Accountability KW - Longitudinal Studies KW - Achievement Gains KW - Models KW - Teacher Evaluation KW - Federal Legislation KW - Best Practices KW - Federal Programs KW - Compliance (Legal) KW - Metadata UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697499280?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - JOUR T1 - Academic adjustment across middle school: The role of public regard and parenting. AN - 1364766058; 201310428 AB - In the current longitudinal study, we examined associations between Black and Latino youths' perceptions of the public's opinion of their racial/ethnic group (i.e., public regard) and changes in academic adjustment outcomes across middle school. We also tested combinations of racial/ethnic socialization and parent involvement in academic activities as moderators of this association. We used a 2nd-order latent trajectory model to test changes in academic adjustment outcomes in a sample of 345 Black and Latino urban youth across 6th, 7th, and 8th grades (51% female). Results revealed a significant average linear decline in academic adjustment from 6th to 8th grade, as well as significant variation around this decline. We found that parenting moderated the association between public regard and the latent trajectory of academic adjustment. Specifically, for youth who reported high racial/ethnic socialization and low parent academic involvement, lower public regard predicted lower academic adjustment in 6th grade. For youth who reported both low racial/ethnic socialization and low parent academic involvement, lower public regard predicted a steeper decline in academic adjustment over time. Finally, among youth who reported high racial/ethnic socialization and high parent academic involvement, public regard was not associated with either the intercept or the slope of academic adjustment. Thus, the combination of high racial/ethnic socialization and parent academic involvement may protect youths' academic motivation and performance from the negative effects of believing the public has low opinions of one's racial/ethnic group. Implications for protecting Black and Latino youths' academic outcomes from decline during middle school are discussed. [Copyright American Psychological Association] JF - Developmental Psychology AU - McGill, Rebecca Kang AU - Hughes, Diane AU - Alicea, Stacey AU - Way, Niobe AD - Institute of Education Sciences, U.S. Department of Education, Washington, DC, US rebecca.kang.mcgill@gmail.com Y1 - 2012/07// PY - 2012 DA - July 2012 SP - 1003 EP - 1018 PB - American Psychological Association, Washington DC VL - 48 IS - 4 SN - 0012-1649, 0012-1649 KW - academic involvement KW - ethnic minority KW - middle school KW - racial/ethnic socialization KW - trajectories KW - academic adjustment KW - public regard KW - parenting KW - Latin American people KW - Racial differences KW - Young people KW - Parents KW - Socialization KW - Adjustment KW - article UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1364766058?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aassia&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Developmental+Psychology&rft.atitle=Academic+adjustment+across+middle+school%3A+The+role+of+public+regard+and+parenting.&rft.au=McGill%2C+Rebecca+Kang%3BHughes%2C+Diane%3BAlicea%2C+Stacey%3BWay%2C+Niobe&rft.aulast=McGill&rft.aufirst=Rebecca&rft.date=2012-07-01&rft.volume=48&rft.issue=4&rft.spage=1003&rft.isbn=&rft.btitle=&rft.title=Developmental+Psychology&rft.issn=00121649&rft_id=info:doi/10.1037%2Fa0026006 LA - English DB - Applied Social Sciences Index & Abstracts (ASSIA) N1 - Date revised - 2013-06-01 N1 - Last updated - 2016-09-27 N1 - CODEN - DEVPA9 N1 - SubjectsTermNotLitGenreText - Adjustment; Young people; Racial differences; Parents; Socialization; Latin American people DO - http://dx.doi.org/10.1037/a0026006 ER - TY - RPRT T1 - 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). NCES 2012-049 AN - 1031152481; ED533795 AB - This brief report provides a demographic profile of the students who attended kindergarten in the United States in the 2010-11 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The ECLS-K:2011 cohort includes students in public and private schools across the United States, students who attended part-day and full-day kindergarten programs, and students who were attending their first year of kindergarten as well as those who were repeating kindergarten. The analyses presented in this report focus on the 3.5 million students who were attending kindergarten for the first time in the 2010-11 school year. Approximately 5 percent of the students in the ECLS-K:2011 cohort were repeating kindergarten and are not represented in the findings in this report. The ECLS-K:2011 is a longitudinal study that will follow a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of them are expected to be in fifth grade. During the first year of data collection, when all children were in kindergarten, data were collected in both the fall and the spring. Approximately 18,200 children enrolled in 970 schools during the 2010-11 school year participated during the kindergarten year. The study will provide information on students' status at entry to school, their transition into school, and their progression through the elementary grades. The longitudinal nature of the ECLS-K:2011 data will enable researchers to study how a wide range of family, school, community, and individual factors are associated with educational, socioemotional, and physical development over time. Information is being collected from the students, their parents/guardians, their teachers, their school administrators, and their before- and after-school care providers. Readers are cautioned not to draw causal inferences based on the results presented. It is important to note that many of the characteristics examined in this report may be related to one another, and complex interactions and relationships among the characteristics were not explored in this report. The variables examined here are just a few of the several thousand that can be examined using the ECLS-K:2011 data. These findings are examples of estimates that can be obtained from the data and are not designed to emphasize any particular issue. In addition, the estimates presented in this report are based on a preliminary version of the ECLS-K:2011 restricted-use data. Estimates produced with the final restricted-use data file, or the public-use data file, may vary. Appended are: (1) Survey Methodology and Glossary; and (2) Standard Error Tables. (Contains 6 tables and 9 footnotes.) [Additional support for this paper was provided by the Administration on Children, Youth, and Families and the Office of English Language Acquisition.] AU - Mulligan, Gail M. AU - Hastedt, Sarah AU - McCarroll, Jill Carlivati Y1 - 2012/07// PY - 2012 DA - July 2012 SP - 35 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Early Childhood Longitudinal Survey KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Kindergarten KW - School Entrance Age KW - Young Children KW - Parent Background KW - Student Characteristics KW - Native Language KW - Race KW - Reading Skills KW - Body Composition KW - Educational Attainment KW - Longitudinal Studies KW - Mathematics Skills KW - Early Reading KW - Public Schools KW - Poverty KW - Private Schools KW - Family (Sociological Unit) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1031152481?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Indian Education Study 2011: The Educational Experiences of American Indian and Alaska Native Students at Grades 4 and 8. NCES 2012-466 AN - 1031152232; ED533306 AB - Since 2005, the National Indian Education Study (NIES) has provided educators, policymakers, and the public with information about the background and academic performance of fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES was administered in 2005, 2007, 2009, and 2011 as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow for more in-depth reporting on the achievement and experiences of AI/AN students. It fulfills a mandate of Executive Order 13592 issued in 2011 to improve educational outcomes for all AI/AN students. NIES reports present findings that are relevant to research and collaborative provisions of the Executive Order. This report presents results on the performance of fourth- and eighth-grade AI/AN students in the NAEP reading and mathematics assessments, followed by information on their educational experiences based on responses to the NIES student, teacher, and school questionnaires. This represents a change from earlier studies in 2005, 2007, and 2009 when performance and survey results were presented in separate reports. (Contains 36 figures, 28 tables and 7 footnotes.) [The National Indian Education Study (NIES) is directed by NCES and carried out by Educational Testing Service (ETS), Pearson Educational Measurement, American Institutes for Research, Westat, and Fulcrum IT. Additional support in the development of this report was provided by Levine & Associates.] Y1 - 2012/07// PY - 2012 DA - July 2012 SP - 64 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - American Indian Culture KW - Reading Teachers KW - Rural Urban Differences KW - Scores KW - National Competency Tests KW - American Indians KW - Reading Achievement KW - Public Schools KW - American Indian History KW - Educational Experience KW - Achievement Gap KW - American Indian Education KW - Alaska Natives KW - School Community Relationship KW - Administrators KW - Gender Differences KW - School Counselors KW - Mathematics Achievement KW - Surveys KW - Students KW - Economically Disadvantaged KW - Mathematics Teachers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1031152232?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Nation's Report Card: What Every Parent Should Know about NAEP. NCES 2012-469 AN - 1023528076; ED532973 AB - Parents, have you ever wondered how NAEP fits into the big picture and what its results tell us about education? Are you curious about how NAEP sparks change across the country, and what resources are available for you and your child? Find out all of this information and more in a new brochure that the National Center for Education Statistics (NCES) has developed especially for you! "The Nation's Report Card: What Every Parent Should Know about NAEP" is a promotional, plain language brochure that is written to engage all parents. It introduces parents to what NAEP is and why it is valuable. It also offers a glimpse into the types of information that NAEP provides, and the resources parents can use on their own. Y1 - 2012/06/20/ PY - 2012 DA - 2012 Jun 20 SP - 9 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Michigan KW - North Carolina KW - ERIC, Resources in Education (RIE) KW - Parents KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Reports KW - Educational Change KW - Academic Achievement KW - National Competency Tests KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023528076?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Digest of Education Statistics, 2011. NCES 2012-001 AN - 1509085202; ED544580 AB - The 2011 edition of the "Digest of Education Statistics" is the 47th in a series of publications initiated in 1962. The "Digest" has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the "Digest," material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the "Digest" contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices. The "Digest" contains seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Programs for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Adult Education. Preceding these chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The "Digest" concludes with three appendices. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the "Digest" tables; the second, Definitions, is included to help readers understand terms used in the "Digest"; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. (Contains 29 figures and 450 tables.) [For Appendices, see ED544581. For "Digest of Education Statistics, 2010. NCES 2011-015," see ED518987.] AU - Snyder, Thomas D. AU - Dillow, Sally A. Y1 - 2012/06// PY - 2012 DA - June 2012 SP - 758 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - SAT (College Admission Test) KW - No Child Left Behind Act 2001 KW - Elementary Secondary Education Act Title I KW - National Assessment of Educational Progress KW - ACT Assessment KW - National Longitudinal Study High School Class 1972 KW - Recent College Graduates Study 1987 (NCES) KW - Recent College Graduates Study 1991 (NCES) KW - Recent College Graduates Survey 1978 (NCES) KW - Schools and Staffing Survey (NCES) KW - National Health Interview Survey KW - Trends in International Mathematics and Science Study KW - Progress in International Reading Literacy Study KW - Fast Response Survey System KW - National Adult Literacy Survey (NCES) KW - National Assessment of Adult Literacy KW - Baccalaureate and Beyond Longitudinal Study (NCES) KW - Beginning Postsecondary Students Long Study KW - Public Elementary and Secondary Agency Universe KW - State Nonfiscal Survey of Public Elem Sec Educ KW - Early Childhood Longitudinal Survey KW - Public Libraries Survey (NCES) KW - National Household Education Survey KW - National Longitudinal Transition Study Spec Educ KW - Consumer Price Index KW - Youth Risk Behavior Survey KW - General Educational Development Tests KW - Graduate Record Examinations KW - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Secondary Education KW - Elementary Secondary Education KW - Higher Education KW - Postsecondary Education KW - Early Childhood Education KW - Preschool Education KW - Kindergarten KW - Grade 4 KW - Grade 8 KW - Grade 12 KW - Adult Education KW - Grade 9 KW - High School Graduates KW - Special Education KW - Crime KW - Psychology KW - Criterion Referenced Tests KW - Teacher Attitudes KW - STEM Education KW - Child Care KW - Elementary School Teachers KW - Adults KW - Tuition KW - State Aid KW - Dropouts KW - Libraries KW - Economics KW - Child Development KW - College Students KW - Academic Persistence KW - Population Trends KW - Age Differences KW - Political Science KW - Student Loan Programs KW - Language Skills KW - Student Participation KW - Resource Allocation KW - Second Language Learning KW - Library Services KW - Racial Differences KW - Local Government KW - Adult Basic Education KW - Attendance Patterns KW - Teacher Student Ratio KW - Parent Participation KW - Psychomotor Skills KW - Internet KW - Catholic Schools KW - Science Process Skills KW - Employment Level KW - Federal Aid KW - Principals KW - Unemployment KW - Family Structure KW - Independent Living KW - Expenditure per Student KW - Educational Finance KW - Scores KW - Academic Achievement KW - Mathematics Skills KW - Cross Cultural Studies KW - Taxes KW - Older Adults KW - Comparative Analysis KW - Public Schools KW - Instructional Program Divisions KW - Home Schooling KW - Access to Computers KW - Adolescents KW - Institutional Characteristics KW - Teacher Characteristics KW - Violence KW - English (Second Language) KW - High School Seniors KW - Foreign Students KW - Expulsion KW - Academic Degrees KW - Academically Gifted KW - Foreign Countries KW - Poverty KW - Homework KW - Incidence KW - Family Characteristics KW - Substance Abuse KW - Credits KW - College Bound Students KW - Salaries KW - Individual Characteristics KW - Full Time Equivalency KW - Young Adults KW - Teacher Salaries KW - Secondary School Teachers KW - Outcomes of Education KW - Minority Groups KW - Civics KW - Geographic Location KW - Graduate Study KW - Suspension KW - Masters Degrees KW - Gender Differences KW - Library Materials KW - Computer Uses in Education KW - Bachelors Degrees KW - Doctoral Degrees KW - Family Income KW - School Personnel KW - Occupations KW - State Standards KW - School Schedules KW - School Districts KW - Educational Attainment KW - School District Size KW - Income KW - Fees KW - Expenditures KW - Second Language Instruction KW - Teacher Certification KW - High School Equivalency Programs KW - History KW - Disabilities KW - Course Selection (Students) KW - Full Time Students KW - College Graduates KW - Enrollment KW - Definitions KW - Student Behavior KW - Drug Abuse KW - Reading Skills KW - Labor Force KW - Children KW - Art Education KW - Student Financial Aid KW - Economic Climate KW - Federal Legislation KW - Budgets KW - Teaching Conditions KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509085202?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Digest of Education Statistics, 2011. NCES 2012-001 [Appendix A: Guide to Sources; Appendix B: Definitions; Appendix C: Index of Table Numbers] AN - 1509084310; ED544581 AB - The 2011 edition of the "Digest of Education Statistics" is the 47th in a series of publications initiated in 1962. The "Digest" has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" concludes with the three appendices presented herein. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the "Digest" tables; the second, Definitions, is included to help readers understand terms used in the "Digest"; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. (Contains 5 tables.) [For the full report, "Digest of Education Statistics, 2011. NCES 2012-001," see ED544580.] AU - Snyder, Thomas D. AU - Dillow, Sally A. Y1 - 2012/06// PY - 2012 DA - June 2012 SP - 82 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Baccalaureate and Beyond Longitudinal Study (NCES) KW - Beginning Postsecondary Students Long Study KW - Public Elementary and Secondary School Universe KW - National Public Education Financial Survey KW - State Nonfiscal Survey of Public Elem Sec Educ KW - Early Childhood Longitudinal Survey KW - Fast Response Survey System KW - Public Libraries Survey (NCES) KW - State Library Agencies Survey KW - National Adult Literacy Survey (NCES) KW - National Assessment of Adult Literacy KW - National Assessment of Educational Progress KW - National Household Education Survey KW - National Longitudinal Study High School Class 1972 KW - Recent College Graduates Study 1987 (NCES) KW - Recent College Graduates Study 1991 (NCES) KW - Recent College Graduates Survey 1978 (NCES) KW - Schools and Staffing Survey (NCES) KW - National Longitudinal Transition Study Spec Educ KW - Individuals with Disabilities Education Act KW - Consumer Price Index KW - Youth Risk Behavior Survey KW - ACT Assessment KW - General Educational Development Tests KW - SAT (College Admission Test) KW - Graduate Record Examinations KW - Trends in International Mathematics and Science Study KW - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Early Childhood Education KW - Higher Education KW - Postsecondary Education KW - Standardized Tests KW - Statistical Analysis KW - Definitions KW - Performance Factors KW - Data Collection KW - Sampling KW - Data Analysis KW - College Entrance Examinations KW - Educational Legislation KW - Educational Indicators KW - Surveys KW - Library Research KW - Longitudinal Studies KW - Census Figures KW - School Statistics KW - Federal Legislation KW - Funding Formulas KW - Error Patterns KW - Tables (Data) KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1509084310?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Teaching Elementary School Students to Be Effective Writers: A Practice Guide. NCEE 2012-4058 AN - 1023529100; ED533112 AB - Writing is a fundamental part of engaging in professional, social, community, and civic activities. Nearly 70 percent of salaried employees have at least some responsibility for writing, and the ability to write "well" is a critical component of being able to communicate effectively to a variety of audiences. Because writing is a valuable tool for communication, learning, and self-expression, people who do not have adequate writing skills may be at a disadvantage and may face restricted opportunities for education and employment. Students should develop an early foundation in writing in order to communicate their ideas effectively and efficiently--yet many American students are not strong writers. In fact, less than one-third of all students performed at or above the "proficient" level in writing on the 2007 National Assessment of Educational Progress Writing Assessment. The authors believe that students who develop strong writing skills at an early age acquire a valuable tool for learning, communication, and self-expression. Such skills can be developed through effective writing instruction practices that provide adequate time for students to write. This guide, developed by a panel of experts, presents four recommendations that educators can use to increase writing achievement for elementary students and help them succeed in school and society. These recommendations are based on the best available research evidence, as well as the combined experience and expertise of the panel members. Appended are: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. A glossary is included. (Contains 15 tables, 2 figures and 346 endnotes.) AU - Graham, Steve AU - Bollinger, Alisha AU - Olson, Carol Booth AU - D'Aoust, Catherine AU - MacArthur, Charles AU - McCutchen, Deborah AU - Olinghouse, Natalie Y1 - 2012/06// PY - 2012 DA - June 2012 SP - 109 PB - What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Elementary Education KW - Elementary School Students KW - Writing Achievement KW - Writing Skills KW - Writing Tests KW - Expertise KW - Writing Evaluation KW - Audience Awareness KW - Evidence KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529100?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Nation's Report Card: Science in Action--Hands-On and Interactive Computer Tasks from the 2009 Science Assessment. NCES 2012-468 AN - 1023528328; ED532949 AB - Science education is not just about learning facts in a classroom--it's about doing activities where students put their understanding of science principles into action. That's why two unique types of activity-based tasks were administered as part of the 2009 National Assessment of Educational Progress (NAEP) science assessment. In addition to the paper-and-pencil questions, fourth-, eighth-, and twelfth-graders also completed hands-on and interactive computer tasks. These tasks help stakeholders understand not only what students know, but how well they are able to reason through complex problems and apply science to real-life situations. 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. This paper reports the following findings on student performance across the tasks: (1) Students were successful on parts of investigations that involved limited sets of data and making straightforward observations of that data; (2) Students were challenged by parts of investigations that contained more variables to manipulate or involved strategic decision making to collect appropriate data; and (3) The percentage of students who could select correct conclusions from an investigation was higher than for those students who could select correct conclusions and also explain their results. Technical notes are included. (Contains 9 tables.) Y1 - 2012/06// PY - 2012 DA - June 2012 SP - 24 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Science Education KW - Lunch Programs KW - Academic Achievement KW - National Competency Tests KW - Comparative Analysis KW - Achievement Gap KW - Statistical Analysis KW - Science Experiments KW - Investigations KW - Hands on Science KW - Low Income Groups KW - Gender Differences KW - National Programs KW - Science Instruction KW - Racial Differences KW - Ethnic Groups KW - Science Activities KW - Educational Assessment KW - Student Evaluation KW - Science Tests KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023528328?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. South Dakota. Grade 8, Public Schools AN - 1023530453; ED532482 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in South Dakota was 162. This was higher than the average score of 151 for public school students in the nation. The average score for students in South Dakota in 2011 (162) was not significantly different from their average score in 2009 (161). In 2011, the score gap between students in South Dakota at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 2009 (38 points). The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 42 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (77 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - South Dakota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023530453?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Oregon. Grade 8, Public Schools AN - 1023530446; ED532478 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Oregon was 155. This was higher than the average score of 151 for public school students in the nation. The average score for students in Oregon in 2011 (155) was not significantly different from their average score in 2009 (154). In 2011, the score gap between students in Oregon at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (44 points). The percentage of students in Oregon who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent). The percentage of students in Oregon who performed at or above the NAEP "Basic" level was 70 percent in 2011. This percentage was not significantly different from that in 2009 (68 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Oregon KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023530446?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Arkansas. Grade 8, Public Schools AN - 1023530441; ED532428 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Arkansas was 148. This was lower than the average score of 151 for public school students in the nation. The average score for students in Arkansas in 2011 (148) was higher than their average score in 2009 (144). In 2011, the score gap between students in Arkansas at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Arkansas who performed at or above the NAEP "Proficient" level was 26 percent in 2011. This percentage was not significantly different from that in 2009 (24 percent). The percentage of students in Arkansas who performed at or above the NAEP "Basic" level was 61 percent in 2011. This percentage was not significantly different from that in 2009 (58 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Arkansas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023530441?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Texas. Grade 8, Public Schools AN - 1023530431; ED532484 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Texas was 153. This was higher than the average score of 151 for public school students in the nation. The average score for students in Texas in 2011 (153) was not significantly different from their average score in 2009 (150). In 2011, the score gap between students in Texas at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 2009 (44 points). The percentage of students in Texas who performed at or above the NAEP "Proficient" level was 32 percent in 2011. This percentage was not significantly different from that in 2009 (29 percent). The percentage of students in Texas who performed at or above the NAEP "Basic" level was 67 percent in 2011. This percentage was not significantly different from that in 2009 (64 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023530431?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Colorado. Grade 8, Public Schools AN - 1023530423; ED532431 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Colorado was 161. This was higher than the average score of 151 for public school students in the nation. The average score for students in Colorado in 2011 (161) was higher than their average score in 2009 (156). In 2011, the score gap between students in Colorado at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (43 points). The percentage of students in Colorado who performed at or above the NAEP "Proficient" level was 42 percent in 2011. This percentage was greater than that in 2009 (36 percent). The percentage of students in Colorado who performed at or above the NAEP "Basic" level was 75 percent in 2011. This percentage was greater than that in 2009 (70 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Colorado KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023530423?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Utah. Grade 8, Public Schools AN - 1023530415; ED532485 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Utah was 161. This was higher than the average score of 151 for public school students in the nation. The average score for students in Utah in 2011 (161) was higher than their average score in 2009 (158). In 2011, the score gap between students in Utah at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 2009 (43 points). The percentage of students in Utah who performed at or above the NAEP "Proficient" level was 43 percent in 2011. This percentage was greater than that in 2009 (39 percent). The percentage of students in Utah who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was greater than that in 2009 (72 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Utah KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023530415?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Alaska. Grade 8, Public Schools AN - 1023530391; ED532426 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Alaska was 153. This was higher than the average score of 151 for public school students in the nation. The percentage of students in Alaska who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was greater than the nation (31 percent). The percentage of students in Alaska who performed at or above the NAEP "Basic" level was 68 percent in 2011. This percentage was greater than the nation (64 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Alaska KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023530391?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Georgia. Grade 8, Public Schools AN - 1023530385; ED532437 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Georgia was 151. This was not significantly different from the average score of 151 for public school students in the nation. The average score for students in Georgia in 2011 (151) was higher than their average score in 2009 (147). In 2011, the score gap between students in Georgia at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Georgia who performed at or above the NAEP "Proficient" level was 30 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent). The percentage of students in Georgia who performed at or above the NAEP "Basic" level was 63 percent in 2011. This percentage was greater than that in 2009 (58 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Georgia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023530385?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Mississippi. Grade 8, Public Schools AN - 1023530002; ED532451 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Mississippi was 137. This was lower than the average score of 151 for public school students in the nation. The average score for students in Mississippi in 2011 (137) was higher than their average score in 2009 (132). In 2011, the score gap between students in Mississippi at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 2009 (49 points). The percentage of students in Mississippi who performed at or above the NAEP "Proficient" level was 19 percent in 2011. This percentage was greater than that in 2009 (15 percent). The percentage of students in Mississippi who performed at or above the NAEP "Basic" level was 47 percent in 2011. This percentage was greater than that in 2009 (41 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Mississippi KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023530002?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Idaho. Grade 8, Public Schools AN - 1023529969; ED532440 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Idaho was 159. This was higher than the average score of 151 for public school students in the nation. The average score for students in Idaho in 2011 (159) was not significantly different from their average score in 2009 (158). In 2011, the score gap between students in Idaho at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 2009 (41 points). The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (37 percent). The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 75 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Idaho KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529969?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. DoDEA. Grade 8, Public Schools AN - 1023529929; ED532435 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in DoDEA was 161. This was higher than the average score of 151 for public school students in the nation. The average score for students in DoDEA in 2011 (161) was not significantly different from their average score in 2009 (162). In 2011, the score gap between students in DoDEA at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 2009 (38 points). The percentage of students in DoDEA who performed at or above the NAEP "Proficient" level was 40 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent). The percentage of students in DoDEA who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529929?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Rhode Island. Grade 8, Public Schools AN - 1023529894; ED532480 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Rhode Island was 149. This was lower than the average score of 151 for public school students in the nation. The average score for students in Rhode Island in 2011 (149) was higher than their average score in 2009 (146). In 2011, the score gap between students in Rhode Island at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 2009 (46 points). The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 31 percent in 2011. This percentage was greater than that in 2009 (26 percent). The percentage of students in Rhode Island who performed at or above the NAEP "Basic" level was 63 percent in 2011. This percentage was greater than that in 2009 (59 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Rhode Island KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529894?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Indiana. Grade 8, Public Schools AN - 1023529888; ED532442 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Indiana was 153. This was higher than the average score of 151 for public school students in the nation. The average score for students in Indiana in 2011 (153) was not significantly different from their average score in 2009 (152). In 2011, the score gap between students in Indiana at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (43 points). The percentage of students in Indiana who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (32 percent). The percentage of students in Indiana who performed at or above the NAEP "Basic" level was 67 percent in 2011. This percentage was not significantly different from that in 2009 (67 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Indiana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529888?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Virginia. Grade 8, Public Schools AN - 1023529883; ED532486 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Virginia was 160. This was higher than the average score of 151 for public school students in the nation. The average score for students in Virginia in 2011 (160) was higher than their average score in 2009 (156). In 2011, the score gap between students in Virginia at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (43 points). The percentage of students in Virginia who performed at or above the NAEP "Proficient" level was 40 percent in 2011. This percentage was greater than that in 2009 (36 percent). The percentage of students in Virginia who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529883?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Pennsylvania. Grade 8, Public Schools AN - 1023529878; ED532479 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Pennsylvania was 151. This was not significantly different from the average score of 151 for public school students in the nation. The average score for students in Pennsylvania in 2011 (151) was not significantly different from their average score in 2009 (154). In 2011, the score gap between students in Pennsylvania at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 2009 (45 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 66 percent in 2011. This percentage was not significantly different from that in 2009 (68 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529878?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Tennessee. Grade 8, Public Schools AN - 1023529875; ED532483 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Tennessee was 150. This was not significantly different from the average score of 151 for public school students in the nation. The average score for students in Tennessee in 2011 (150) was not significantly different from their average score in 2009 (148). In 2011, the score gap between students in Tennessee at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Tennessee who performed at or above the NAEP "Proficient" level was 31 percent in 2011. This percentage was not significantly different from that in 2009 (28 percent). The percentage of students in Tennessee who performed at or above the NAEP "Basic" level was 64 percent in 2011. This percentage was not significantly different from that in 2009 (61 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Tennessee KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529875?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Florida. Grade 8, Public Schools AN - 1023529632; ED532436 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Florida was 148. This was lower than the average score of 151 for public school students in the nation. The average score for students in Florida in 2011 (148) was not significantly different from their average score in 2009 (146). In 2011, the score gap between students in Florida at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 2009 (45 points). The percentage of students in Florida who performed at or above the NAEP "Proficient" level was 28 percent in 2011. This percentage was not significantly different from that in 2009 (25 percent). The percentage of students in Florida who performed at or above the NAEP "Basic" level was 62 percent in 2011. This percentage was greater than that in 2009 (57 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529632?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Hawaii. Grade 8, Public Schools AN - 1023529625; ED532438 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Hawaii was 142. This was lower than the average score of 151 for public school students in the nation. The average score for students in Hawaii in 2011 (142) was higher than their average score in 2009 (139). In 2011, the score gap between students in Hawaii at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2009 (45 points). The percentage of students in Hawaii who performed at or above the NAEP "Proficient" level was 22 percent in 2011. This percentage was greater than that in 2009 (17 percent). The percentage of students in Hawaii who performed at or above the NAEP "Basic" level was 55 percent in 2011. This percentage was greater than that in 2009 (50 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Hawaii KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529625?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2012. NCES 2012-045 AN - 1023529610; ED532315 AB - To ensure reliable, accurate, and timely data, which are necessary to monitor the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, "The Condition of Education." This year's report 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. Appended are: (1) Tables; (2) Guide to sources; (3) Notes; (4) Glossary; (5) Ebibliography; and (6) Index. (Contains 100 tables, 106 figures and 2 footnotes. ) [For "The Condition of Education 2011. NCES 2011-033," see ED520001.] AU - Aud, Susan AU - Hussar, William AU - Johnson, Frank AU - Kena, Grace AU - Roth, Erin AU - Manning, Eileen AU - Wang, Xiaolei AU - Zhang, Jijun Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 378 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Program for International Student Assessment KW - National Assessment of Educational Progress KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - High Schools KW - Higher Education KW - Postsecondary Education KW - Educational Finance KW - Academic Achievement KW - School Districts KW - Educational Attainment KW - Outcomes of Education KW - Reading Instruction KW - Enrollment Trends KW - Disabilities KW - Enrollment KW - College Students KW - Undergraduate Students KW - Mathematics Instruction KW - Educational Indicators KW - Student Participation KW - School Statistics KW - Enrollment Rate KW - Charter Schools KW - Federal Legislation KW - English Language Learners KW - Ethnic Groups KW - Private Schools KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529610?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. North Carolina. Grade 8, Public Schools AN - 1023529580; ED532467 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in North Carolina was 148. This was lower than the average score of 151 for public school students in the nation. The average score for students in North Carolina in 2011 (148) was higher than their average score in 2009 (144). In 2011, the score gap between students in North Carolina at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in North Carolina who performed at or above the NAEP "Proficient" level was 26 percent in 2011. This percentage was not significantly different from that in 2009 (24 percent). The percentage of students in North Carolina who performed at or above the NAEP "Basic" level was 61 percent in 2011. This percentage was greater than that in 2009 (56 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - North Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529580?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Minnesota. Grade 8, Public Schools AN - 1023529385; ED532450 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Minnesota was 161. This was higher than the average score of 151 for public school students in the nation. The average score for students in Minnesota in 2011 (161) was not significantly different from their average score in 2009 (159). In 2011, the score gap between students in Minnesota at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2009 (41 points). The percentage of students in Minnesota who performed at or above the NAEP "Proficient" level was 42 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent). The percentage of students in Minnesota who performed at or above the NAEP "Basic" level was 76 percent in 2011. This percentage was not significantly different from that in 2009 (74 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Minnesota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529385?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Kentucky. Grade 8, Public Schools AN - 1023529383; ED532444 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Kentucky was 157. This was higher than the average score of 151 for public school students in the nation. The average score for students in Kentucky in 2011 (157) was not significantly different from their average score in 2009 (156). In 2011, the score gap between students in Kentucky at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 2009 (39 points). The percentage of students in Kentucky who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent). The percentage of students in Kentucky who performed at or above the NAEP "Basic" level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (71 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kentucky KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529383?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. New Jersey. Grade 8, Public Schools AN - 1023529368; ED532471 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in New Jersey was 155. This was higher than the average score of 151 for public school students in the nation. The average score for students in New Jersey in 2011 (155) was not significantly different from their average score in 2009 (155). In 2011, the score gap between students in New Jersey at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (42 points). The percentage of students in New Jersey who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent). The percentage of students in New Jersey who performed at or above the NAEP "Basic" level was 69 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Jersey KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529368?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Iowa. Grade 8, Public Schools AN - 1023529365; ED532439 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Iowa was 157. This was higher than the average score of 151 for public school students in the nation. The average score for students in Iowa in 2011 (157) was not significantly different from their average score in 2009 (156). In 2011, the score gap between students in Iowa at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 2009 (39 points). The percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Iowa KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529365?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Illinois. Grade 8, Public Schools AN - 1023529363; ED532441 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Illinois was 147. This was lower than the average score of 151 for public school students in the nation. The average score for students in Illinois in 2011 (147) was not significantly different from their average score in 2009 (148). In 2011, the score gap between students in Illinois at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Illinois who performed at or above the NAEP "Proficient" level was 26 percent in 2011. This percentage was not significantly different from that in 2009 (28 percent). The percentage of students in Illinois who performed at or above the NAEP "Basic" level was 60 percent in 2011. This percentage was not significantly different from that in 2009 (61 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529363?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Wyoming. Grade 8, Public Schools AN - 1023529316; ED532491 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Wyoming was 160. This was higher than the average score of 151 for public school students in the nation. The average score for students in Wyoming in 2011 (160) was higher than their average score in 2009 (158). In 2011, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was not significantly different from that of 2009 (38 points). The percentage of students in Wyoming who performed at or above the NAEP "Proficient" level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent). The percentage of students in Wyoming who performed at or above the NAEP "Basic" level was 78 percent in 2011. This percentage was greater than that in 2009 (74 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wyoming KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529316?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. North Dakota. Grade 8, Public Schools AN - 1023529314; ED532468 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in North Dakota was 164. This was higher than the average score of 151 for public school students in the nation. The average score for students in North Dakota in 2011 (164) was not significantly different from their average score in 2009 (162). In 2011, the score gap between students in North Dakota at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was not significantly different from that of 2009 (35 points). The percentage of students in North Dakota who performed at or above the NAEP "Proficient" level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (42 percent). The percentage of students in North Dakota who performed at or above the NAEP "Basic" level was 82 percent in 2011. This percentage was not significantly different from that in 2009 (80 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - North Dakota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529314?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. District of Columbia. Grade 8, Public Schools AN - 1023529312; ED532433 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in District of Columbia was 112. This was lower than the average score of 151 for public school students in the nation. The percentage of students in District of Columbia who performed at or above the NAEP "Proficient" level was 8 percent in 2011. This percentage was smaller than the nation (31 percent). The percentage of students in District of Columbia who performed at or above the NAEP "Basic" level was 24 percent in 2011. This percentage was smaller than the nation (64 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529312?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Maryland. Grade 8, Public Schools AN - 1023529311; ED532447 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Maryland was 152. This was not significantly different from the average score of 151 for public school students in the nation. The average score for students in Maryland in 2011 (152) was higher than their average score in 2009 (148). In 2011, the score gap between students in Maryland at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Maryland who performed at or above the NAEP "Proficient" level was 32 percent in 2011. This percentage was not significantly different from that in 2009 (28 percent). The percentage of students in Maryland who performed at or above the NAEP "Basic" level was 64 percent in 2011. This percentage was not significantly different from that in 2009 (60 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529311?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Maine. Grade 8, Public Schools AN - 1023529309; ED532448 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Maine was 160. This was higher than the average score of 151 for public school students in the nation. The average score for students in Maine in 2011 (160) was higher than their average score in 2009 (158). In 2011, the score gap between students in Maine at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was not significantly different from that of 2009 (38 points). The percentage of students in Maine who performed at or above the NAEP "Proficient" level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent). The percentage of students in Maine who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was greater than that in 2009 (73 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Maine KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529309?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. New Mexico. Grade 8, Public Schools AN - 1023529306; ED532472 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in New Mexico was 145. This was lower than the average score of 151 for public school students in the nation. The average score for students in New Mexico in 2011 (145) was not significantly different from their average score in 2009 (143). In 2011, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (45 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 22 percent in 2011. This percentage was not significantly different from that in 2009 (21 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 57 percent in 2011. This percentage was not significantly different from that in 2009 (55 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Mexico KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529306?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Vermont. Grade 8, Public Schools AN - 1023529301; ED532487 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Vermont was 163. This was higher than the average score of 151 for public school students in the nation. The percentage of students in Vermont who performed at or above the NAEP "Proficient" level was 43 percent in 2011. This percentage was greater than the nation (31 percent). The percentage of students in Vermont who performed at or above the NAEP "Basic" level was 80 percent in 2011. This percentage was greater than the nation (64 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Vermont KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529301?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Wisconsin. Grade 8, Public Schools AN - 1023529299; ED532489 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Wisconsin was 159. This was higher than the average score of 151 for public school students in the nation. The average score for students in Wisconsin in 2011 (159) was not significantly different from their average score in 2009 (157). In 2011, the score gap between students in Wisconsin at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2009 (41 points). The percentage of students in Wisconsin who performed at or above the NAEP "Proficient" level was 40 percent in 2011. This percentage was not significantly different from that in 2009 (38 percent). The percentage of students in Wisconsin who performed at or above the NAEP "Basic" level was 75 percent in 2011. This percentage was not significantly different from that in 2009 (73 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529299?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Massachusetts. Grade 8, Public Schools AN - 1023529297; ED532446 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Massachusetts was 161. This was higher than the average score of 151 for public school students in the nation. The average score for students in Massachusetts in 2011 (161) was not significantly different from their average score in 2009 (160). In 2011, the score gap between students in Massachusetts at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (44 points). The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 44 percent in 2011. This percentage was not significantly different from that in 2009 (41 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 75 percent in 2011. This percentage was not significantly different from that in 2009 (74 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Massachusetts KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529297?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Nevada. Grade 8, Public Schools AN - 1023529296; ED532473 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Nevada was 144. This was lower than the average score of 151 for public school students in the nation. The average score for students in Nevada in 2011 (144) was higher than their average score in 2009 (141). In 2011, the score gap between students in Nevada at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2009 (45 points). The percentage of students in Nevada who performed at or above the NAEP "Proficient" level was 23 percent in 2011. This percentage was not significantly different from that in 2009 (20 percent). The percentage of students in Nevada who performed at or above the NAEP "Basic" level was 57 percent in 2011. This percentage was not significantly different from that in 2009 (54 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Nevada KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529296?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. New Hampshire. Grade 8, Public Schools AN - 1023529295; ED532470 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in New Hampshire was 162. This was higher than the average score of 151 for public school students in the nation. The average score for students in New Hampshire in 2011 (162) was not significantly different from their average score in 2009 (160). In 2011, the score gap between students in New Hampshire at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 2009 (37 points). The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 42 percent in 2011. This percentage was not significantly different from that in 2009 (39 percent). The percentage of students in New Hampshire who performed at or above the NAEP "Basic" level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (77 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Hampshire KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529295?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Missouri. Grade 8, Public Schools AN - 1023529293; ED532465 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Missouri was 156. This was higher than the average score of 151 for public school students in the nation. The average score for students in Missouri in 2011 (156) was not significantly different from their average score in 2009 (156). In 2011, the score gap between students in Missouri at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2009 (42 points). The percentage of students in Missouri who performed at or above the NAEP "Proficient" level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent). The percentage of students in Missouri who performed at or above the NAEP "Basic" level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (71 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Missouri KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529293?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Connecticut. Grade 8, Public Schools AN - 1023529292; ED532432 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Connecticut was 155. This was higher than the average score of 151 for public school students in the nation. The average score for students in Connecticut in 2011 (155) was not significantly different from their average score in 2009 (155). In 2011, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2009 (44 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 69 percent in 2011. This percentage was not significantly different from that in 2009 (69 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Connecticut KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529292?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. West Virginia. Grade 8, Public Schools AN - 1023529291; ED532490 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in West Virginia was 149. This was not significantly different from the average score of 151 for public school students in the nation. The average score for students in West Virginia in 2011 (149) was higher than their average score in 2009 (145). In 2011, the score gap between students in West Virginia at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 2009 (42 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 24 percent in 2011. This percentage was not significantly different from that in 2009 (22 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 63 percent in 2011. This percentage was greater than that in 2009 (58 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - West Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529291?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Louisiana. Grade 8, Public Schools AN - 1023529290; ED532445 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Louisiana was 143. This was lower than the average score of 151 for public school students in the nation. The average score for students in Louisiana in 2011 (143) was not significantly different from their average score in 2009 (139). In 2011, the score gap between students in Louisiana at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Louisiana who performed at or above the NAEP "Proficient" level was 22 percent in 2011. This percentage was not significantly different from that in 2009 (20 percent). The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 55 percent in 2011. This percentage was not significantly different from that in 2009 (51 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Louisiana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529290?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Delaware. Grade 8, Public Schools AN - 1023529288; ED532434 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Delaware was 150. This was not significantly different from the average score of 151 for public school students in the nation. The average score for students in Delaware in 2011 (150) was not significantly different from their average score in 2009 (148). In 2011, the score gap between students in Delaware at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (41 points). The percentage of students in Delaware who performed at or above the NAEP "Proficient" level was 28 percent in 2011. This percentage was greater than that in 2009 (25 percent). The percentage of students in Delaware who performed at or above the NAEP "Basic" level was 63 percent in 2011. This percentage was not significantly different from that in 2009 (62 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Delaware KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529288?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. New York. Grade 8, Public Schools AN - 1023529286; ED532475 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in New York was 149. This was lower than the average score of 151 for public school students in the nation. The average score for students in New York in 2011 (149) was not significantly different from their average score in 2009 (149). In 2011, the score gap between students in New York at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 2009 (51 points). The percentage of students in New York who performed at or above the NAEP "Proficient" level was 29 percent in 2011. This percentage was not significantly different from that in 2009 (31 percent). The percentage of students in New York who performed at or above the NAEP "Basic" level was 62 percent in 2011. This percentage was not significantly different from that in 2009 (61 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New York KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529286?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Kansas. Grade 8, Public Schools AN - 1023529285; ED532443 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Kansas was 156. This was higher than the average score of 151 for public school students in the nation. The percentage of students in Kansas who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was greater than the nation (31 percent). The percentage of students in Kansas who performed at or above the NAEP "Basic" level was 71 percent in 2011. This percentage was greater than the nation (64 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kansas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529285?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Arizona. Grade 8, Public Schools AN - 1023529211; ED532429 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Arizona was 144. This was lower than the average score of 151 for public school students in the nation. The average score for students in Arizona in 2011 (144) was not significantly different from their average score in 2009 (141). In 2011, the score gap between students in Arizona at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 23 percent in 2011. This percentage was not significantly different from that in 2009 (22 percent). The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 56 percent in 2011. This percentage was not significantly different from that in 2009 (54 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Arizona KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529211?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Oklahoma. Grade 8, Public Schools AN - 1023529207; ED532477 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Oklahoma was 148. This was lower than the average score of 151 for public school students in the nation. The average score for students in Oklahoma in 2011 (148) was not significantly different from their average score in 2009 (146). In 2011, the score gap between students in Oklahoma at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 2009 (45 points). The percentage of students in Oklahoma who performed at or above the NAEP "Proficient" level was 26 percent in 2011. This percentage was not significantly different from that in 2009 (25 percent). The percentage of students in Oklahoma who performed at or above the NAEP "Basic" level was 63 percent in 2011. This percentage was not significantly different from that in 2009 (60 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Oklahoma KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529207?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2011 State Snapshot Report. Alabama. Grade 8, Public Schools AN - 1023529192; ED532427 AB - A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Alabama was 140. This was lower than the average score of 151 for public school students in the nation. The average score for students in Alabama in 2011 (140) was not significantly different from their average score in 2009 (139). In 2011, the score gap between students in Alabama at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2009 (49 points). The percentage of students in Alabama who performed at or above the NAEP "Proficient" level was 19 percent in 2011. This percentage was not significantly different from that in 2009 (19 percent). The percentage of students in Alabama who performed at or above the NAEP "Basic" level was 53 percent in 2011. This percentage was not significantly different from that in 2009 (51 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Alabama KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Middle School Students KW - Scores KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Science Instruction KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Student Evaluation KW - Educational Assessment KW - Junior High School Students KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023529192?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Inclusion of Students with Disabilities in School Accountability Systems. Interim Report. NCEE 2012-4056 AN - 1023528323; ED532408 AB - Formerly excluded from measures of educational performance, students with disabilities (SWDs) are now explicitly recognized in federal and state accountability systems. At the national level, the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) laid the foundation for accountability of SWDs by requiring states to include these students in state and district assessments and to report their participation and performance. This requirement was further reinforced by the Elementary and Secondary Education Act (ESEA), as reauthorized in 2001, which established SWDs as an explicit student subgroup for the purpose of determining whether schools make adequate yearly progress (AYP). This interim study report presents an overview of the relevant policy context and presents findings for the following research questions: (1) What percentage of schools were accountable for the performance of the SWD subgroup between the 2005-06 and 2008-09 school years?; (2) What percentage of different types of schools were accountable for the performance of the SWD subgroup?; (3) What percentage of schools moved in and out of accountability for the performance of the SWD subgroup?; (4) What percentage of schools missed AYP because of the performance of the SWD subgroup?; and (5) What percentage of schools accountable for SWD subgroup performance were identified for school improvement? The study is based on data from ED"Facts", a U.S. Department of Education (ED) initiative to collect and place K-12 performance data at the center of policy, management, and budget decisions. The analyses that appear in this interim report are limited to the 2005-06 to 2008-09 school years because 2005-06 is the first year in which ED"Facts" collected information on the number of tested SWDs and 2008-09 was the latest year for which ED"Facts" data were available at the time the analyses were conducted. The final study report will extend the interim report analyses with an additional year (2009-10) of ED"Facts" data and also will examine school practices that may relate to the achievement outcomes of SWDs, drawing on data from a school survey administered in 2011. In addition, the final report will explore the relationships between school SWD-accountability status and school practices and SWD proficiency. Key findings for each of the research questions addressed in this report are summarized as follows: (1) "What percentage of schools were accountable for the performance of the SWD subgroup between the 2005-06 and 2008-09 school years?" (a) Across the 40 states with relevant data for the 2008-09 school year, more than a third (35 percent) of public schools were accountable for the performance of the SWD subgroup, representing 58 percent of tested SWDs in those states. In those same 40 states, 62 percent of middle schools were accountable for SWD performance, while 31 percent of elementary schools and 23 percent of high schools were accountable; (b) In the 20 states that had relevant data for all 4 years, there was a steady increase in the percentage of SWD-accountable schools, from 25 percent in the 2005-06 school year to more than a third (34 percent) in the 2008-09 school year; (2) "What percentage of different types of schools were accountable for the performance of the SWD subgroup?" (a) In the 40 states with relevant data, 12 percent of regular charters were accountable for SWD subgroup performance in the 2008-09 school year, compared with over one-third (37 percent) of traditional regular schools, 40 percent of traditional special education schools, and 40 percent of special education charters; (b) In the 40 states with relevant data, the percentage of tested SWDs represented in SWD-accountable schools in the 2008-09 school year ranged from 33 percent for vocational/alternative schools to 82 percent for special education charters; (3) "What percentage of schools moved in and out of accountability for the performance of the SWD subgroup?" (a) In the 32 states with relevant data, the majority (55 percent) of the public schools were not accountable for the SWD subgroup in any of the 4 years examined, in comparison with 18 percent of the schools that were consistently accountable in each of the 4 years; (b) There was year-to-year fluctuation in schools' accountability for the SWD subgroup among the remaining schools, which were accountable for the SWD subgroup in some years but not all 4 years. Among the schools accountable for the SWD subgroup in the 2005-06 school year in the 32 states with relevant data, 80 percent, 78 percent, and 76 percent also were accountable in the following 3 school years, respectively; (4) "What percentage of schools missed AYP because of the performance of the SWD subgroup?" (a) Nine percent of all public schools in 37 states missed AYP in the 2008-09 school year because of SWD subgroup performance and other reason(s), and 5 percent missed it solely because of SWD subgroup performance. Together these schools represented more than a quarter (28 percent) of tested SWDs in all public schools in these states; (b) Among schools accountable for SWD subgroup performance in these 37 states, 26 percent missed AYP because of SWD performance and other reason(s), and 14 percent missed AYP solely because of SWD performance in the 2008-09 school year. Combined, these schools enrolled 47 percent of tested SWDs attending SWD-accountable schools in these states; (c) In the 16 states that had relevant data over the 4 years analyzed, 40 percent of SWD-accountable schools missed AYP either partially or solely due to SWD performance in the 2005-06 school year and 35 percent did so in 2008-09; (5) "What percentage of schools accountable for SWD subgroup performance were identified for school improvement?" (a) Among schools that were consistently accountable for the performance of the SWD subgroup across 27 states during the 4 years, the majority (56 percent) were never identified for school improvement over this time period. By comparison, among schools that were consistently not accountable for SWD subgroup performance in these states, three-quarters (76 percent) were never identified for improvement; (b) Identification for school improvement was mostly stable over time. Of the consistently SWD-accountable schools in 27 states, 80 percent of the schools identified for improvement as well as schools not identified for improvement in the 2006-07 school year retained the same identification status through 2009-10. Appended are: (1) Technical Working Group Members; (2) Minimum subgroup size for AYP determination, by state, 2007-08 school year; (3) Number and percentage of public schools accountable for SWD subgroup performance and the percentage of tested SWDs in SWD-accountable schools in 40 states with relevant data, 2008-09 school year; (4) Number and percentage of public elementary schools accountable for SWD subgroup performance and the percentage of tested SWDs in SWD-accountable elementary schools in 40 states with relevant data, 2008-09 school year; (5) Number and percentage of public middle schools accountable for SWD subgroup performance and the percentage of tested SWDs in SWD-accountable middle schools in 40 states with relevant data, 2008-09 school year; (6) Number and percentage of public high schools accountable for SWD subgroup performance and the percentage of tested SWDs in SWD-accountable high schools in 40 states with relevant data, 2008-09 school year; (7) Average enrollment for schools accountable and not accountable for SWD subgroup performance, in 40 states with relevant data, 2008-09 school year; (8) Percentage of urban and rural schools, percentage of students eligible to receive free or reduced-priced lunch, and percentage of minority students, for schools accountable and not accountable for SWD subgroup performance, in 40 states with relevant data, 2008-09 school year; (9) Percentage of public schools accountable for SWD subgroup performance, in 20 states with relevant data, 2005-06 to 2008-09 school years; (10) Tested SWDs in public schools accountable for SWD subgroup performance as a percentage of tested SWDs in all public schools, in 20 states with relevant data, 2005-06 to 2008-09 school years; (11) Percentage of public schools accountable for SWD subgroup performance, in 32 states with relevant data, by the number of years in which they were accountable between the 2005-06 and 2008-09 school years; (12) Percentage of public schools consistently accountable for SWD subgroup performance in all 4 years (2005-06 to 2008-09 school years), in 27 states with relevant data, by the year identified for school improvement; and (13) Percentage of public schools consistently not accountable for SWD subgroup performance in all 4 years (2005-06 to 2008-09 school years), in 27 states with relevant data, by the year identified for school improvement. (Contains 28 exhibits and 42 footnotes.) AU - Harr-Robins, Jenifer AU - Song, Mengli AU - Hurlburt, Steven AU - Pruce, Cheryl AU - Danielson, Louis AU - Garet, Michael AU - Taylor, James Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 86 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - Elementary Secondary Education Act KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Middle Schools KW - Secondary Education KW - Special Education KW - Educational Legislation KW - Rural Schools KW - Educational Indicators KW - Academic Achievement KW - Urban Schools KW - Accountability KW - Educational Improvement KW - Charter Schools KW - Federal Legislation KW - Public Schools KW - Disabilities KW - Federal Programs KW - Enrollment KW - Inclusion KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023528323?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Impacts of Title I Supplemental Educational Services on Student Achievement. NCEE 2012-4053 AN - 1018479301; ED532016 AB - This report presents the findings of an evaluation sponsored by the Institute of Education Sciences (IES) at the U.S. Department of Education (ED) and conducted by Mathematica Policy Research (Mathematica) that uses a regression discontinuity (RD) design to assess the potential benefits of offering SES in districts that have unmet need. Specifically, the study focuses on six school districts in which more eligible students applied for SES than could be served with available funds (i.e., oversubscribed districts), and which therefore allocated scarce SES spaces by giving priority to lower-achieving students among the eligible applicants. The answers to the key questions addressed in the study are as follows: (1) "What is the average impact of offering SES to eligible applicants who are on the cusp of having access to services, in school districts where services are oversubscribed?" Across the six oversubscribed districts, the authors find no evidence of impacts of offering SES to students near the cut point for an offer. For students in these oversubscribed districts in grades 3-8 at the cusp of receiving an offer of services, they find no statistically significant impact of "offering" SES on student achievement in reading or in mathematics. The point estimate of the average impact on reading is -0.03 standard deviations, and that for mathematics is 0.05 standard deviations. Furthermore, there is no evidence of potential benefits for at-risk subgroups of students. Similarly, they find no statistically significant impact of "participating" in SES on student achievement in reading or mathematics. The estimated impact of participating (which involved an average of 21 hours of services) is -0.10 standard deviations for reading and 0.11 standard deviations for math (again estimated for students in grades 3-8 near the cutoff for an offer, in these oversubscribed districts); (2) "What are the characteristics of SES provided to students in oversubscribed districts?" Across districts participating in this study, services averaged 21.2 hours per student for the school year (standard deviation of 8.8), with over a third of the students (36 percent) receiving tutoring in both reading and math, 55 percent receiving tutoring in only reading, and 9 percent receiving tutoring in only math. For students receiving reading services, the mean was 17.2 hours of tutoring (standard deviation of 9.2). For students receiving math services, the mean was 12.5 hours of tutoring (standard deviation of 8.2). In the study districts, most providers (70 percent) were for-profit firms. On average, 60 percent of providers' instructional staff were regular schoolteachers working in the local district. Most providers (64 percent) offered services at the schools of their students. Providers reported that group sizes of 2-5 students were most frequently used, with most other sessions provided individually (in one-on-one sessions). On average, 44 percent of provider services were in groups of 2-5 students, 34 percent in one-on-one sessions, and 21 percent in groups of 6-10; and (3) "Are the characteristics of Supplemental Educational Services, providers, or practices in host school districts correlated with the estimated impacts?" There is variation across providers in the average number of hours of math and reading services received by students, with average hours in services focused on math ranging from 0 to 27 across providers and average hours in services focused on reading ranging from 0 to 43. However, the intensity of services is not significantly related to the estimated size of impacts on math or reading act (for these eligible students near the cutoff for having been offered SES). They also found no evidence that any other observed provider characteristics were significantly associated with stronger impacts. Appended are: (1) SES Assignment and Participation; (2) Estimation Methods; (3) Diagnostic Analyses; (4) Exploratory Analyses; (5) Assessing Robustness of Impact Estimates; (6) Impact Estimates and Graphical Analyses by Mini-Study; (7) SES Survey Data Collection Methods; and (8) Supplemental Materials to Chapter III: SES Provider Characteristics and Students' SES Experiences. (Contains 57 tables, 72 figures and 30 footnotes.) [For "Impacts of Title I Supplemental Educational Services on Student Achievement. Executive Summary. NCEE 2012-4054," see ED532017.] AU - Deke, John AU - Dragoset, Lisa AU - Bogen, Karen AU - Gill, Brian Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 200 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Connecticut KW - Elementary Secondary Education Act Title I KW - Florida KW - No Child Left Behind Act 2001 KW - Ohio KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 3 KW - Grade 4 KW - Grade 5 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Intermediate Grades KW - Junior High Schools KW - Middle Schools KW - Primary Education KW - Secondary Education KW - Supplementary Education KW - Program Effectiveness KW - Low Income Groups KW - Elementary School Students KW - Educational Legislation KW - Mathematics Instruction KW - Middle School Students KW - Scores KW - Tutoring KW - School Districts KW - Academic Achievement KW - Eligibility KW - Outcomes of Education KW - Federal Legislation KW - Reading Instruction KW - Economically Disadvantaged UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1018479301?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465 AN - 1018478738; ED531894 AB - This report presents results of the National Assessment of Educational Progress (NAEP) U.S. science assessment in 2011. A representative sample of 122,000 eighth-graders participated in the 2011 NAEP science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. The average eighth-grade science score increased from 150 in 2009 to 152 in 2011. The percentages of students performing at or above the "Basic" and "Proficient" levels were higher in 2011 than in 2009. There was no significant change from 2009 to 2011 in the percentage of students at the "Advanced" level. Score gaps between White and Black students and between White and Hispanic students narrowed from 2009 to 2011. In comparison to 2009, average science scores in 2011 were 1 point higher for White students, 3 points higher for Black students, and 5 points higher for Hispanic students. There were no significant changes from 2009 to 2011 in the scores for Asian/Pacific Islander or American Indian/Alaska Native students. Average scores for both male and female students were higher in 2011 than in 2009. Male students scored 5 points higher on average than female students in 2011, which was not significantly different from the 4-point gap in 2009. The average science score for public school students was higher in 2011 than in 2009, while there was no significant change in the score for private school students. Private school students scored 12 points higher on average than public school students in 2011, which was not significantly different from the 15-point score gap in 2009. (Contains 12 figures and 2 tables.) Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 27 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Process Skills KW - Earth Science KW - Scores KW - National Competency Tests KW - American Indians KW - White Students KW - Public Schools KW - Science Projects KW - Achievement Gap KW - Science Achievement KW - Alaska Natives KW - Hands on Science KW - Low Income Groups KW - Physical Sciences KW - Cooperative Learning KW - Gender Differences KW - Pacific Americans KW - Asian American Students KW - Racial Differences KW - Biological Sciences KW - Achievement Gains KW - Science Activities KW - African American Students KW - Hispanic American Students KW - Space Sciences KW - Private Schools KW - Science Tests KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1018478738?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Impacts of Title I Supplemental Educational Services on Student Achievement. Executive Summary. NCEE 2012-4054 AN - 1018478214; ED532017 AB - This paper presents an executive summary of a study that uses a regression discontinuity (RD) design to assess the potential benefits of offering SES in districts that have unmet need. Specifically, the study focuses on six school districts in which more eligible students applied for SES than could be served with available funds (i.e., oversubscribed districts), and which therefore allocated scarce SES spaces by giving priority to lower-achieving students among the eligible applicants. Findings from this evaluation are based on six, nonrepresentative school districts in three states (Connecticut, Ohio, and Florida) where more eligible students applied for SES than could be served with available funds. Across the six oversubscribed districts included in our study, there were 50,843 applicants to SES, of which 30,673 were in study grades (3-8). Among these applicants, 24,113 were assigned to services based on a measure of prior achievement. These 24,113 constitute the study population. Among the students in the study population, 19,750 students (82 percent of the applicants) were offered SES based on their prior scores while 4,363 students were not offered SES, and 16,954 (86 percent of those offered services) participated in SES (i.e., reported any tutoring services). Almost all participating students (98 percent) were offered services with their first choice providers, with most students being served by a few dominant providers. (Contains 2 footnotes.) [For the full report, "Impacts of Title I Supplemental Educational Services on Student Achievement. NCEE 2012-4053," see ED532016.] AU - Deke, John AU - Dragoset, Lisa AU - Bogen, Karen AU - Gill, Brian Y1 - 2012/05// PY - 2012 DA - May 2012 SP - 12 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Connecticut KW - Elementary Secondary Education Act Title I KW - Florida KW - No Child Left Behind Act 2001 KW - Ohio KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 3 KW - Grade 4 KW - Grade 5 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Intermediate Grades KW - Junior High Schools KW - Middle Schools KW - Primary Education KW - Secondary Education KW - Supplementary Education KW - Program Effectiveness KW - Low Income Groups KW - Elementary School Students KW - Educational Legislation KW - Mathematics Instruction KW - Middle School Students KW - Tutoring KW - School Districts KW - Academic Achievement KW - Eligibility KW - Outcomes of Education KW - Federal Legislation KW - Reading Instruction KW - Economically Disadvantaged UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1018478214?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Development and Use of Early Warning Systems. SLDS Spotlight AN - 1826527796; ED565705 AB - An early warning system is a data-based tool that helps predict which students are on the right path towards eventual graduation or other grade-appropriate goals. Through such systems, stakeholders at the school and district levels can view data from a wide range of perspectives and gain a deeper understanding of student data. This "Statewide Longitudinal Data Systems" (SLDS) Spotlight takes a look at some of the early warning system development and expansion work going on in Massachusetts, Maine, and South Carolina. It discusses some of the benefits of using an early warning system and offers tips on the development of this type of system. The content of this brief was derived from an SLDS monthly topical webinar that took place on January 27, 2012. AU - Curtin, Jenny AU - Hurwitch, Bill AU - Olson, Tom Y1 - 2012/04// PY - 2012 DA - April 2012 SP - 4 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Massachusetts KW - Maine KW - South Carolina KW - Massachusetts Comprehensive Assessment System KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Elementary Education KW - Secondary Education KW - Elementary Secondary Education KW - Two Year Colleges KW - Higher Education KW - Postsecondary Education KW - High Schools KW - Stakeholders KW - Suspension KW - Educational Indicators KW - Scores KW - Language Arts KW - Standardized Tests KW - High School Seniors KW - State Departments of Education KW - Attendance Patterns KW - Databases KW - Dropout Prevention KW - Graduation KW - At Risk Students KW - Community Colleges KW - Remedial Instruction KW - Age Differences KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826527796?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - JOUR T1 - Identity, Integration, And Assimilation Recorded In Manitoba's Polish And Ukrainian Cemeteries AN - 1266143403; 201300325 AB - Polish and Ukrainian rural cemeteries in southeastern Manitoba reflect the process of negotiating complex religious, geographic, and ethnic identities within Canadian society. Before 1914 the identities of Slavic immigrants from eastern Europe to western Canada were influenced more by religious affiliation than by geographic origins. This Slavic population, now assimilated into mainstream Anglophone society, retains elements of Polish and Ukrainian on grave markers as expressions of difference and acts of resistance against total homogeneity. In rural Manitoba grave markers record the process of exogamy and cultural blending, while cemetery landscapes replicate the social relationship between cultural groups from the same region in Europe. Headstone designs reflect economic progress, while language use reveals how ethnic identities were, and are, imagined and expressed. Adapted from the source document. JF - Great Plains Research AU - Albanski, Lukasz AU - Lehr, John C AD - Institute of Education Sciences, Pedagogical University of Cracow, Ingardena 4, 30-060 Cracow, Poland lukash.albanski@gmail.com Y1 - 2012/04// PY - 2012 DA - April 2012 SP - 3 EP - 14 PB - Center for Great Plains Studies, University of Nebraska- Lincoln VL - 22 IS - 1 SN - 1052-5165, 1052-5165 KW - cemeteries, ethnicity, Manitoba, Poles, Ukrainians KW - Homogeneity KW - Poland KW - Cultural Groups KW - Language KW - Social Integration KW - Ethnic Identity KW - Manitoba KW - Church Membership KW - Rural Areas KW - article KW - 0410: group interactions; social group identity & intergroup relations (groups based on race & ethnicity, age, & sexual orientation) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1266143403?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Asocabs&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Great+Plains+Research&rft.atitle=Identity%2C+Integration%2C+And+Assimilation+Recorded+In+Manitoba%27s+Polish+And+Ukrainian+Cemeteries&rft.au=Albanski%2C+Lukasz%3BLehr%2C+John+C&rft.aulast=Albanski&rft.aufirst=Lukasz&rft.date=2012-04-01&rft.volume=22&rft.issue=1&rft.spage=3&rft.isbn=&rft.btitle=&rft.title=Great+Plains+Research&rft.issn=10525165&rft_id=info:doi/ LA - English DB - Sociological Abstracts N1 - Date revised - 2013-01-01 N1 - Last updated - 2016-09-28 N1 - CODEN - GPLREB N1 - SubjectsTermNotLitGenreText - Ethnic Identity; Manitoba; Poland; Rural Areas; Social Integration; Homogeneity; Church Membership; Language; Cultural Groups ER - TY - RPRT T1 - Public Elementary and Secondary School Student Enrollment and Staff Counts from the Common Core of Data: School Year 2010-11. First Look. NCES 2012-327 AN - 1018482212; ED531595 AB - This report presents findings on the numbers of public school students and staff in the United States and other jurisdictions for school year 2010-11, using data from the State Nonfiscal Survey of Public Elementary/Secondary Education of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by state education agencies (SEAs) to the National Center for Education Statistics (NCES) through the U.S. Department of Education's ED"Facts" data collection system. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 4 tables and 4 footnotes.) [For "Public Elementary and Secondary School Student Enrollment and Staff Counts from the Common Core of Data: School Year 2009-10. First Look. NCES 2011-347," see ED519150.] AU - Keaton, Patrick Y1 - 2012/04// PY - 2012 DA - April 2012 SP - 29 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - State Nonfiscal Survey of Public Elem Sec Educ KW - District of Columbia KW - Puerto Rico KW - Virgin Islands KW - Northern Mariana Islands KW - Guam KW - American Samoa KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - State Departments of Education KW - Public Schools KW - Teacher Student Ratio KW - Ethnic Groups KW - Full Time Equivalency KW - Statistical Analysis KW - School Districts KW - Enrollment KW - Surveys KW - Data Collection UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1018482212?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Numbers and Types of Public Elementary and Secondary Schools from the Common Core of Data: School Year 2010-11. First Look. NCES 2012-325 AN - 1018481474; ED531594 AB - This report presents findings on the numbers and types of public elementary and secondary schools in the United States and other jurisdictions in the 2010-11 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. The CCD is an annual collection of data that are reported by state education agencies (SEAs) to the National Center for Education Statistics through the U.S. Department of Education's ED"Facts" collection system. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using the CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. The Public Elementary/Secondary School Universe Survey can be used to report the numbers and types of schools. The information includes a school's status (new, continuing, closed, etc.), and whether it is a charter school, magnet school, and/or Title I school. The survey can also be used to report the numbers of students and the school's "locale type," that is, whether it is in a city, suburban, town, or rural area. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 7 tables and 3 footnotes.) [For "Numbers and Types of Public Elementary and Secondary Schools from the Common Core of Data: School Year 2009-10. First Look. NCES 2011-345," see ED518608.] AU - Keaton, Patrick Y1 - 2012/04// PY - 2012 DA - April 2012 SP - 34 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Public Elementary and Secondary School Universe KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Secondary Education KW - Low Income Groups KW - Special Education KW - Magnet Schools KW - Intervention KW - Urban Schools KW - Rural Areas KW - Secondary Schools KW - Suburban Schools KW - State Departments of Education KW - Charter Schools KW - Municipalities KW - Nontraditional Education KW - Vocational Education KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1018481474?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Numbers and Types of Public Elementary and Secondary Local Education Agencies from the Common Core of Data: School Year 2010-11. First Look. NCES 2012-326 AN - 1018481470; ED531593 AB - This report presents findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and other jurisdictions in the 2010-11 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system. CCD is an annual collection of data that are reported by state education agencies to the National Center for Education Statistics (NCES) through the U.S. Department of Education's ED"Facts" data collection system. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information; therefore, the selected findings chosen for this report demonstrate the range of information available when using CCD. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 5 tables and 4 footnotes.) [For "Numbers and Types of Public Elementary and Secondary Local Education Agencies from the Common Core of Data: School Year 2009-10. First Look. NCES 2011-346," see ED519364.] AU - Keaton, Patrick Y1 - 2012/04// PY - 2012 DA - April 2012 SP - 28 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - State Departments of Education KW - School Demography KW - Educational Indicators KW - Information Dissemination KW - School Districts KW - Statistical Data KW - Data Collection KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1018481470?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Using an Experimental Evaluation of Charter Schools to Test Whether Nonexperimental Comparison Group Methods Can Replicate Experimental Impact Estimates. NCEE 2012-4019 AN - 1018477651; ED531481 AB - Randomized controlled trials (RCTs) are widely considered to be the gold standard in evaluating the impacts of a social program. When an RCT is infeasible, researchers often estimate program impacts by comparing outcomes of program participants with those of a nonexperimental comparison group, adjusting for observable differences between the two groups. Nonexperimental comparison group methods could produce unbiased estimates if the underlying assumptions hold, but those assumptions are usually not testable in practice. Prior studies generally find that nonexperimental designs fail to produce unbiased estimates. However, these studies have been criticized for using only limited pre-intervention data, measuring outcomes and covariates inconsistently for different research groups, or drawing comparison groups from dissimilar populations. The present study was designed to address these challenges. We test the validity of four different comparison group approaches--OLS regression modeling, exact matching, propensity score matching, and fixed effects modeling--comparing nonexperimental impact estimates from these methods with an experimental benchmark. The analysis uses data from an experimental evaluation of charter schools and comparison data for other students in the same school districts in the baseline period. We find that the use of pre-intervention baseline data that are strongly predictive of the key outcome measures considerably reduces but might not completely eliminate bias. Regression-based nonexperimental impact estimates are significantly different from experimental impact estimates, though the magnitude of the difference is modest. In this study, matching estimators perform slightly better than do estimators that rely on parametric assumptions and generate impact estimates that are not significantly different from the experimental estimates. However, the matching and regression-based estimates are not greatly different from one another. These findings are robust to restrictions on the comparison group used, the modeling specifications employed, and the data assumed to be available. Appended are: (1) Sample Weights; and (2) Supplemental Tables. (Contains 20 tables, 1 figure and 35 footnotes.) AU - Fortson, Kenneth AU - Verbitsky-Savitz, Natalya AU - Kopa, Emma AU - Gleason, Philip Y1 - 2012/04// PY - 2012 DA - April 2012 SP - 68 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 5 KW - Grade 6 KW - Grade 7 KW - Junior High Schools KW - Middle Schools KW - Validity KW - Middle School Students KW - Experimental Groups KW - Research Design KW - Regression (Statistics) KW - Charter Schools KW - Comparative Analysis KW - Replication (Evaluation) KW - Computation KW - Control Groups KW - Data Analysis KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1018477651?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Replicating Experimental Impact Estimates Using a Regression Discontinuity Approach. NCEE 2012-4025 AN - 1018477608; ED531423 AB - This NCEE Technical Methods Paper compares the estimated impacts of an educational intervention using experimental and regression discontinuity (RD) study designs. The analysis used data from two large-scale randomized controlled trials--the Education Technology Evaluation and the Teach for America Study--to provide evidence on the performance of RD estimators in two specific contexts. More generally, the report presents and implements a method for examining the performance of RD estimators that could be used in other contexts. The study found that the RD and experimental designs produced impact estimates that were meaningful in size, though not significantly different from one another. The study also found that manipulation of the assignment variable in RD designs can substantially influence RD impact estimates, particularly if manipulation is related to the outcome and occurs close to the assignment variable's cutoff value. Appended are: (1) RD Low Estimation of the Impact of Ed Tech and TFA; (2) Exploring Heterogeneity in Experimental Impact Estimates; (3) Manipulation of the Assignment Variable; and (4) Simulating Data for the RD Replication Exercise. (Contains 46 tables, 54 figures and 63 footnotes.) AU - Gleason, Philip M. AU - Resch, Alexandra M. AU - Berk, Jillian A. Y1 - 2012/04// PY - 2012 DA - April 2012 SP - 129 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Comparative Analysis KW - Replication (Evaluation) KW - Computation KW - Intervention KW - Data Analysis KW - Research Design KW - Educational Research KW - Regression (Statistics) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1018477608?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Moving Teachers: Implementation of Transfer Incentives in Seven Districts. NCEE 2012-4051 AN - 1011396911; ED530746 AB - This report describes the implementation and intermediate impacts of an intervention designed to provide incentives to induce a school district's highest-performing teachers to work in its lowest-achieving schools to improve student achievement. The report is part of a larger study that used random assignment to form equivalent groups of classrooms ("teacher teams") that either had the chance to participate in the intervention or did not. A future report will focus on the impacts of the intervention on student achievement and other outcomes. By focusing on implementation, this report will provide important information for policymakers and district administrators wishing to understand issues associated with teacher transfer incentives. Chapter II describes the formation of the study sample. Chapter III documents implementation information from the period of intensive activity that takes place during the spring and summer leading up to the transfers, when transfer teacher candidates are identified and recruited, and principals at the receiving schools interview and make offers to them. Chapter IV describes the teachers who transferred, the teachers who would fill the vacancies in high-need schools in the absence of a transfer incentive, the degree of collaboration and interaction among teachers, and the changes that happen inside the receiving school as a result of the transfer incentive. The last two phenomena--collaboration and changes in resource allocation--relate to the indirect and resource allocation effects discussed in the logic model above. Finally, Chapter V provides a brief summary of findings and next steps for the study. Appended are: (1) Analysis of Survey Nonresponse; (2) Value-Added Analysis to Identify Highest-Performing Teachers; and (3) Supplemental Tables and Figures. (Contains 24 tables, 27 figures and 59 footnotes.) [For "Moving Teachers: Implementation of Transfer Incentives in Seven Districts. Executive Summary. NCEE 2012-4052," see ED530749.] AU - Glazerman, Steven AU - Protik, Ali AU - Teh, Bing-ru AU - Bruch, Julie AU - Seftor, Neil Y1 - 2012/04// PY - 2012 DA - April 2012 SP - 109 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - P Values KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Probability KW - Teacher Transfer KW - Program Effectiveness KW - Cooperation KW - Mathematics Achievement KW - School Districts KW - Resource Allocation KW - Academic Achievement KW - Surveys KW - Intervention KW - Incentives KW - Outcomes of Treatment KW - Mentors KW - Models KW - Reading Achievement KW - Control Groups KW - Leadership Role KW - Teachers KW - Interviews KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1011396911?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Moving Teachers: Implementation of Transfer Incentives in Seven Districts. Executive Summary. NCEE 2012-4052 AN - 1011396258; ED530749 AB - This report describes the implementation and intermediate impacts of an intervention designed to provide incentives for a school district's highest-performing teachers to work in its lowest-achieving schools. The report is part of a larger study in which random assignment was used to form two equivalent groups of classrooms organized into teacher "teams" that are composed of teachers in the same grade level and subject (math, reading, or both in the case of an elementary school grade). Teams were assigned to either a treatment group that had the chance to participate in the intervention described below and or a control group that did not. Intermediate outcomes, measured for both the treatment and control teams, include the mix of teachers who make up the team, the climate of collaboration and cooperation in the team, and the way in which resources are allocated within the teacher team. A future report will focus on the impacts of the intervention on student achievement and other outcomes like retention. (Contains 2 tables, 2 figures and 9 footnotes.) [For the full report, "Moving Teachers: Implementation of Transfer Incentives in Seven Districts. NCEE 2012-4051," see ED530746.] AU - Glazerman, Steven AU - Protik, Ali AU - Teh, Bing-ru AU - Bruch, Julie AU - Seftor, Neil Y1 - 2012/04// PY - 2012 DA - April 2012 SP - 24 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Teacher Transfer KW - Cooperation KW - Mathematics Achievement KW - Resource Allocation KW - Scores KW - School Districts KW - Academic Achievement KW - Surveys KW - Intervention KW - Incentives KW - Outcomes of Treatment KW - Mentors KW - Reading Achievement KW - Control Groups KW - Leadership Role KW - Teachers KW - Interviews KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1011396258?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10. NCES 2012-014 AN - 1011395909; ED530715 AB - Student access to arts education and the quality of such instruction in the nation's public schools continue to be of concern to policymakers, educators, and families. Specifically, research has focused on questions such as: To what extent do students receive instruction in the arts? Under what conditions is this instruction provided? What is the profile of arts education instructors? (Ruppert and Nelson 2006). This study is the third of its kind to be conducted by the National Center for Education Statistics (NCES) in the Institute of Education Sciences (IES), U.S. Department of Education, to provide national data that inform these issues. The first study was conducted in the 1994-95 school year to provide baseline data on public schools' approaches to arts education. The second study was conducted during the 1999-2000 school year to provide broader coverage of arts education issues by collecting the first national data on educational backgrounds, professional development activities, teaching loads, and instructional practices of elementary school teachers--self-contained classroom teachers, music specialists, and visual arts specialists. To update the information from a decade ago, Congress requested that the U.S. Department of Education's Office of Innovation and Improvement (OII) and NCES conduct a new study that would borrow from and build on the previous studies. This study examines many of the issues from the previous studies, including the extent to which students received instruction in the arts; the facilities and resources available for arts education instruction; and the preparation, work environments, and instructional practices of music and visual arts specialists and non-arts classroom teachers. This study also addresses emerging issues such as the availability of curriculum-based arts education activities outside of regular school hours and the presence of school-community partnerships in the arts. In addition, the current study provides broader coverage of arts education instructors by including two new surveys for secondary music and visual arts specialists. Selected indicators on arts education in public elementary and secondary schools are organized into four sections, one for each arts education subject area--music, visual arts, dance, and drama/theatre. Using its Fast Response Survey System (FRSS), NCES conducted the surveys during the 2009-10 school year, with the two school surveys and the collection of sampling lists for the teacher surveys starting in fall 2009. FRSS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The findings in this report have been chosen to demonstrate the range of information available from the FRSS study rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. The findings are based on self-reported data from public school principals and teachers. Where relevant, national findings are broken out by the poverty concentration at the school, measured as the percent of students eligible for free or reduced-price lunch. Appended are: (1) Technical Notes; and (2) Standard Errors for Text Tables and Figures. (Contains 63 tables, 27 figures and 16 footnotes.) [For "Supplemental Tables to the NCES Report. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (NCES 2012-014)," see ED530716.] AU - Parsad, Basmat AU - Spiegelman, Maura Y1 - 2012/04// PY - 2012 DA - April 2012 SP - 126 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Integrated Curriculum KW - Access to Education KW - Dance Education KW - Elementary School Teachers KW - Secondary School Teachers KW - Graduation Requirements KW - School Community Programs KW - Partnerships in Education KW - Music Teachers KW - Public Schools KW - Teaching Load KW - Courses KW - Elementary Schools KW - Educational Facilities KW - Elementary School Students KW - Secondary School Students KW - Secondary Schools KW - Music Education KW - Art Education KW - Visual Arts KW - Art Teachers KW - Economically Disadvantaged KW - Curriculum Guides KW - Grade Point Average KW - Theater Arts KW - Student Evaluation KW - Faculty Development KW - Art Activities UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1011395909?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Supplemental Tables to the NCES Report. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (NCES 2012-014) AN - 1011395815; ED530716 AB - These tables supplement the publication Arts Education in Public Elementary and Secondary schools: 1999-2000 and 2009-10 (NCES 2012-014). The data are from a total of seven surveys that were administered during the 2009-10 school year. At the elementary school level, the study includes a survey of school principals and three teacher-level surveys, one each for self-contained classroom teachers, music specialists, and visual arts specialists. At the secondary school level, the study includes a survey of school principals and two teacher-level surveys, one each for music specialists and visual arts specialists. Where applicable, the tables present comparisons with data that were collected in the 1999-2000 school year. (Contains 165 tables.) [For the full report, "Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10. NCES 2012-014," see ED530715.] Y1 - 2012/04// PY - 2012 DA - April 2012 SP - 259 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Integrated Curriculum KW - Access to Education KW - Dance Education KW - Elementary School Teachers KW - Secondary School Teachers KW - Graduation Requirements KW - School Community Programs KW - Partnerships in Education KW - Music Teachers KW - Public Schools KW - Teaching Load KW - Courses KW - Elementary Schools KW - Institutional Characteristics KW - Educational Facilities KW - Secondary Schools KW - Music Education KW - Art Education KW - Visual Arts KW - Art Teachers KW - Curriculum Guides KW - Grade Point Average KW - Theater Arts KW - Student Evaluation KW - Faculty Development KW - Art Activities UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1011395815?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Ad Hoc Committee on NAEP Parent Engagement: Reaching Parents with NAEP Resources AN - 1322247453; ED539915 AB - The National Assessment Governing Board, recognizing that National Assessment of Educational Progress (NAEP) report releases were not conveying a sense of urgency, began an initiative in May 2010 to see what the Board could do to "make a difference" in fostering concern and action about the need to improve achievement and reduce achievement gaps, using NAEP data and resources. Toward this goal, the Governing Board established the Ad Hoc Committee on NAEP Parent Engagement. The Committee's task was to develop recommendations on ways to reach parents with NAEP information. This report documents the work of the Ad Hoc Committee and presents its recommendations. (Contains 6 footnotes.) Y1 - 2012/03/02/ PY - 2012 DA - 2012 Mar 02 SP - 11 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 12 KW - Web Sites KW - Politics of Education KW - Information Dissemination KW - Academic Achievement KW - Audience Awareness KW - Governing Boards KW - National Competency Tests KW - Parent Student Relationship KW - Access to Information KW - Comparative Education KW - Parent Participation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1322247453?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - JOUR T1 - Aligning and Inventing Practices to Achieve Inclusive Assessment Policies: A decade of work toward optimal access for US students with disabilities 2001-2011 AN - 1018378011; 201212173 AB - The decade following the publication of the No Child Left Behind Act 2001 was an innovative period with respect to inclusive assessment practices for students with disabilities (SWDs). As the United States educational policies under the Obama Administration's Race to the Top initiative re-conceive the inclusion of SWDs in state assessment-based accountability systems, there is hope that the next generation of general assessments will better serve the principle of promoting access to the general education curriculum for SWDs, and will move beyond access to foster their inclusion in post-school college and career options to the maximum extent possible. The present paper traces some important "lessons learned" in the development of inclusive assessments over the past decade for students with disabilities, and makes recommendations for the direction of future assessment research for the incorporation and extension of these innovations. Adapted from the source document. JF - International Journal of Disability, Development and Education AU - Weigert, Susan C AD - US Department of Education, Office of Special Education Programs, Washington, DC, USA Y1 - 2012/03// PY - 2012 DA - March 2012 SP - 21 EP - 36 PB - Routledge Journals/Taylor & Francis, Oxfordshire UK VL - 59 IS - 1 SN - 1034-912X, 1034-912X KW - alternate assessment assessment educational accountability inclusive educational practices students with disabilities test accessibility test accommodations United States educational policy KW - Assessment KW - Incorporation KW - Disabled students KW - Curriculum KW - Accountability KW - Inclusive education KW - article UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1018378011?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aassia&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=International+Journal+of+Disability%2C+Development+and+Education&rft.atitle=Aligning+and+Inventing+Practices+to+Achieve+Inclusive+Assessment+Policies%3A+A+decade+of+work+toward+optimal+access+for+US+students+with+disabilities+2001-2011&rft.au=Weigert%2C+Susan+C&rft.aulast=Weigert&rft.aufirst=Susan&rft.date=2012-03-01&rft.volume=59&rft.issue=1&rft.spage=21&rft.isbn=&rft.btitle=&rft.title=International+Journal+of+Disability%2C+Development+and+Education&rft.issn=1034912X&rft_id=info:doi/10.1080%2F1034912X.2012.654935 LA - English DB - Applied Social Sciences Index & Abstracts (ASSIA) N1 - Date revised - 2012-06-01 N1 - Last updated - 2016-09-27 N1 - CODEN - IJDEFF N1 - SubjectsTermNotLitGenreText - Assessment; Disabled students; Inclusive education; Incorporation; Curriculum; Accountability DO - http://dx.doi.org/10.1080/1034912X.2012.654935 ER - TY - RPRT T1 - NAEP Background Questions: An Underused National Resource. A Report to the National Assessment Governing Board by the Expert Panel on Strengthening the NAEP Background Questions AN - 1322248094; ED539914 AB - For more than four decades the National Assessment of Educational Progress (NAEP) has tracked the achievement of U.S. students in major academic subjects. This national resource is the only assessment that states and now many urban districts can look to as an objective yardstick of their performance over time, relative to national benchmarks, and compared with other jurisdictions. Less known, but complementing the NAEP assessments, is a rich collection of student, teacher and school responses to background questions that can help in understanding the context for NAEP achievement results and give insights into how to improve them. Currently, the NAEP background questions are a potentially important but largely underused national resource. The background questionnaires have been cut back over the past decade. They now cover only a small fraction of important student, teacher, and school issues and have been little used in recent NAEP reports, in contrast to the first state-level NAEP Report Cards in the early 1990s. The panel proposes building a strategy to make the NAEP background questions an important national resource for educators, policymakers, and the public. The panel sees the need to expand the scope and quality of the existing questions, move into important new areas directed by research and policy, make better use of the questions though regular publications, and improve the capacity for analysis by users around the world. Recommendations are offered in four areas: (1) Ask Important Questions; (2) Improve the Accuracy of Measures; (3) Strengthen Sampling Efficiency; and (4) Reinstitute Meaningful Analysis and Reporting. (Contains 12 exhibits and 7 footnotes.) Y1 - 2012/02/22/ PY - 2012 DA - 2012 Feb 22 SP - 47 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - National Assessment of Educational Progress KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Context Effect KW - Questionnaires KW - Student Characteristics KW - National Programs KW - Academic Achievement KW - Background KW - Needs Assessment KW - Teacher Background KW - Governing Boards KW - Research Design KW - Revision (Written Composition) KW - Access to Information KW - Research Problems KW - Data Collection KW - Educational Assessment KW - Data Analysis KW - Information Needs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1322248094?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI). Final Report. NCEE 2012-4008 AN - 968114428; ED529587 AB - This report presents the results of an experiment conducted in Alabama beginning in the 2006/07 school year, to determine the effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI), which aims to improve mathematics and science achievement in the state's K-12 schools. This study is the first randomized controlled trial testing the effectiveness of AMSTI in improving mathematics problem solving and science achievement in upper-elementary and middle schools. AMSTI is an initiative specific to Alabama and was developed and supported through state resources. An important finding is the positive and statistically significant effect of AMSTI on mathematics achievement as measured by the SAT 10 mathematics problem solving assessment administered by the state to students in grades 4-8. After one year in the program, student mathematics scores were higher than those of a control group that did not receive AMSTI by 0.05 standard deviation, equivalent to 2 percentile points. Nine of the 10 sensitivity analyses yielded effect estimates that were statistically significant at the 0.025 level, consistent with the main finding. The estimated effect of AMSTI on science achievement measured after one year was not statistically significant. Based on the SAT 10 science test administered by the state to students in grades 5 and 7, no difference between AMSTI and control schools could be discerned after one year. Changes in classroom instructional strategies, especially an emphasis on more active-learning strategies, are important to the AMSTI theory of action. Therefore, a secondary investigation of classroom practices was conducted, based on data from survey responses from teachers. For both mathematics and science, statistically significant differences were found between AMSTI and control teachers in the average reported time spent using the strategies. The effect of AMSTI on these instructional strategies was 0.47 standard deviation in mathematics and 0.32 standard deviation in science. Two years of AMSTI appeared to have a positive and statistically significant effect on achievement in mathematics problem solving, compared to no AMSTI. Two years of AMSTI appeared to have a positive and statistically significant effect on achievement in science. AMSTI appeared to have a positive and statistically significant effect on reading achievement as measured by the SAT 10 test of reading administered by the state to students in grades 4-8. AMSTI did not appear to have a statistically significant effect on teacher-reported content knowledge in mathematics or science after one year. AMSTI did not appear to have statistically significant differential effects on student achievement in mathematics problem solving or science based on racial/ethnic minority status, enrollment in the free or reduced-price lunch program, gender, or pretest level. Appended are: (1) Explanation of primary and secondary confirmatory outcome measures; (2) Explanation of exploratory research questions; (3) Selection and random assignment of schools; (4) Statistical power analysis; (5) Data collection procedures and timeline; (6) Description of program implementation data collected but not used in report; (7) Alabama Math, Science, and Technology Initiative (AMSTI) teacher survey #3; (8) Data cleaning and data file construction; (9) Attrition through study stages for samples used in the confirmatory analysis; (10) Description of degree rank; (11) Equivalence of Year 1 baseline and analyzed samples for confirmatory student-level and classroom practice outcomes; (12) Internal consistency and validity of active learning measures; (13) Number of students and teachers in schools in analytic samples used to analyze Year 1 confirmatory questions; (14) Attrition through study stages for samples used in Year 1 exploratory analysis; (15) Tests of equivalence for baseline and analytic samples for Year 1 exploratory outcomes; (16) Statistical power analyses for moderator analyses; (17) Derivation and motivation of the Bell-Bradley estimator when measuring estimated two-year effect of the Alabama Math, Science, and Technology Initiative (AMSTI); (18) Attrition through study stages for samples contributing to estimation of two-year effects; (19) Examination of equivalence in baseline and analytic samples used in the estimation of two-year effects; (20) Estimation model for two-year effects of the Alabama Math, Science, and Technology Initiative (AMSTI); (21) Topics and instructional methods used at the Alabama Math, Science, and Technology Initiative (AMSTI) summer institute; (22) Parameter estimates on probability scale for odds-ratio tests of differences between Alabama Math, Science, and Technology Initiative (AMSTI) and control conditions in Year 1 (associated with summer professional development and in-school support outcomes); (23) Descriptive statistics for variables that change to a binary scale used in the Alabama Math, Science, and Technology Initiative (AMSTI) and control conditions in Year 1; (24) Comparison of assumed parameter values and observed sample statistics for statistical power analysis after one year; (25) Parameter estimates for Stanford Achievement Test Tenth Edition (SAT 10) mathematics problem solving after one year; (26) Parameter estimates for Stanford Achievement Test Tenth Edition (SAT 10) science after one year; (27) Parameter estimates for active learning in mathematics after one year; (28) Parameter estimates for active learning in science after one year; (29) Sensitivity analyses of effect of the Alabama Math, Science, and Technology Initiative (AMSTI) on Stanford Achievement Test Tenth Edition (SAT 10) mathematics problem solving achievement after one year; (30) Sensitivity analyses of effect of the Alabama Math, Science, and Technology Initiative (AMSTI) on Stanford Achievement Test Tenth Edition (SAT 10) science achievement after one year; (31) Sensitivity analyses of effect of the Alabama Math, Science, and Technology Initiative (AMSTI) on active learning instructional strategies in mathematics classrooms after one year; (32) Sensitivity analyses of effect of the Alabama Math, Science, and Technology Initiative (AMSTI) on active learning instructional strategies in science classrooms after one year; (33) Tests for violations of factors associated with assumption of equal first year effects on students in Alabama Math, Science, and Technology Initiative (AMSTI) and control schools; (34) Post hoc adjustment to standard error for estimate of two-year effect of the Alabama Math, Science, and Technology Initiative (AMSTI) on mathematics achievement after two years; (35) Parameter estimates for effect of the Alabama Math, Science, and Technology Initiative (AMSTI) after two years; (36) Parameter estimates for effect of the Alabama Math, Science, and Technology Initiative (AMSTI) on student reading achievement after one year; (37) Parameter estimates for teacher content and student engagement after one year; (38) Estimates of effects for terms involving the indicator of treatment status in the analysis of the moderating effect of the three-level pretest variable; (39) Parameter estimates for the analysis of the moderating effect of racial/ethnic minority status on the impact of the Alabama Math, Science, and Technology Initiative (AMSTI) on reading after one year; (40) Parameter estimates for analysis of average effect of the Alabama Math, Science, and Technology Initiative (AMSTI) on reading by racial/ethnic minority students after one year; and (41) Parameter estimates for effect of the Alabama Math, Science, and Technology Initiative (AMSTI) on reading for White students after one year. (Contains 26 figures, 136 tables, 1 box and 130 footnotes.) AU - Newman, Denis AU - Finney, Pamela B. AU - Bell, Steve AU - Turner, Herb AU - Jaciw, Andrew P. AU - Zacamy, Jenna L. AU - Gould, Laura Feagans Y1 - 2012/02// PY - 2012 DA - February 2012 SP - 314 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Alabama KW - Stanford Achievement Tests KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Grade 5 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Intermediate Grades KW - Junior High Schools KW - Middle Schools KW - Program Effectiveness KW - Minority Group Students KW - Scores KW - Attrition (Research Studies) KW - White Students KW - Reading Achievement KW - Statistical Analysis KW - Science Achievement KW - Knowledge Base for Teaching KW - Elementary Schools KW - Teaching Methods KW - Low Income Groups KW - Gender Differences KW - Teacher Improvement KW - Mathematics Achievement KW - Learner Engagement KW - Racial Differences KW - Problem Solving KW - Teacher Surveys KW - Science Teachers KW - Mathematics Teachers KW - Achievement Tests KW - Active Learning UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/968114428?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - What Are Districts' Written Policies Regarding Student Substance-Related Incidents? NCEE Evaluation Brief. NCEE 2012-4022 AN - 964186054; ED529007 AB - This brief describes key features of the high school alcohol and drug policies in the 100 largest school districts in the United States. The written policies of at least 80% of these districts include parent conferences, referral to law enforcement, principal-determined suspensions, or referral for expulsion hearings (or some combination of these) as a consequence for students caught possessing, using, selling, or distributing alcohol or other drugs. Policy documents also indicate that districts may refer students to counseling, classes, and community services to help students with substance use issues. (Contains 4 exhibits and 6 endnotes.) [For "Technical Appendix: What Are Districts' Written Policies Regarding Student Substance-Related Incidents? NCEE Evaluation Brief--Appendix. NCEE 2012-4023," see ED529008.] Y1 - 2012/02// PY - 2012 DA - February 2012 SP - 8 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Drinking KW - Influences KW - Suspension KW - Law Enforcement KW - School Districts KW - Sanctions KW - Referral KW - Expulsion KW - Discipline Policy KW - School Policy KW - Drug Abuse UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964186054?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Indicators of School Crime and Safety: 2011. NCES 2012-002/NCJ 236021 AN - 964183461; ED529642 AB - This report is the fourteenth in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. This report presents the most recent data available on school crime and student safety. The indicators in this report are based on information drawn from a variety of data sources, including national surveys of students, teachers, and principals. Sources include results from a study of violent deaths in schools, sponsored by the U.S. Department of Education and the Centers for Disease Control and Prevention; the National Crime Victimization Survey and School Crime Supplement to the survey, sponsored by the BJS and NCES, respectively; the Youth Risk Behavior Survey, sponsored by the Centers for Disease Control and Prevention; and the Schools and Staffing Survey and School Survey on Crime and Safety, both sponsored by NCES. The most recent data collection for each indicator varied by survey, from 2007 to 2010. Each data source has an independent sample design, data collection method, and questionnaire design, or is the result of a universe data collection. All comparisons described in this report are statistically significant at the 0.05 level. Additional information about methodology and the datasets analyzed in this report may be found in appendix A. This report covers topics such as victimization, teacher injury, bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, and student perceptions of personal safety at school. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available. Preliminary data show that there were 33 school-associated violent deaths from July 1, 2009, through June 30, 2010 (Indicator 1). In 2010, among students ages 12-18, there were about 828,000 nonfatal victimizations at school, which include 470,000 victims of theft and 359,000 victims of violence (simple assault and serious violence) (Indicator 2). In 2009-10, about 74 percent of public schools recorded one or more violent incidents of crime, 16 percent recorded one or more serious violent incidents, and 44 percent recorded one or more thefts (Indicator 6). Appended are: (1) Technical Notes; and (2) Glossary of Terms. Individual chapters contain footnotes. (Contains 56 tables and 52 figures.) [For the previous report, "Indicators of School Crime and Safety: 2010. NCES 2011-002/NCJ 230812," see ED512901.] AU - Robers, Simone AU - Zhang, Jijun AU - Truman, Jennifer Y1 - 2012/02// PY - 2012 DA - February 2012 SP - 203 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Schools and Staffing Survey (NCES) KW - Youth Risk Behavior Survey KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Death KW - Crime KW - Injuries KW - Fear KW - Teacher Attitudes KW - National Surveys KW - School Security KW - Discipline KW - Public Schools KW - Statistical Data KW - Drinking KW - Victims KW - School Safety KW - Violence KW - Weapons KW - Educational Environment KW - Student Attitudes KW - Discipline Problems KW - Juvenile Gangs KW - Incidence KW - School Surveys KW - Tables (Data) KW - Private Schools KW - Drug Use KW - Bullying UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183461?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Technical Appendix: What Are Districts' Written Policies Regarding Student Substance-Related Incidents? NCEE Evaluation Brief--Appendix. NCEE 2012-4023 AN - 964181044; ED529008 AB - To better understand the nature of substance-related discipline rules and guidelines that may be in use around the country, the U.S. Department of Education's Institute of Education Sciences (IES) commissioned an examination of the features of the written substance-related policies for high schools in the 100 largest school districts. The key findings from that investigation, which was conducted by RMC Research Corporation, are presented in the brief "What Are Districts' Written Policies Regarding Student Substance-Related Incidents?". This appendix to that brief contains the codebooks used to conduct the review. (Contains 5 exhibits and 1 endnote.) [For "What Are Districts' Written Policies Regarding Student Substance-Related Incidents? NCEE Evaluation Brief. NCEE 2012-4022," see ED529007.] Y1 - 2012/02// PY - 2012 DA - February 2012 SP - 12 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Drinking KW - Coding KW - Discipline Policy KW - School Publications KW - School Policy KW - School Districts KW - Drug Abuse UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964181044?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Advancing Civic Learning and Engagement in Democracy: A Road Map and Call to Action AN - 964184757; ED528611 AB - Today, the U.S. Department of Education joins the National Task Force on Civic Learning and Democratic Engagement, the American Commonwealth Partnership, and the Campaign for the Civic Mission of Schools in a new national call to action to infuse and enhance civic learning and democratic engagement for all students throughout the American education system. The Department is broadly supportive of the five priorities for action that these groups have developed. In abbreviated form, those priorities are: (1) Advancing civic learning and democratic engagement in both the U.S. and global contexts by encouraging efforts to make them core expectations for elementary, secondary, and postsecondary students--including undergraduate and graduate students; (2) Developing more robust evidence of civic and other student achievement outcomes of civic learning, and of the impact of school- and campus-community partnerships; (3) Strengthening school- and campus-community connections to address significant community problems and advance a local or regional vision and narrative for civic engagement; (4) Expanding research and the range of public scholarship, with a special emphasis on promoting knowledge creation for the good of society; and (5) Deepening civic identity by sharing stories of civic work in social media and organizing deliberative discussions about the roles of higher education in communities across the country, and by creating initiatives in science, arts, and other fields to catalyze civic agency. In this report, the Department outlines directions for advancing civic learning and democratic engagement from grade school to graduate school, with special attention to the federal role and civic learning in higher education. It concludes by proposing nine steps that the Department can take to help expand and elevate civic learning. A bibliography is included. (Contains 3 footnotes.) Y1 - 2012/01// PY - 2012 DA - January 2012 SP - 40 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Higher Education KW - Postsecondary Education KW - Democratic Values KW - Government Role KW - Community Development KW - Academic Achievement KW - College School Cooperation KW - Educational Needs KW - Outcomes of Education KW - Community Problems KW - School Community Programs KW - Institutional Role KW - Educational Change KW - Achievement Gap KW - Educational Planning KW - Educational Innovation KW - Regional Planning KW - School Community Relationship KW - Citizenship Education KW - Democracy KW - Economic Impact KW - Citizen Participation KW - College Role KW - Educational Development KW - Change Strategies KW - Strategic Planning KW - Role of Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964184757?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - 2010 College Course Map. Technical Report. NCES 2012-162 AN - 964176083; ED529011 AB - The College Course Map (CCM) is a taxonomy system for coding postsecondary education courses in NCES research studies. Originally developed in 1988 in support of the postsecondary transcript study in the National Longitudinal Study of the High School Class of 1972 (NLS-72), the taxonomy was updated in 1993 for the High School and Beyond Study (HS&B) and again in 2000 for the National Educational Longitudinal Study (NELS:88/00) (Adelman, 2005). The 2010 College Course Map (CCM:2010) was updated in 2009 in support of two postsecondary education transcript collections. The 2009 Postsecondary Education Transcript Study (PETS:09) incorporated transcript collections for the 2004/09 Beginning Postsecondary Education Students Longitudinal Study (BPS:04/09) and the 2008/09 Baccalaureate and Beyond Study (B&B:08/09). This publication describes how the newest version of the College Course Map was updated and provides a listing of all the course codes used for PETS:09. (Contains 2 figures and 1 footnote.) AU - Bryan, Michael AU - Simone, Sean Y1 - 2012/01// PY - 2012 DA - January 2012 SP - 295 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Postsecondary Education Transcript Study KW - National Longitudinal Study High School Class 1972 KW - Baccalaureate and Beyond Longitudinal Study (NCES) KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Colleges KW - Classification KW - Course Selection (Students) KW - Vocational Education KW - National Surveys KW - Educational Attainment KW - Longitudinal Studies KW - Courses UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176083?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 2011-2012 Federal Pell Grant Program End-of-Year Report AN - 1826527524; ED566397 AB - The Federal Pell Grant End-of-Year Report presents primary aspects of Federal Pell Grant Program activity for the 2011-2012 award year. This presentation is a compilation of quantitative program data assembled to offer insights into the changes to the Title IV applicant universe and the Federal Pell Grant Program. The Federal Pell Grant End-of-Year Report provides factual information and highlights important programmatic issues. Since 1973, the Office of Postsecondary Education has compiled summary information on Title IV applicants and Federal Pell Grant Program activity. The information provides a basis for program planning and development. The Report can also be used by policy makers to estimate the potential impact of actual or proposed policies on Pell Grant recipients and federal aid applicants. In addition, the End-of-Year Report can assist researchers, students, higher education officials, and financial aid administrators to better understand current patterns of Federal Pell Grant disbursements and Title IV applicant activity. A glossary is provided. Y1 - 2012 PY - 2012 DA - 2012 SP - 102 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - Pell Grant Program KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Researchers KW - Students KW - Higher Education KW - Postsecondary Education KW - Institutional Characteristics KW - Information Sources KW - Federal Aid KW - Family Financial Resources KW - Expenditure per Student KW - Grants KW - Annual Reports KW - Dependents KW - Eligibility KW - Expenditures KW - Costs KW - Databases KW - Enrollment Trends KW - Federal Programs KW - Statistical Analysis KW - Statistical Data KW - Family Income KW - Awards KW - Financial Aid Applicants KW - Tables (Data) KW - Age Differences KW - Spouses UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826527524?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Institute for International Public Policy Program AN - 1312423812; ED537302 AB - The Institute for International Public Policy program provides a single grant to assist a consortia of institutions of higher education in establishing an institute designed to increase the representation of minorities in international service, including private international voluntary organizations and the Foreign Service of the United States. A consortia of institutions of higher education consisting of one or more of the following entities is eligible to apply for the grant: (1) an institution eligible for assistance under Part B of the Title III of the Higher Education Act of 1965, as amended (HEA); (2) an institution of higher education that serves substantial numbers of African Americans or other underrepresented minority students; or (3) an institution of higher education with programs in training Foreign Service professionals. Activities to be implemented by the grantee include the following: (1) Sophomore Year Summer Policy Institute; (2) Junior Year Abroad; (3) Junior Year Summer Policy Institute; (4) Internships; (5) Junior Year, Senior Year, Post-Baccalaureate; (6) Senior Language Institute; (7) Master's Degree Program in International Affairs; and (8) Institutional grants to strengthen undergraduate international affairs programs at selected campuses. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - Higher Education Act Title III KW - United States KW - Higher Education Act Title VI KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Volunteers KW - Consortia KW - Educational Legislation KW - Federal Aid KW - Minority Group Students KW - Black Colleges KW - Voluntary Agencies KW - Grants KW - International Education KW - Public Policy KW - Federal Legislation KW - Minority Groups KW - Colleges KW - College Second Language Programs KW - College Programs KW - Educational Policy KW - Disproportionate Representation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312423812?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Fulbright-Hays Group Projects Abroad Program AN - 1312419986; ED537300 AB - The Fulbright-Hays Group Projects Abroad program provides grants to support overseas projects in training, research, and curriculum development in modern foreign languages and area studies by teachers, undergraduate and graduate students, and faculty engaged in a common endeavor. Projects may include short-term seminars, curriculum development, group research or study, or advanced intensive language programs that focus on the humanities, social sciences, or languages. This program holds an annual competition, except the language projects, which compete every three years. Eligible applicants are institutions of higher education, state departments of education, and private, nonprofit educational organizations. A participant in the group must be a citizen, national, or permanent resident of the United States and also: (1) A faculty member in modern foreign languages or area studies; or (2) A teacher in an elementary or secondary school; or (3) An experienced education administrator responsible for planning, conducting, or supervising programs in modern foreign languages or area studies at the elementary, secondary, or postsecondary level; or (4) A graduate student, or a junior or senior in an institution of higher education, who plans a teaching career in modern foreign languages or area studies. A list of the expenses covered by the award is provided. This program is administered by the International Education Programs Service (IEPS) under the Fulbright-Hays Act. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Area Studies KW - Undergraduate Students KW - Graduate Students KW - Grants KW - Second Language Learning KW - International Education KW - Higher Education KW - Elementary School Teachers KW - Modern Languages KW - Secondary School Teachers KW - Advanced Students KW - Study Abroad KW - Languages KW - College Faculty KW - Student Financial Aid KW - Curriculum Development KW - Intensive Language Courses KW - Social Sciences KW - Humanities UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312419986?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Technological Innovation and Cooperation for Foreign Information Access Program AN - 1312419974; ED537307 AB - The Technological Innovation and Cooperation for Foreign Information Access (TICFIA) Program supports projects focused on developing innovative technologies for accessing, collecting, organizing, preserving, and disseminating information from foreign sources to address the U.S.' teaching and research needs in international education and foreign languages. Institutions of higher education, a public or nonprofit private library, or consortia of such institutions or libraries in the United States are eligible to apply for grants under the TICFIA Program. The federal share of the total cost of carrying out a program supported by a grant under this section shall not be more than 66.66 percent. The non-federal share of such cost may be provided either in-kind or in cash, and may include contributions from private sector corporations or foundations. Funding for the TICFIA Program is on a three-year award cycle. The average amount for an award is between $100,000 to $195,000 per year. An average of 10 awards per cycle are given. A list of eligible activities is provided. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Technological Advancement KW - Consortia KW - Federal Aid KW - Information Policy KW - International Education KW - Higher Education KW - Eligibility KW - Information Technology KW - Access to Information KW - Libraries KW - Innovation KW - Information Management KW - Information Needs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312419974?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Language Resource Centers Program AN - 1312419952; ED537304 AB - The Language Resource Centers (LRC) program provides grants to institutions of higher education to establish, strengthen, and operate resource centers that serve to improve the nation's capacity to teach and learn foreign languages. Eligible applicants are institutions of higher education. Duration of the grant is four years. Center activities include: (1) Conduct and disseminate research on teaching and learning methods, including the use of technology; (2) Develop and disseminate research-based language materials for K-16 that reflect effective teaching strategies; (3) Develop skill-level standards for languages; (4) Develop, apply, and disseminate performance tests; (5) Train teachers in the use of performance tests, effective teaching and learning strategies, and technology; (6) Focus on the teaching and learning of less commonly taught languages; and (7) Operate intensive summer institutes for foreign language learning and provide professional development. The LRC program draws on institutional strengths in foreign language teaching, applied linguistics, second language acquisition and materials development. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - ERIC, Resources in Education (RIE) KW - Program Effectiveness KW - Material Development KW - Institutes (Training Programs) KW - Language Skills KW - Grants KW - Teacher Education KW - Language Teachers KW - Second Language Learning KW - Higher Education KW - Summer Programs KW - Learning Resources Centers KW - Teacher Effectiveness KW - Applied Linguistics KW - Second Language Instruction KW - Performance Tests KW - Uncommonly Taught Languages KW - Educational Policy KW - Standards KW - Faculty Development KW - Learning Strategies KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312419952?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - International Education Programs: Access to the World and Its Languages AN - 1312418764; ED537301 AB - The International Education Programs Service (IEPS) administers 14 education programs. These programs are complementary in nature and designed to benefit a variety of audiences through training programs, research, start-up or enhancement projects, and fellowships. This paper provides brief descriptions of these programs. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - Fulbright Hays Act KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Program Descriptions KW - Graduate Study KW - Business Education KW - Second Language Learning KW - International Education KW - Public Policy KW - Fellowships KW - College Faculty KW - Doctoral Dissertations KW - Second Language Instruction KW - Foreign Countries KW - Audiences KW - Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312418764?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - International Research and Studies Program AN - 1312418629; ED537303 AB - The International Research and Studies Program supports surveys, studies, and instructional materials development to improve and strengthen instruction in modern foreign languages, area studies, and other international fields. The purpose of the program is to improve and strengthen instruction in modern foreign languages, area studies and other international fields. Eligible applicants are public and private agencies, organizations, institutions, and individuals. Funds awarded may not be used for the training of students and teachers. No cost-sharing is required. Congress finds that systematic efforts are necessary to enhance the capacity of institutions of higher education in the United States for: (A) producing graduates with international and foreign language expertise and knowledge; and (B) research regarding such expertise and knowledge. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - Higher Education Act Title VI KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Area Studies KW - Federal Aid KW - Surveys KW - Expertise KW - International Education KW - Second Language Learning KW - Modern Languages KW - English (Second Language) KW - Instructional Materials KW - International Studies KW - Second Language Instruction KW - Federal Legislation KW - Public Agencies KW - Educational Policy KW - Organizations (Groups) KW - Educational Research KW - Private Agencies UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312418629?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Fulbright-Hays Seminars Abroad Program and Special Bilateral Projects AN - 1312418609; ED537306 AB - The Fulbright-Hays Seminars Abroad Program and Special Bilateral Projects provides short-term study and travel seminars abroad for U.S. educators in the social sciences and humanities for the purpose of improving their understanding and knowledge of the people and culture of other countries. There are approximately 10 seminars with 16 participants in each seminar annually. Seminars are four to six weeks in duration and are conducted in the summer. This program holds an annual competition. Eligible applicants include: (1) Elementary School Teachers; (2) Middle or High School Teachers in fields of social sciences or humanities, including languages; (3) Administrators or Curriculum Specialists who have responsibility for curriculum in fields of social sciences or humanities, including languages; (4) Faculty or Administrators from institutions of higher education--public or private, two- or four-year--in the fields of social sciences or humanities, including languages; and (5) Librarians, Museum Educators, Media or Resource Specialists who have responsibility for curricula, at the education levels noted above, in fields of social sciences or humanities, including languages. Applicants must meet the following criteria: (1) Citizenship--must be a citizen of the United States or a permanent resident; (2) Academic Preparation--must hold at least a bachelor's degree from an accredited college or university; (3) Professional Experience--(A) must have at least three years of full-time experience in the professions listed (by the time of departure for the seminar); and (B) must be currently employed full-time in a professional capacity in a U.S. school system, institution of higher education, local education agency (LEA), state education agency (SEA), library or museum; and (4) Health--must be physically and psychologically able to participate in all phases of the seminar. This program is administered by the International Education Programs Service (IEPS) under the Fulbright-Hays Act. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - United States KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - International Educational Exchange KW - Seminars KW - Improvement Programs KW - Teacher Improvement KW - Multicultural Education KW - Teacher Exchange Programs KW - Social Sciences KW - Global Education KW - Humanities KW - Participant Characteristics KW - Eligibility UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312418609?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Fulbright-Hays Doctoral Dissertation Research Abroad Program AN - 1312418597; ED537298 AB - The Fulbright-Hays Doctoral Dissertation Research Abroad program provides grants to colleges and universities to fund individual doctoral students to conduct research in other countries in modern foreign languages and area studies for periods of six to 12 months. This program holds an annual competition. Institutions of higher education in the United States are eligible to apply for grants under the Fulbright-Hays Doctoral Dissertation Research Abroad Program. Students must apply through their institutions. A student is eligible to receive a fellowship if he or she meets all of the following criteria: (1) Is a citizen or national of the United States or is a permanent resident of the United States; (2) Is a graduate student in good standing at an institution of higher education in the United States who, when the fellowship begins, is admitted to candidacy in a doctoral program in modern foreign languages and area studies at that institution; (3) Is planning a teaching career in the United States upon graduation; and (4) Possesses adequate skills in the language(s) necessary to carry out the dissertation project. Students may propose research for six to 12 months. This fellowship may not be renewed. A final report is due from each fellow 90 days after the end of the grant period. Students should contact their institution's project director for electronic reporting instructions. Lists of the terms and conditions of the grant and the expenses covered by the award are provided. This program is administered by the International Education Programs Service (IEPS) under the Fulbright-Hays Act. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - United States KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Area Studies KW - Graduate Students KW - International Educational Exchange KW - Research Projects KW - Grants KW - Second Language Learning KW - International Education KW - Global Education KW - Study Abroad KW - Eligibility KW - Fellowships KW - Doctoral Dissertations KW - Doctoral Programs KW - Second Language Programs KW - Student Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312418597?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - American Overseas Research Centers Program AN - 1312418570; ED537296 AB - The American Overseas Research Centers Program provides grants to overseas research centers that are consortia of U.S. institutions of higher education to enable the centers to promote postgraduate research, exchanges, and area studies. Eligible applicants are those consortia of U.S. institutions of higher education centers that: (1) Receive more than 50 percent of their funding from public or private U.S. sources; (2) Have a permanent presence in the countries in which the centers are located; and (3) Are tax-exempt nonprofit organizations described in Section 501(c)(3) of the Internal Revenue Code of 1986. Grants may be used to support: (1) Faculty and staff stipends and salaries; (2) Faculty, staff and student travel; (3) Operation and maintenance of the overseas center; (4) Teaching and research materials; (5) Acquisition, maintenance, and preservation of library collections; (6) Visiting scholars to teach or to conduct research at the center; (7) Conferences; and (8) Publication and dissemination of outreach materials. Duration of grant is four years. Since the inception of the American Overseas Research Centers Program in 1994, the U.S. Department of Education has awarded grants to centers in Africa, Central Asia, the Middle East, South Asia, and Western Europe. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - Africa KW - Asia KW - Europe (West) KW - Internal Revenue Code KW - Middle East KW - United States KW - Higher Education Act Title VI KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Financial Support KW - Area Studies KW - Consortia KW - Federal Aid KW - International Educational Exchange KW - Grants KW - International Education KW - Foreign Countries KW - Educational Policy KW - Research KW - Nonprofit Organizations UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312418570?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Business and International Education Program AN - 1312418567; ED537297 AB - This paper presents an overview of the Business and International Education Program of the International Education Programs Service (IEPS). This program provides funds to institutions of higher education that enter into an agreement with a trade association, a business, or both for the purpose of improving business curriculum and as a means of conducting outreach activities that expand the capacity of the business community to engage in international economic activities. The purpose of this program is to promote education and training in order to enable U.S. business activity to prosper in an international economy. The legislation has authorized the secretary of education to award grants to institutions of higher education to provide suitable international training to business personnel in various stages of professional development. Programs assisted with federal funds are required to enhance the international academic program of the institution and provide appropriate services to the business community to expand its capacity for engaging in commerce abroad. As a statutory requirement, the institution must match 50 percent of the total cost of the program. Each grant application must be accompanied by an agreement between the institution and a business enterprise, trade organization or association engaged in international economic activity. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - United States KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Outreach Programs KW - Business Education KW - Educational Objectives KW - Improvement Programs KW - Incentive Grants KW - Second Language Learning KW - International Education KW - School Business Relationship KW - Educational Improvement KW - Eligibility KW - Performance Contracts KW - International Studies KW - College Programs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312418567?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Fulbright-Hays Faculty Research Abroad Program AN - 1312418557; ED537299 AB - The Fulbright-Hays Faculty Research Abroad program provides grants to colleges and universities to fund faculty to maintain and improve their area studies and foreign language skills by conducting research in other countries for periods of three to 12 months. This program holds an annual competition. Institutions of higher education in the United States are eligible to apply for grants under the Fulbright-Hays Faculty Research Abroad Program. An individual is eligible to receive a fellowship if he or she meets all of the following criteria: (1) Is a citizen, national, or permanent resident of the United States; (2) Is employed by an institution of higher education; (3) Has been engaged in teaching relevant to his or her foreign language or area studies specialization for the two years immediately preceding the date of the award; (4) Proposes research relevant to his or her modern foreign language or area studies specialization, which is not dissertation research for a doctoral degree; and (5) Possesses sufficient foreign language skills to carry out the research project. Faculty may propose research for three to 12 months. This fellowship may not be renewed. A final report is due from each fellow 90 days after the end of the grant period. Faculty should contact their institution's project director for electronic reporting instructions. Lists of the terms and conditions of the grant and the expenses covered by the award are provided. This program is administered by the International Education Programs Service (IEPS) under the Fulbright-Hays Act. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - United States KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Area Studies KW - Language Skills KW - Grants KW - Teacher Exchange Programs KW - Second Language Learning KW - Global Education KW - Study Abroad KW - Eligibility KW - Fellowships KW - College Faculty KW - Second Language Programs KW - Faculty Development KW - Participant Characteristics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312418557?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Undergraduate International Studies and Foreign Language Program AN - 1312418550; ED537308 AB - The Undergraduate International Studies and Foreign Language Program provides funds to institutions of higher education, a consortia of such institutions, or partnerships between nonprofit organizations and institutions of higher education to plan, develop, and implement programs that strengthen and improve undergraduate instruction in international studies and foreign languages. Institutions of higher education and nonprofit organizations, including professional and scholarly associations, are eligible to apply for grants under this program. Institutions of higher education may use federal funds in accordance with program requirements to revise and update curricula and develop additional faculty expertise. Grant awards are normally made for projects extending over a period of two years. Organizations, associations, and institutional consortia are eligible for three years of support. Applicants for multi-year funding must provide a plan of operation and budget for each year for which support is requested. Continuation of an award is subject to a satisfactory performance level and the availability of funds. Programs are carried on primarily within the United States. A list of the eligible activities is provided. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - Higher Education Act Title VI KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - International Studies KW - Consortia KW - Curriculum Development KW - Second Languages KW - Federal Aid KW - Grants KW - Educational Policy KW - Community Colleges KW - Nonprofit Organizations UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312418550?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Resource Centers Program AN - 1312418174; ED537305 AB - The National Resource Centers Program provides grants to institutions of higher education to establish, strengthen, and operate comprehensive and undergraduate centers that are national resources for: (1) Teaching modern foreign languages, especially the less and least commonly taught languages; (2) Disciplinary instruction to provide a thorough understanding of areas where these languages are used; (3) Disciplinary instruction in international studies; (4)Internationalizing professional programs, including language study; (5) Center-related research and dissemination; and (6) Curricular and instructional materials for K-16 educators. Eligible applicants are institutions of higher education. Grants may be used to support: (1) Modern foreign language instruction; (2) Instruction in fields necessary to provide a full understanding of the areas, regions, or countries in which the languages are commonly used; (3) Resources for training and research in international and foreign language aspects of professional and other fields of study; (4) Opportunities for training and research on issues in world affairs that concern one or more countries; (5) Outreach on national, regional, and local levels; and (6) Linkages with overseas institutions of higher education and other organizations that may contribute to the teaching and research of the center. This program is administered by the International Education Programs Service (IEPS) under Title VI of the Higher Education Act. Y1 - 2012 PY - 2012 DA - 2012 SP - 2 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Program Descriptions KW - Federal Aid KW - Undergraduate Study KW - Improvement Programs KW - Grants KW - Instructional Materials KW - International Studies KW - Second Language Instruction KW - Second Language Programs KW - Resource Centers KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312418174?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Bullying and Cyberbullying at Colleges and Universities. Prevention Update AN - 1023531814; ED532217 AB - According to StopBullying.gov, an official U.S. government Web site managed by the Department of Health and Human Services in partnership with the Department of Education and Department of Justice, definitions of bullying vary, but "most agree that bullying involves: (1) Imbalance of Power: people who bully use their power to control or harm and the people being bullied may have a hard time defending themselves; (2) Intent to Cause Harm: actions done by accident are not bullying; the person bullying has a goal to cause harm; and (3) Repetition: incidents of bullying happen to the same person over and over by the same person or group." Bullying can be verbal (name-calling, teasing), social (spreading rumors, leaving people out on purpose, breaking up friendships), physical (hitting, punching, shoving), and cyberbullying (using the Internet, mobile telephones, or other digital technologies to harm others). This paper presents data on bullying and cyberbullying at colleges and universities. Y1 - 2012/01// PY - 2012 DA - January 2012 SP - 2 PB - Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention. EDC, 43 Foundry Avenue, Waltham, MA 02453. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Educational Environment KW - School Policy KW - College Students KW - Interpersonal Relationship KW - Computer Mediated Communication KW - Bullying UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023531814?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Understanding the Implications of Online Learning for Educational Productivity AN - 1023528417; ED532492 AB - The purpose of this report is to support educational administrators and policymakers in becoming informed consumers of information about online learning and its potential impact on educational productivity. The report provides foundational knowledge needed to examine and understand the potential contributions of online learning to educational productivity, including a conceptual framework for understanding the necessary components of rigorous productivity analyses, drawing in particular on cost-effectiveness analysis as an accessible method in education. Five requirements for rigorous cost-effectiveness studies are described: (1) Important design components of an intervention are specified; (2) Both costs and outcomes are measured; (3) At least two conditions are compared; (4) Costs and outcomes are related using a single ratio for each model under study; and (5) Other factors not related to the conditions being studied are controlled or held constant. The report also includes a review of ways that online learning might offer productivity benefits compared with traditional place-based schooling. Unfortunately, a review of the available research that examined the impact of online learning on educational productivity for secondary school students was found to be lacking. No analyses were found that rigorously measured the productivity of an online learning system relative to place-based instruction in secondary schools. Additional resources are appended. (Contains 2 exhibits and 16 footnotes.) AU - Bakia, Marianne AU - Shear, Linda AU - Toyama, Yukie AU - Lasseter, Austin Y1 - 2012/01// PY - 2012 DA - January 2012 SP - 76 PB - Office of Educational Technology, US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Secondary Education KW - Educational Facilities KW - Outcome Measures KW - Individualized Instruction KW - Access to Education KW - Educational Finance KW - Program Costs KW - Secondary School Students KW - Teacher Salaries KW - Electronic Learning KW - Cost Effectiveness KW - Educational Technology KW - Productivity KW - Active Learning KW - Time on Task UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023528417?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Teaching vocabulary through collocations in EFL Classes: The case of Turkey AN - 1023037597; 201208684 AB - When vocabulary teaching is taken into account in EFL classes in Turkish state primary schools, teachers generally prefer to use classical techniques. The purpose of this study is to find out the effect of a relatively new vocabulary teaching technique; teaching vocabulary through collocations. Pre-test/Post-test Control Group Design was employed in this study. Fifty-nine (59) seventh (7th) grade students from two classrooms in a lower-middle class, suburban state primary school in Konya, Turkey, participated in this study. The experimental group was taught new words using collocation technique; the control group was taught new words using classical techniques such as synonym, antonym, definition and mother tongue translation as it was in the previous reading classes before the study. The statistical analysis revealed that teaching vocabulary through collocations results in a better learning of the words than presenting them using classical techniques and enhances retention of new vocabulary items. Teaching vocabulary through collocations can be an effective factor in helping students remember and use the new words easily in primary school EFL classes. Therefore, teachers of English could be encouraged to attach more importance to vocabulary teaching rather than the acquisition of grammar and the use of current vocabulary teaching strategies in their classes. Adapted from the source document JF - International Journal of Research Studies in Language Learning AU - Balci, Ozgul AU - Cakir, Abdulkadir AD - Institute of Education Sciences, Selcuk University, Turkey ozgulbalci@gmail.com Y1 - 2012/01// PY - 2012 DA - January 2012 SP - 21 EP - 32 VL - 1 IS - 1 SN - 2243-7754, 2243-7754 KW - English as a Second Language Teaching Methods (22144) KW - English as a Second Language Instruction (22120) KW - Turkey (91750) KW - Collocations (13280) KW - Vocabulary Instruction (94850) KW - Elementary Education (21500) KW - article KW - 4130: applied linguistics; English as a second/foreign language instruction UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1023037597?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Allba&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=International+Journal+of+Research+Studies+in+Language+Learning&rft.atitle=Teaching+vocabulary+through+collocations+in+EFL+Classes%3A+The+case+of+Turkey&rft.au=Balci%2C+Ozgul%3BCakir%2C+Abdulkadir&rft.aulast=Balci&rft.aufirst=Ozgul&rft.date=2012-01-01&rft.volume=1&rft.issue=1&rft.spage=21&rft.isbn=&rft.btitle=&rft.title=International+Journal+of+Research+Studies+in+Language+Learning&rft.issn=22437754&rft_id=info:doi/ LA - English DB - Linguistics and Language Behavior Abstracts (LLBA) N1 - Date revised - 2012-07-01 N1 - Last updated - 2016-09-27 N1 - SubjectsTermNotLitGenreText - English as a Second Language Instruction (22120); Vocabulary Instruction (94850); Turkey (91750); English as a Second Language Teaching Methods (22144); Elementary Education (21500); Collocations (13280) ER - TY - BOOK T1 - Beginning Subbaccalaureate Students' Labor Market Experiences: Six Years Later in 2009 AN - 1010641637; 2011-205906 AB - These Web Tables use data from the 2004/2009 Beginning Postsecondary Students Longitudinal Study to identify and present the demographic and employment characteristics of certificate and associate's degree completers and noncompleters. Labor market experiences presented include employment status as of spring 2009, unemployment spells since last enrolled, median salary earned as of spring 2009, employer-offered benefits, and job satisfaction. Tables. JF - United States National Center for Education Statistics, Jan 2012, 4 pp. AU - United States Department of Education Y1 - 2012/01// PY - 2012 DA - January 2012 PB - United States National Center for Education Statistics KW - Education and education policy - Education personnel and population KW - Labor conditions and policy - Work and labor KW - Labor conditions and policy - Employment and labor supply KW - Labor conditions and policy - Labor conditions, wages, salaries, and benefits KW - Job satisfaction KW - College students KW - Unemployment KW - Graduate students KW - Employment KW - Benefits KW - Demographics KW - Labor KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010641637?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=United+States+Department+of+Education&rft.aulast=United+States+Department+of+Education&rft.aufirst=&rft.date=2012-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Beginning+Subbaccalaureate+Students%27+Labor+Market+Experiences%3A+Six+Years+Later+in+2009&rft.title=Beginning+Subbaccalaureate+Students%27+Labor+Market+Experiences%3A+Six+Years+Later+in+2009&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2012/2012273.pdf LA - English DB - PAIS Index N1 - Date revised - 2012-05-01 N1 - Publication note - United States National Center for Education Statistics, 2012 N1 - SuppNotes - NCES 2012273 US Department of Education N1 - Last updated - 2016-09-28 ER - TY - RPRT T1 - Report of the Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities AN - 1773223293; ED560775 AB - This report from the Advisory Commission on Accessible Instructional Materials (AIM) in Postsecondary Education for Students with Disabilities provides Congress with vital recommendations for improving the ability of postsecondary students with disabilities to obtain accessible instructional materials in a timely and cost-effective manner. Over the course of 14 months, commission members studied the current state of accessible materials for students with disabilities in postsecondary education. Comprised of various stakeholders, including students with disabilities, members of the publishing community, higher education personnel, and content experts in the fields of disability and technology, the commission offered diverse perspectives on the state of accessible instructional materials across postsecondary campuses nationwide. The commission's study found that: (1) Students with disabilities, and most notably students with print disabilities, often experience a variety of challenges that result from inaccessible learning materials and/or their delivery systems; (2) Disability resource service providers and other university personnel often must engage in labor-intensive practices to provide accessible instructional materials to students with disabilities; (3) Textbook publishers and a number of electronic text vendors are moving to incorporate accessibility into their products, but many products are still inaccessible to students with disabilities who have difficulties accessing printed text; and (4) Opportunities for capacity building within postsecondary educational institutions are essential for improving the ability of these institutions to provide accessible instructional materials to students with disabilities. The commission members reached consensus on 18 recommendations to address the findings of its study. Each of the recommendations is detailed in the report. The following are appended: (1) Resignation Letter--Maria Pallante; (2) Member Biographies; (3) The Higher Education Act as Amended (SEC. 772--Establishment of Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities); (4) Legal Background--Copyright; (5) AIM Barriers; (6) Joint "Dear Colleague" Letter (letter from the U.S. Department of Justice, dated June 29, 2010); (7) Joint "Dear Colleague" Letter Frequently Asked Questions (FAQ) (FAQ document regarding the June 2010 joint "dear colleague" letter, dated May 26, 2011); (8) The Commission's Process; and (9) Glossary. Y1 - 2011/12/06/ PY - 2011 DA - 2011 Dec 06 SP - 174 PB - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities. 550 12th Street SW, Room PCP-5113, Washington, DC 20202. KW - Rehabilitation Act 1973 (Section 504) KW - Higher Education Opportunity Act 1970 KW - Americans with Disabilities Act 1990 KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Information Storage KW - Barriers KW - Educational Legislation KW - Copyrights KW - STEM Education KW - Capacity Building KW - Civil Rights KW - Legal Responsibility KW - Disability Discrimination KW - Accessibility (for Disabled) KW - Databases KW - Instructional Materials KW - Demonstration Programs KW - Federal Legislation KW - Technology Uses in Education KW - Textbooks KW - Printed Materials KW - Disabilities KW - Educational Policy KW - Academic Accommodations (Disabilities) KW - Metadata KW - Electronic Publishing UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1773223293?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Houston Independent School District. Grade 4, Public Schools AN - 964189890; ED527387 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Houston was 213. This was not significantly different from the average score of 211 for public school students in large cities. The average score for students in Houston in 2011 (213) was not significantly different from their average score in 2009 (211) and was higher than their average score in 2002 (206). In 2011, the score gap between students in Houston at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2002 (46 points). The percentage of students in Houston who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 24 percent in 2011. This percentage was not significantly different from that in 2009 (19 percent) and in 2002 (18 percent). The percentage of students in Houston who performed at or above the NAEP "Basic" level was 57 percent in 2011. This percentage was not significantly different from that in 2009 (55 percent) and was greater than that in 2002 (48 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189890?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. New York City Department of Education. Grade 8, Public Schools AN - 964189872; ED527425 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in New York City was 254. This was not significantly different from the average score of 255 for public school students in large cities. The average score for students in New York City in 2011 (254) was not significantly different from their average score in 2009 (252) and in 2003 (252). In 2011, the score gap between students in New York City at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 2003 (49 points). The percentage of students in New York City who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 24 percent in 2011. This percentage was not significantly different from that in 2009 (21 percent) and in 2003 (22 percent). The percentage of students in New York City who performed at or above the NAEP "Basic" level was 65 percent in 2011. This percentage was not significantly different from that in 2009 (62 percent) and in 2003 (62 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New York KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189872?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Hillsborough County Public Schools. Grade 4, Public Schools AN - 964189865; ED527388 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Hillsborough County was 231. This was higher than the average score of 211 for public school students in large cities. The percentage of students in Hillsborough County who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 44 percent in 2011. This percentage was greater than large cities (24 percent). The percentage of students in Hillsborough County who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was greater than large cities (55 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189865?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. New York City Department of Education. Grade 4, Public Schools AN - 964189849; ED527382 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in New York City was 216. This was higher than the average score of 211 for public school students in large cities. The average score for students in New York City in 2011 (216) was not significantly different from their average score in 2009 (217) and was higher than their average score in 2002 (206). In 2011, the score gap between students in New York City at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 2002 (48 points). The percentage of students in New York City who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 29 percent in 2011. This percentage was not significantly different from that in 2009 (29 percent) and was greater than that in 2002 (19 percent). The percentage of students in New York City who performed at or above the NAEP "Basic" level was 61 percent in 2011. This percentage was not significantly different from that in 2009 (62 percent) and was greater than that in 2002 (47 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New York KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189849?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 4, Public Schools AN - 964189813; ED527385 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Los Angeles was 201. This was lower than the average score of 211 for public school students in large cities. The average score for students in Los Angeles in 2011 (201) was not significantly different from their average score in 2009 (197) and was higher than their average score in 2002 (191). In 2011, the score gap between students in Los Angeles at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 2002 (52 points). The percentage of students in Los Angeles who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 15 percent in 2011. This percentage was not significantly different from that in 2009 (13 percent) and was greater than that in 2002 (11 percent). The percentage of students in Los Angeles who performed at or above the NAEP "Basic" level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 2002 (33 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189813?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 8, Public Schools AN - 964189732; ED527369 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in the District of Columbia was 255. This was lower than the average score of 274 for public school students in large cities. The average score for students in the District of Columbia in 2011 (255) was higher than their average score in 2009 (251) and in 2003 (243). In 2011, the score gap between students in the District of Columbia at the 75th percentile and students at the 25th percentile was 55 points. This performance gap was wider than that of 2003 (48 points). The percentage of students in the District of Columbia who performed at or above the NAEP "Proficient" level was 15 percent in 2011. This percentage was greater than that in 2009 (12 percent) and in 2003 (6 percent). The percentage of students in the District of Columbia who performed at or above the NAEP "Basic" level was 42 percent in 2011. This percentage was not significantly different from that in 2009 (38 percent) and was greater than that in 2003 (29 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189732?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools AN - 964189725; ED527371 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Dallas was 274. This was not significantly different from the average score of 274 for public school students in large cities. The percentage of students in Dallas who performed at or above the NAEP "Proficient" level was 22 percent in 2011. This percentage was smaller than large cities (26 percent). The percentage of students in Dallas who performed at or above the NAEP "Basic" level was 64 percent in 2011. This percentage was not significantly different from large cities (63 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189725?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Milwaukee Public Schools. Grade 8, Public Schools AN - 964189683; ED527329 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Milwaukee was 254. This was lower than the average score of 274 for public school students in large cities. The average score for students in Milwaukee in 2011 (254) was not significantly different from their average score in 2009 (251). In 2011, the score gap between students in Milwaukee at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2009 (42 points). The percentage of students in Milwaukee who performed at or above the NAEP "Proficient" level was 10 percent in 2011. This percentage was not significantly different from that in 2009 (7 percent). The percentage of students in Milwaukee who performed at or above the NAEP "Basic" level was 41 percent in 2011. This percentage was not significantly different from that in 2009 (37 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189683?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 4, Public Schools AN - 964189360; ED527421 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Atlanta was 212. This was not significantly different from the average score of 211 for public school students in large cities. The average score for students in Atlanta in 2011 (212) was not significantly different from their average score in 2009 (209) and was higher than their average score in 2002 (195). In 2011, the score gap between students in Atlanta at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 2002 (48 points). The percentage of students in Atlanta who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 24 percent in 2011. This percentage was not significantly different from that in 2009 (22 percent) and was greater than that in 2002 (12 percent). The percentage of students in Atlanta who performed at or above the NAEP "Basic" level was 54 percent in 2011. This percentage was not significantly different from that in 2009 (50 percent) and was greater than that in 2002 (35 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Georgia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189360?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 8, Public Schools AN - 964189351; ED527441 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Baltimore City was 246. This was lower than the average score of 255 for public school students in large cities. The average score for students in Baltimore City in 2011 (246) was not significantly different from their average score in 2009 (245). In 2011, the score gap between students in Baltimore City at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 2009 (39 points). The percentage of students in Baltimore City who performed at or above the NAEP "Proficient" level was 12 percent in 2011. This percentage was not significantly different from that in 2009 (10 percent). The percentage of students in Baltimore City who performed at or above the NAEP "Basic" level was 54 percent in 2011. This percentage was not significantly different from that in 2009 (54 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189351?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools AN - 964189343; ED527422 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Albuquerque was 209. This was not significantly different from the average score of 211 for public school students in large cities. The percentage of students in Albuquerque who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 24 percent in 2011. This percentage was not significantly different from large cities (24 percent). The percentage of students in Albuquerque who performed at or above the NAEP "Basic" level was 53 percent in 2011. This percentage was not significantly different from large cities (55 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Mexico KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189343?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 4, Public Schools AN - 964189334; ED527416 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Chicago was 203. This was lower than the average score of 211 for public school students in large cities. The average score for students in Chicago in 2011 (203) was not significantly different from their average score in 2009 (202) and was higher than their average score in 2002 (193). In 2011, the score gap between students in Chicago at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 2002 (48 points). The percentage of students in Chicago who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 18 percent in 2011. This percentage was not significantly different from that in 2009 (16 percent) and was greater than that in 2002 (11 percent). The percentage of students in Chicago who performed at or above the NAEP "Basic" level was 48 percent in 2011. This percentage was not significantly different from that in 2009 (45 percent) and was greater than that in 2002 (34 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189334?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 8, Public Schools AN - 964189319; ED527443 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Atlanta was 253. This was not significantly different from the average score of 255 for public school students in large cities. The average score for students in Atlanta in 2011 (253) was not significantly different from their average score in 2009 (250) and was higher than their average score in 2002 (236). In 2011, the score gap between students in Atlanta at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2002 (45 points). The percentage of students in Atlanta who performed at or above the NAEP "Proficient" level was 17 percent in 2011. This percentage was not significantly different from that in 2009 (17 percent) and was greater than that in 2002 (8 percent). The percentage of students in Atlanta who performed at or above the NAEP "Basic" level was 63 percent in 2011. This percentage was not significantly different from that in 2009 (60 percent) and was greater than that in 2002 (42 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Georgia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189319?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 8, Public Schools AN - 964189311; ED527378 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Atlanta was 266. This was lower than the average score of 274 for public school students in large cities. The average score for students in Atlanta in 2011 (266) was higher than their average score in 2009 (259) and in 2003 (244). In 2011, the score gap between students in Atlanta at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2003 (47 points). The percentage of students in Atlanta who performed at or above the NAEP "Proficient" level was 16 percent in 2011. This percentage was greater than that in 2009 (11 percent) and in 2003 (6 percent). The percentage of students in Atlanta who performed at or above the NAEP "Basic" level was 54 percent in 2011. This percentage was greater than that in 2009 (46 percent) and in 2003 (30 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Georgia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189311?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 8, Public Schools AN - 964189282; ED527438 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Charlotte was 265. This was higher than the average score of 255 for public school students in large cities. The average score for students in Charlotte in 2011 (265) was higher than their average score in 2009 (259) and was not significantly different from their average score in 2003 (262). In 2011, the score gap between students in Charlotte at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2003 (48 points). The percentage of students in Charlotte who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was greater than that in 2009 (28 percent) and was not significantly different from that in 2003 (30 percent). The percentage of students in Charlotte who performed at or above the NAEP "Basic" level was 75 percent in 2011. This percentage was greater than that in 2009 (70 percent) and in 2003 (71 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - North Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189282?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 4, Public Schools AN - 964189272; ED527417 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Charlotte was 224. This was higher than the average score of 211 for public school students in large cities. The average score for students in Charlotte in 2011 (224) was not significantly different from their average score in 2009 (225) and was higher than their average score in 2003 (219). In 2011, the score gap between students in Charlotte at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2003 (48 points). The percentage of students in Charlotte who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and in 2003 (31 percent). The percentage of students in Charlotte who performed at or above the NAEP "Basic" level was 70 percent in 2011. This percentage was not significantly different from that in 2009 (71 percent) and was greater than that in 2003 (64 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - North Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189272?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 4, Public Schools AN - 964189259; ED527419 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Baltimore City was 200. This was lower than the average score of 211 for public school students in large cities. The average score for students in Baltimore City in 2011 (200) was not significantly different from their average score in 2009 (202). In 2011, the score gap between students in Baltimore City at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2009 (40 points). The percentage of students in Baltimore City who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 11 percent in 2011. This percentage was not significantly different from that in 2009 (12 percent). The percentage of students in Baltimore City who performed at or above the NAEP "Basic" level was 40 percent in 2011. This percentage was not significantly different from that in 2009 (42 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964189259?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 4, Public Schools AN - 964188860; ED527325 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Albuquerque was 235. This was not significantly different from the average score of 233 for public school students in large cities. The percentage of students in Albuquerque who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was greater than large cities (30 percent). The percentage of students in Albuquerque who performed at or above the NAEP "Basic" level was 76 percent in 2011. This percentage was not significantly different from large cities (74 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Mexico KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188860?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 4, Public Schools AN - 964188735; ED527310 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Los Angeles was 223. This was lower than the average score of 233 for public school students in large cities. The average score for students in Los Angeles in 2011 (223) was not significantly different from their average score in 2009 (222) and was higher than their average score in 2003 (216). In 2011, the score gap between students in Los Angeles at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2003 (39 points). The percentage of students in Los Angeles who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 20 percent in 2011. This percentage was not significantly different from that in 2009 (19 percent) and was greater than that in 2003 (13 percent). The percentage of students in Los Angeles who performed at or above the NAEP "Basic" level was 63 percent in 2011. This percentage was not significantly different from that in 2009 (61 percent) and was greater than that in 2003 (52 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188735?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools AN - 964188727; ED527305 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in San Diego was 239. This was higher than the average score of 233 for public school students in large cities. The average score for students in San Diego in 2011 (239) was not significantly different from their average score in 2009 (236) and was higher than their average score in 2003 (226). In 2011, the score gap between students in San Diego at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 2003 (37 points). The percentage of students in San Diego who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 2003 (20 percent). The percentage of students in San Diego who performed at or above the NAEP "Basic" level was 80 percent in 2011. This percentage was not significantly different from that in 2009 (77 percent) and was greater than that in 2003 (66 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188727?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Boston Public Schools. Grade 4, Public Schools AN - 964188719; ED527321 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Boston was 237. This was higher than the average score of 233 for public school students in large cities. The average score for students in Boston in 2011 (237) was not significantly different from their average score in 2009 (236) and was higher than their average score in 2003 (220). In 2011, the score gap between students in Boston at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was not significantly different from that of 2003 (33 points). The percentage of students in Boston who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (31 percent) and was greater than that in 2003 (12 percent). The percentage of students in Boston who performed at or above the NAEP "Basic" level was 81 percent in 2011. This percentage was not significantly different from that in 2009 (81 percent) and was greater than that in 2003 (59 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Massachusetts KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188719?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 8, Public Schools AN - 964188687; ED527432 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Fresno was 238. This was lower than the average score of 255 for public school students in large cities. The average score for students in Fresno in 2011 (238) was not significantly different from their average score in 2009 (240). In 2011, the score gap between students in Fresno at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Fresno who performed at or above the NAEP "Proficient" level was 12 percent in 2011. This percentage was not significantly different from that in 2009 (12 percent). The percentage of students in Fresno who performed at or above the NAEP "Basic" level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (48 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188687?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 8, Public Schools AN - 964188677; ED527433 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in the District of Columbia was 237. This was lower than the average score of 255 for public school students in large cities. The average score for students in the District of Columbia in 2011 (237) was not significantly different from their average score in 2009 (240) and in 2002 (240). In 2011, the score gap between students in the District of Columbia at the 75th percentile and students at the 25th percentile was 59 points. This performance gap was wider than that of 2002 (44 points). The percentage of students in the District of Columbia who performed at or above the NAEP "Proficient" level was 15 percent in 2011. This percentage was not significantly different from that in 2009 (14 percent) and was greater than that in 2002 (10 percent). The percentage of students in the District of Columbia who performed at or above the NAEP "Basic" level was 46 percent in 2011. This percentage was not significantly different from that in 2009 (48 percent) and in 2002 (48 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188677?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Miami-Dade County Public Schools. Grade 4, Public Schools AN - 964188672; ED527384 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Miami-Dade was 221. This was higher than the average score of 211 for public school students in large cities. The average score for students in Miami-Dade in 2011 (221) was not significantly different from their average score in 2009 (221). In 2011, the score gap between students in Miami-Dade at the 75th percentile and students at the 25th percentile was 44 points.This performance gap was not significantly different from that of 2009 (42 points). The percentage of students in Miami-Dade who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 32 percent in 2011. This percentage was not significantly different from that in 2009 (31 percent). The percentage of students in Miami-Dade who performed at or above the NAEP "Basic" level was 67 percent in 2011. This percentage was not significantly different from that in 2009 (68 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188672?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 8, Public Schools AN - 964188665; ED527331 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Los Angeles was 261. This was lower than the average score of 274 for public school students in large cities. The average score for students in Los Angeles in 2011 (261) was not significantly different from their average score in 2009 (258) and was higher than their average score in 2003 (245). In 2011, the score gap between students in Los Angeles at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 2003 (50 points). The percentage of students in Los Angeles who performed at or above the NAEP "Proficient" level was 16 percent in 2011. This percentage was not significantly different from that in 2009 (13 percent) and was greater than that in 2003 (7 percent). The percentage of students in Los Angeles who performed at or above the NAEP "Basic" level was 49 percent in 2011. This percentage was not significantly different from that in 2009 (46 percent) and was greater than that in 2003 (32 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188665?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 8, Public Schools AN - 964188660; ED527372 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Cleveland was 256. This was lower than the average score of 274 for public school students in large cities. The average score for students in Cleveland in 2011 (256) was not significantly different from their average score in 2009 (256) and in 2003 (253). In 2011, the score gap between students in Cleveland at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 2003 (39 points). The percentage of students in Cleveland who performed at or above the NAEP "Proficient" level was 10 percent in 2011. This percentage was not significantly different from that in 2009 (8 percent) and was greater than that in 2003 (6 percent). The percentage of students in Cleveland who performed at or above the NAEP "Basic" level was 41 percent in 2011. This percentage was not significantly different from that in 2009 (42 percent) and in 2003 (38 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Ohio KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188660?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools AN - 964188097; ED527442 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Austin was 261. This was higher than the average score of 255 for public school students in large cities. The average score for students in Austin in 2011 (261) was not significantly different from their average score in 2009 (261) and in 2005 (257). In 2011, the score gap between students in Austin at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 2005 (52 points). The percentage of students in Austin who performed at or above the NAEP "Proficient" level was 30 percent in 2011. This percentage was not significantly different from that in 2009 (30 percent) and in 2005 (27 percent). The percentage of students in Austin who performed at or above the NAEP "Basic" level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (71 percent) and was greater than that in 2005 (65 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188097?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Boston Public Schools. Grade 4, Public Schools AN - 964188091; ED527418 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Boston was 217. This was higher than the average score of 211 for public school students in large cities. The average score for students in Boston in 2011 (217) was not significantly different from their average score in 2009 (215) and was higher than their average score in 2003 (206). In 2011, the score gap between students in Boston at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 2003 (42 points). The percentage of students in Boston who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 26 percent in 2011. This percentage was not significantly different from that in 2009 (24 percent) and was greater than that in 2003 (16 percent). The percentage of students in Boston who performed at or above the NAEP "Basic" level was 62 percent in 2011. This percentage was not significantly different from that in 2009 (61 percent) and was greater than that in 2003 (48 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Massachusetts KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188091?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 8, Public Schools AN - 964188088; ED527376 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Baltimore City was 261. This was lower than the average score of 274 for public school students in large cities. The average score for students in Baltimore City in 2011 (261) was not significantly different from their average score in 2009 (257). In 2011, the score gap between students in Baltimore City at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2009 (42 points). The percentage of students in Baltimore City who performed at or above the NAEP "Proficient" level was 13 percent in 2011. This percentage was not significantly different from that in 2009 (10 percent). The percentage of students in Baltimore City who performed at or above the NAEP "Basic" level was 48 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188088?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 8, Public Schools AN - 964188047; ED527437 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Chicago was 253. This was not significantly different from the average score of 255 for public school students in large cities. The average score for students in Chicago in 2011 (253) was not significantly different from their average score in 2009 (249) and in 2002 (249). In 2011, the score gap between students in Chicago at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2002 (40 points). The percentage of students in Chicago who performed at or above the NAEP "Proficient" level was 21 percent in 2011. This percentage was not significantly different from that in 2009 (17 percent) and in 2002 (15 percent). The percentage of students in Chicago who performed at or above the NAEP "Basic" level was 64 percent in 2011. This percentage was not significantly different from that in 2009 (60 percent) and in 2002 (62 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188047?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools AN - 964188041; ED527379 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Albuquerque was 275. This was not significantly different from the average score of 274 for public school students in large cities. The percentage of students in Albuquerque who performed at or above the NAEP "Proficient" level was 26 percent in 2011. This percentage was not significantly different from large cities (26 percent). The percentage of students in Albuquerque who performed at or above the NAEP "Basic" level was 63 percent in 2011. This percentage was not significantly different from large cities (63 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Mexico KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964188041?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 8, Public Schools AN - 964187912; ED527373 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Chicago was 270. This was lower than the average score of 274 for public school students in large cities. The average score for students in Chicago in 2011 (270) was higher than their average score in 2009 (264) and in 2003 (254). In 2011, the score gap between students in Chicago at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2003 (45 points). The percentage of students in Chicago who performed at or above the NAEP "Proficient" level was 20 percent in 2011. This percentage was greater than that in 2009 (15 percent) and in 2003 (9 percent). The percentage of students in Chicago who performed at or above the NAEP "Basic" level was 60 percent in 2011. This percentage was greater than that in 2009 (51 percent) and in 2003 (42 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964187912?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Academic Libraries: 2010. First Look. NCES 2012-365 AN - 964187291; ED527395 AB - This report presents tabulations for the 2010 Academic Libraries Survey (ALS) conducted by the U.S. Department of Education's National Center for Education Statistics (NCES), within the Institute of Education Sciences. The 2010 ALS population included postsecondary institutions with all of the following: total library expenditures that exceed $10,000; an organized collection of printed or other materials, or a combination thereof; a staff trained to provide and interpret such materials as required to meet the informational, cultural, recreational, or educational needs of the clientele; an established schedule in which services of the staff are available to the clientele; and the physical facilities necessary to support such a collection, staff, and schedule. Some of the findings include: (1) Academic libraries loaned some 11.2 million documents to other libraries in fiscal year 2010 (table 1). Academic libraries also borrowed approximately 10.2 million documents from other libraries and commercial services. Documents from commercial services accounted for about 176,000 of those documents borrowed; (2) The majority of academic libraries, 2,362, were open between 60-99 hours during a typical week in fall of 2010 (derived from table 2). Another 564 academic libraries were open 100 or more hours per typical week; (3) In fiscal year 2010, academic libraries conducted approximately 34.6 million information services to individuals, including computer searches (table 3); (4) At the end of fiscal year 2010, there were 227 academic libraries that held at least 1 million or more books, serial backfiles, and other paper materials including government documents (table 4); (5) Academic libraries held approximately 158.7 million e-books and about 1.8 million electronic reference sources and aggregation services; (6) Academic libraries reported 88,943 full-time equivalent (FTE) staff working in academic libraries during the fall of 2010 (table 7); (7) Just under half of academic libraries, 1,739, had total expenditures of $500,000 or more in fiscal year 2010 (derived from table 8). Another 581 academic libraries had total expenditures under $100,000 (derived from table 8); (8) During fiscal year 2010, academic libraries spent about $3.4 billion on salaries and wages, representing approximately 50 percent of total library expenditures (table 9); (9) Academic libraries spent approximately $152.4 million for electronic books, serial backfiles, and other materials in fiscal year 2010 (table 10). Expenditures for electronic current serial subscriptions totaled about $1.2 billion. During fiscal year 2010, academic libraries spent approximately $142.7 million for computer hardware and software (table 11); (10) In fall of 2010, about 41 percent of academic libraries reported providing documents digitized by staff (table 12); (11) Over half (54 percent) reported providing technology to assist patrons with disabilities in fall of 2010 (table 12); (12) During fiscal year 2010, some 72 percent of academic libraries reported that they supported virtual reference services (table 13); and (13) During fiscal year 2010, about 32 percent of academic libraries reported that they utilized instant messaging applications (table 13). Appended are: (1) Technical Notes; (2) Glossary; and (3) Survey Questionnaire and Instructions. (Contains 37 tables and 1 footnote.) AU - Phan, Tai AU - Hardesty, Laura AU - Hug, Jamie AU - Sheckells, Cindy Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 99 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Computers KW - Library Personnel KW - Surveys KW - Library Services KW - Educational Needs KW - Academic Libraries KW - Expenditures KW - Assistive Technology KW - Books KW - Reference Services KW - Statistical Data KW - Reference Materials KW - Educational Technology KW - Tables (Data) KW - Electronic Publishing UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964187291?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Milwaukee Public Schools. Grade 4, Public Schools AN - 964187248; ED527308 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Milwaukee was 220. This was lower than the average score of 233 for public school students in large cities. The average score for students in Milwaukee in 2011 (220) was not significantly different from their average score in 2009 (220). In 2011, the score gap between students in Milwaukee at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 2009 (38 points). The percentage of students in Milwaukee who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 14 percent in 2011. This percentage was not significantly different from that in 2009 (15 percent). The percentage of students in Milwaukee who performed at or above the NAEP "Basic" level was 58 percent in 2011. This percentage was not significantly different from that in 2009 (59 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964187248?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 4, Public Schools AN - 964187183; ED527324 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Atlanta was 228. This was lower than the average score of 233 for public school students in large cities. The average score for students in Atlanta in 2011 (228) was higher than their average score in 2009 (225) and in 2003 (216). In 2011, the score gap between students in Atlanta at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 2003 (39 points). The percentage of students in Atlanta who performed at or above the NAEP "Proficient" level was 25 percent in 2011. This percentage was greater than that in 2009 (21 percent) and in 2003 (13 percent). The percentage of students in Atlanta who performed at or above the NAEP "Basic" level was 66 percent in 2011. This percentage was not significantly different from that in 2009 (63 percent) and was greater than that in 2003 (50 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Georgia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964187183?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools AN - 964187003; ED527326 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in San Diego was 278. This was higher than the average score of 274 for public school students in large cities. The average score for students in San Diego in 2011 (278) was not significantly different from their average score in 2009 (280) and was higher than their average score in 2003 (264). In 2011, the score gap between students in San Diego at the 75th percentile and students at the 25th percentile was 54 points. This performance gap was not significantly different from that of 2003 (52 points). The percentage of students in San Diego who performed at or above the NAEP "Proficient" level was 31 percent in 2011. This percentage was not significantly different from that in 2009 (32 percent) and was greater than that in 2003 (18 percent). The percentage of students in San Diego who performed at or above the NAEP "Basic" level was 66 percent in 2011. This percentage was not significantly different from that in 2009 (68 percent) and was greater than that in 2003 (53 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964187003?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. New York City Department of Education. Grade 8, Public Schools AN - 964186992; ED527328 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in New York City was 272. This was not significantly different from the average score of 274 for public school students in large cities. The average score for students in New York City in 2011 (272) was not significantly different from their average score in 2009 (273) and was higher than their average score in 2003 (266). In 2011, the score gap between students in New York City at the 75th percentile and students at the 25th percentile was 51 points. This performance gap was not significantly different from that of 2003 (52 points). The percentage of students in New York City who performed at or above the NAEP "Proficient" level was 24 percent in 2011. This percentage was not significantly different from that in 2009 (26 percent) and in 2003 (20 percent). The percentage of students in New York City who performed at or above the NAEP "Basic" level was 59 percent in 2011. This percentage was not significantly different from that in 2009 (60 percent) and was greater than that in 2003 (54 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New York KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964186992?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools AN - 964186980; ED527392 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Dallas was 204. This was lower than the average score of 211 for public school students in large cities. The percentage of students in Dallas who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 14 percent in 2011. This percentage was smaller than large cities (24 percent). The percentage of students in Dallas who performed at or above the NAEP "Basic" level was 46 percent in 2011. This percentage was smaller than large cities (55 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964186980?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Miami-Dade County Public Schools. Grade 8, Public Schools AN - 964186885; ED527427 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Miami-Dade was 260. This was higher than the average score of 255 for public school students in large cities. The average score for students in Miami-Dade in 2011 (260) was not significantly different from their average score in 2009 (261). In 2011, the score gap between students in Miami-Dade at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2009 (44 points). The percentage of students in Miami-Dade who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 28 percent in 2011. This percentage was not significantly different from that in 2009 (28 percent). The percentage of students in Miami-Dade who performed at or above the NAEP "Basic" level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (73 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964186885?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 4, Public Schools AN - 964186875; ED527381 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Philadelphia was 199. This was lower than the average score of 211 for public school students in large cities. The average score for students in Philadelphia in 2011 (199) was not significantly different from their average score in 2009 (195). In 2011, the score gap between students in Philadelphia at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 2009 (50 points). The percentage of students in Philadelphia who performed at or above the NAEP "Proficient" level was 13 percent in 2011. This percentage was not significantly different from that in 2009 (11 percent). The percentage of students in Philadelphia who performed at or above the NAEP "Basic" level was 43 percent in 2011. This percentage was not significantly different from that in 2009 (39 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964186875?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Hillsborough County Public Schools. Grade 8, Public Schools AN - 964186866; ED527367 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Hillsborough County was 282. This was higher than the average score of 274 for public school students in large cities. The percentage of students in Hillsborough County who performed at or above the NAEP "Proficient" level was 32 percent in 2011. This percentage was greater than large cities (26 percent). The percentage of students in Hillsborough County who performed at or above the NAEP "Basic" level was 72 percent in 2011. This percentage was greater than large cities (63 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964186866?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 8, Public Schools AN - 964186855; ED527370 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Detroit was 246. This was lower than the average score of 274 for public school students in large cities. The average score for students in Detroit in 2011 (246) was higher than their average score in 2009 (238). In 2011, the score gap between students in Detroit at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 2009 (44 points). The percentage of students in Detroit who performed at or above the NAEP "Proficient" level was 4 percent in 2011. This percentage was not significantly different from that in 2009 (4 percent). The percentage of students in Detroit who performed at or above the NAEP "Basic" level was 29 percent in 2011. This percentage was not significantly different from that in 2009 (23 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Michigan KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964186855?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Boston Public Schools. Grade 8, Public Schools AN - 964185627; ED527440 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Boston was 255. This was not significantly different from the average score of 255 for public school students in large cities. The average score for students in Boston in 2011 (255) was not significantly different from their average score in 2009 (257) and in 2003 (252). In 2011, the score gap between students in Boston at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 2003 (49 points). The percentage of students in Boston who performed at or above the NAEP "Proficient" level was 24 percent in 2011. This percentage was not significantly different from that in 2009 (23 percent) and in 2003 (22 percent). The percentage of students in Boston who performed at or above the NAEP "Basic" level was 63 percent in 2011. This percentage was not significantly different from that in 2009 (68 percent) and in 2003 (61 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Massachusetts KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964185627?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 8, Public Schools AN - 964185612; ED527374 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Charlotte was 285. This was higher than the average score of 274 for public school students in large cities. The average score for students in Charlotte in 2011 (285) was higher than their average score in 2009 (283) and in 2003 (279). In 2011, the score gap between students in Charlotte at the 75th percentile and students at the 25th percentile was 54 points. This performance gap was not significantly different from that of 2003 (55 points). The percentage of students in Charlotte who performed at or above the NAEP "Proficient" level was 37 percent in 2011. This percentage was greater than that in 2009 (33 percent) and in 2003 (32 percent). The percentage of students in Charlotte who performed at or above the NAEP "Basic" level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 2003 (67 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - North Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964185612?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455 AN - 964183060; ED527171 AB - Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in reading. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts participated for the first time in 2011. Between 900 and 2,700 students in each district were assessed at grades 4 and 8. Findings include: (1) No significant change in scores for most districts compared to 2009. At grade 4, average reading scores did not change significantly from 2009 to 2011 for public school students in the nation, large cities, or any of the 18 urban districts that participated in both years (figure A). At grade 8, average reading scores were higher in 2011 than in 2009 for public school students in the nation and large cities; (2) Among the 21 urban districts that participated in the 2011 reading assessment, scores for both fourth- and eighth-graders in 5 districts were higher than the scores for public school students attending schools in large cities (i.e., cities with populations of 250,000 or more) overall; and (3) Compared to large cities, scores for lower-income students are higher in six districts at grade 4 and four districts at grade 8. At grade 4, average scores for both higher- and lower-income students in Charlotte, Hillsborough County, Jefferson County, Miami-Dade, and New York City were higher than the scores for their peers in large cities (figure B). At grade 8, average scores for both higher- and lower-income students in Charlotte and Hillsborough County were higher than the scores for their peers in large cities. (Contains 22 figures and 25 tables.) Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 140 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - District of Columbia KW - Florida KW - Georgia KW - Illinois KW - Kentucky KW - Maryland KW - Massachusetts KW - Michigan KW - New Mexico KW - New York KW - North Carolina KW - Ohio KW - Pennsylvania KW - Texas KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Probability KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Disabilities KW - Achievement Gap KW - Statistical Analysis KW - Graphs KW - Low Income Groups KW - Elementary School Students KW - Urban Education KW - National Programs KW - Second Language Learning KW - Racial Differences KW - Educational Improvement KW - English (Second Language) KW - Ethnic Groups KW - Urban Areas KW - Educational Assessment KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183060?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Jefferson County Public Schools (Louisville, KY). Grade 8, Public Schools AN - 964181512; ED527429 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Jefferson County was 260. This was higher than the average score of 255 for public school students in large cities. The average score for students in Jefferson County in 2011 (260) was not significantly different from their average score in 2009 (259). In 2011, the score gap between students in Jefferson County at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2009 (46 points). The percentage of students in Jefferson County who performed at or above the NAEP "Proficient" level was 27 percent in 2011. This percentage was not significantly different from that in 2009 (26 percent). The percentage of students in Jefferson County who performed at or above the NAEP "Basic" level was 70 percent in 2011. This percentage was not significantly different from that in 2009 (68 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kentucky KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964181512?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Milwaukee Public Schools. Grade 4, Public Schools AN - 964181502; ED527383 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Milwaukee was 195. This was lower than the average score of 211 for public school students in large cities. The average score for students in Milwaukee in 2011 (195) was not significantly different from their average score in 2009 (196). In 2011, the score gap between students in Milwaukee at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 2009 (50 points). The percentage of students in Milwaukee who performed at or above the NAEP "Proficient" level was 13 percent in 2011. This percentage was not significantly different from that in 2009 (12 percent). The percentage of students in Milwaukee who performed at or above the NAEP "Basic" level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (39 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964181502?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools AN - 964181491; ED527380 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in San Diego was 215. This was higher than the average score of 211 for public school students in large cities. The average score for students in San Diego in 2011 (215) was not significantly different from their average score in 2009 (213) and was higher than their average score in 2003 (208). In 2011, the score gap between students in San Diego at the 75th percentile and students at the 25th percentile was 54 points. This performance gap was not significantly different from that of 2003 (52 points). The percentage of students in San Diego who performed at or above the NAEP "Proficient" level was 31 percent in 2011. This percentage was not significantly different from that in 2009 (29 percent) and was greater than that in 2003 (22 percent). The percentage of students in San Diego who performed at or above the NAEP "Basic" level was 61 percent in 2011. This percentage was not significantly different from that in 2009 (59 percent) and was greater than that in 2003 (51 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964181491?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 4, Public Schools AN - 964181476; ED527390 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in District of Columbia was 201. This was lower than the average score of 211 for public school students in large cities. The average score for students in District of Columbia in 2011 (201) was not significantly different from their average score in 2009 (203) and was higher than their average score in 2002 (191). In 2011, the score gap between students in District of Columbia at the 75th percentile and students at the 25th percentile was 59 points. This performance gap was wider than that of 2002 (48 points). The percentage of students in District of Columbia who performed at or above the NAEP "Proficient" level was 20 percent in 2011. This percentage was not significantly different from that in 2009 (18 percent) and was greater than that in 2002 (10 percent). The percentage of students in District of Columbia who performed at or above the NAEP "Basic" level was 44 percent in 2011. This percentage was not significantly different from that in 2009 (46 percent) and was greater than that in 2002 (31 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964181476?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 8, Public Schools AN - 964181456; ED527327 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Philadelphia was 265. This was lower than the average score of 274 for public school students in large cities. The average score for students in Philadelphia in 2011 (265) was not significantly different from their average score in 2009 (265). In 2011, the score gap between students in Philadelphia at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 2009 (46 points). The percentage of students in Philadelphia who performed at or above the NAEP "Proficient" level was 18 percent in 2011. This percentage was not significantly different from that in 2009 (17 percent). The percentage of students in Philadelphia who performed at or above the NAEP "Basic" level was 52 percent in 2011. This percentage was not significantly different from that in 2009 (52 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964181456?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Houston Independent School District. Grade 4, Public Schools AN - 964180953; ED527312 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Houston was 237. This was higher than the average score of 233 for public school students in large cities. The average score for students in Houston in 2011 (237) was not significantly different from their average score in 2009 (236) and was higher than their average score in 2003 (227). In 2011, the score gap between students in Houston at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was not significantly different from that of 2003 (33 points). The percentage of students in Houston who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 32 percent in 2011. This percentage was not significantly different from that in 2009 (30 percent) and was greater than that in 2003 (18 percent). The percentage of students in Houston who performed at or above the NAEP "Basic" level was 82 percent in 2011. This percentage was not significantly different from that in 2009 (82 percent) and was greater than that in 2003 (70 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964180953?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 4, Public Schools AN - 964180938; ED527314 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Fresno was 218. This was lower than the average score of 233 for public school students in large cities. The average score for students in Fresno in 2011 (218) was not significantly different from their average score in 2009 (219). In 2011, the score gap between students in Fresno at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 2009 (38 points). The percentage of students in Fresno who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 15 percent in 2011. This percentage was not significantly different from that in 2009 (14 percent). The percentage of students in Fresno who performed at or above the NAEP "Basic" level was 56 percent in 2011. This percentage was not significantly different from that in 2009 (58 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964180938?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 4, Public Schools AN - 964180920; ED527320 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Charlotte was 247. This was higher than the average score of 233 for public school students in large cities. The average score for students in Charlotte in 2011 (247) was not significantly different from their average score in 2009 (245) and was higher than their average score in 2003 (242). In 2011, the score gap between students in Charlotte at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 2003 (38 points). The percentage of students in Charlotte who performed at or above the NAEP "Proficient" level was 48 percent in 2011. This percentage was not significantly different from that in 2009 (45 percent) and was greater than that in 2003 (41 percent). The percentage of students in Charlotte who performed at or above the NAEP "Basic" level was 88 percent in 2011. This percentage was not significantly different from that in 2009 (86 percent) and was greater than that in 2003 (84 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - North Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964180920?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools AN - 964180898; ED527317 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Dallas was 233. This was not significantly different from the average score of 233 for public school students in large cities. The percentage of students in Dallas who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 25 percent in 2011. This percentage was smaller than large cities (30 percent). The percentage of students in Dallas who performed at or above the NAEP "Basic" level was 79 percent in 2011. This percentage was greater than large cities (74 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964180898?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 4, Public Schools AN - 964180835; ED527316 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Detroit was 203. This was lower than the average score of 233 for public school students in large cities. The average score for students in Detroit in 2011 (203) was not significantly different from their average score in 2009 (200). In 2011, the score gap between students in Detroit at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was not significantly different from that of 2009 (37 points). The percentage of students in Detroit who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 3 percent in 2011. This percentage was not significantly different from that in 2009 (3 percent). The percentage of students in Detroit who performed at or above the NAEP "Basic" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (31 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964180835?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 4, Public Schools AN - 964180827; ED527306 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Philadelphia was 225. This was lower than the average score of 233 for public school students in large cities. The average score for students in Philadelphia in 2011 (225) was higher than their average score in 2009 (222). In 2011, the score gap between students in Philadelphia at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 2009 (37 points). The percentage of students in Philadelphia who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 20 percent in 2011. This percentage was not significantly different from that in 2009 (16 percent). The percentage of students in Philadelphia who performed at or above the NAEP "Basic" level was 66 percent in 2011. This percentage was greater than that in 2009 (61 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964180827?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 4, Public Schools AN - 964180816; ED527319 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Chicago was 224. This was lower than the average score of 233 for public school students in large cities. The average score for students in Chicago in 2011 (224) was not significantly different from their average score in 2009 (222) and was higher than their average score in 2003 (214). In 2011, the score gap between students in Chicago at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 2003 (36 points). The percentage of students in Chicago who performed at or above the NAEP "Proficient" level was 20 percent in 2011. This percentage was not significantly different from that in 2009 (18 percent) and was greater than that in 2003 (10 percent). The percentage of students in Chicago who performed at or above the NAEP "Basic" level was 64 percent in 2011. This percentage was not significantly different from that in 2009 (62 percent) and was greater than that in 2003 (50 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Mathematics Tests KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964180816?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Jefferson County Public Schools (Louisville, KY). Grade 8, Public Schools AN - 964180802; ED527332 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Jefferson County was 274. This was not significantly different from the average score of 274 for public school students in large cities. The average score for students in Jefferson County in 2011 (274) was higher than their average score in 2009 (271). In 2011, the score gap between students in Jefferson County at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 2009 (50 points). The percentage of students in Jefferson County who performed at or above the NAEP "Proficient" level was 25 percent in 2011. This percentage was not significantly different from that in 2009 (22 percent). The percentage of students in Jefferson County who performed at or above the NAEP "Basic" level was 62 percent in 2011. This percentage was not significantly different from that in 2009 (60 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kentucky KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964180802?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 8, Public Schools AN - 964180785; ED527368 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Fresno was 256. This was lower than the average score of 274 for public school students in large cities. The average score for students in Fresno in 2011 (256) was not significantly different from their average score in 2009 (258). In 2011, the score gap between students in Fresno at the 75th percentile and students at the 25th percentile was 52 points. This performance gap was not significantly different from that of 2009 (51 points). The percentage of students in Fresno who performed at or above the NAEP "Proficient" level was 13 percent in 2011. This percentage was not significantly different from that in 2009 (15 percent). The percentage of students in Fresno who performed at or above the NAEP "Basic" level was 43 percent in 2011. This percentage was not significantly different from that in 2009 (46 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964180785?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 4, Public Schools AN - 964180772; ED527389 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Fresno was 194. This was lower than the average score of 211 for public school students in large cities. The average score for students in Fresno in 2011 (194) was not significantly different from their average score in 2009 (197). In 2011, the score gap between students in Fresno at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 2009 (48 points). The percentage of students in Fresno who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 11 percent in 2011. This percentage was not significantly different from that in 2009 (12 percent). The percentage of students in Fresno who performed at or above the NAEP "Basic" level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Statistics KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Achievement Gap KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964180772?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 8, Public Schools AN - 964180749; ED527436 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Cleveland was 240. This was lower than the average score of 255 for public school students in large cities. The average score for students in Cleveland in 2011 (240) was not significantly different from their average score in 2009 (242) and in 2003 (240). In 2011, the score gap between students in Cleveland at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 2003 (44 points). The percentage of students in Cleveland who performed at or above the NAEP "Proficient" level was 11 percent in 2011. This percentage was not significantly different from that in 2009 (10 percent) and in 2003 (10 percent). The percentage of students in Cleveland who performed at or above the NAEP "Basic" level was 48 percent in 2011. This percentage was not significantly different from that in 2009 (52 percent) and in 2003 (48 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Ohio KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964180749?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Albuquerque Public Schools. Grade 8, Public Schools AN - 964179937; ED527444 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Albuquerque was 254. This was not significantly different from the average score of 255 for public school students in large cities. The percentage of students in Albuquerque who performed at or above the NAEP "Proficient" level was 22 percent in 2011. This percentage was not significantly different from large cities (23 percent). The percentage of students in Albuquerque who performed at or above the NAEP "Basic" level was 64 percent in 2011. This percentage was not significantly different from large cities (65 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Mexico KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Statistics KW - Reading KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179937?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools AN - 964179919; ED527377 AB - This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Austin was 287. This was higher than the average score of 274 for public school students in large cities. The average score for students in Austin in 2011 (287) was not significantly different from their average score in 2009 (287) and was higher than their average score in 2005 (281). In 2011, the score gap between students in Austin at the 75th percentile and students at the 25th percentile was 52 points. This performance gap was not significantly different from that of 2005 (53 points). The percentage of students in Austin who performed at or above the NAEP "Proficient" level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (39 percent) and was greater than that in 2005 (33 percent). The percentage of students in Austin who performed at or above the NAEP "Basic" level was 74 percent in 2011. This percentage was not significantly different from that in 2009 (75 percent) and was greater than that in 2005 (68 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-452," see ED527170.] Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Statistics KW - Middle School Students KW - Scores KW - School Districts KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Urban Areas KW - Statistical Significance KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179919?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - America's Youth: Transitions to Adulthood. NCES 2012-026 AN - 964173807; ED527636 AB - The transition to adulthood in the United States has changed in recent decades as many of the traditional milestones that mark adulthood, such as household establishment and marriage, have changed or been delayed (McLanahan et al. 2010; Arnett 2000). Among these changes are increased participation and attainment in education; extenuation of educational completion and subsequent delayed participation in the labor force; and delays in child rearing. Accordingly, "America's Youth: Transitions to Adulthood" examines numerous aspects of the lives of youth and young adults, ages 14 to 24, in the United States over the last several decades. The report features status and trend data from multiple surveys on the distribution of youth and their family structure; on school-, employment-, and health-related factors; and on future plans. It presents a selection of indicators that provide a broad perspective on youth; it uses trend data that cover material across disciplines and agency lines and provides information on both positive and negative aspects of the youth experience. These measures are examined in six chapters: Demographics, School-Related Characteristics, Employment-Related Characteristics, Activities Outside of School and Work, Health and Wellness, and Future Goals. Each indicator contains a table, figure, and brief text describing the types of comparisons one might reasonably make. An appendix presents: Technical Note and Guide to Sources. (Contains 55 figures and 55 tables.) AU - Aud, Susan AU - KewalRamani, Angelina AU - Frohlich, Lauren Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 191 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Higher Education KW - Postsecondary Education KW - Secondary Education KW - Unemployment KW - Family Structure KW - College Attendance KW - Academic Achievement KW - Young Adults KW - Employment KW - Educational Attainment KW - Adolescent Development KW - Income KW - Sexuality KW - Demography KW - Disabilities KW - Child Rearing KW - Enrollment KW - Extracurricular Activities KW - Student Costs KW - Adolescents KW - After School Programs KW - Safety KW - Surveys KW - Labor Force KW - Mental Health KW - Advanced Placement Programs KW - Time to Degree KW - Student Financial Aid KW - Goal Orientation KW - Physical Health UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964173807?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 30th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2008 AN - 1720065079; ED557417 AB - This is the 30th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2008. Section 664(d) of the Individuals with Disabilities Education Act (IDEA), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The "30th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA), 2008" describes our nation's progress: (1) in providing a free appropriate public education (FAPE) for all children with disabilities; (2) in assuring that the rights of children with disabilities and their parents are protected; (3) in assisting states and localities in providing for the education of all children with disabilities; and (4) in assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under "IDEA," Part C or B (P.L. 108-446), nationally and at the state level. The following are appended: (1) Infants, Toddlers, Children and Students Served Under "IDEA," by Age Group and State; (2) "Developmental Delay" Data for Students Ages 6 Through 9 Served Under "IDEA," Part B; and (3) Differences in State Reporting of "IDEA," Part B, Disabilities. Y1 - 2011/12// PY - 2011 DA - December 2011 SP - 248 PB - Office of Special Education and Rehabilitative Services, US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - Individuals with Disabilities Education Act Part B KW - Individuals with Disabilities Education Act Part C KW - National Longitudinal Transition Study Spec Educ KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Postsecondary Education KW - High School Graduates KW - Toddlers KW - Special Education KW - Chronic Illness KW - College Bound Students KW - Student Characteristics KW - Dropouts KW - Student Placement KW - At Risk Students KW - Classification KW - Compliance (Legal) KW - Supervision KW - Limited English Speaking KW - Age Differences KW - Geographic Location KW - Suspension KW - Educational Legislation KW - Multiple Disabilities KW - Civil Rights KW - Racial Differences KW - Difficulty Level KW - Eligibility KW - Mental Retardation KW - Educational Environment KW - Teacher Student Ratio KW - Ethnic Groups KW - School Personnel KW - Infants KW - Special Education Teachers KW - Access to Education KW - Child Health KW - Discipline KW - Demography KW - Emotional Disturbances KW - Teacher Certification KW - Transitional Programs KW - Disabilities KW - Planning KW - Public Education KW - Nontraditional Education KW - Trend Analysis KW - Drug Abuse KW - Young Children KW - Special Needs Students KW - Educational Indicators KW - Learning Disabilities KW - Developmental Delays KW - Equal Education KW - Longitudinal Studies KW - Violence KW - Behavior Problems KW - Expulsion KW - Weapons KW - Federal Legislation KW - Student Attitudes KW - Early Intervention KW - Autism UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1720065079?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - BOOK T1 - Students Attending For-Profit Postsecondary Institutions: Demographics, Enrollment Characteristics, and 6-Year Outcomes AN - 1010641659; 2011-205912 AB - These Web Tables examine the demographic and postsecondary enrollment characteristics of undergraduates who attended for-profit institutions in 2007-2008 and present the 6-year outcomes of undergraduates who first enrolled in for-profit postsecondary institutions in 2003-2004. Data are presented for all for-profit students and separately for students who attended less-than-2-year, 2-year, and 4-year institutions. To provide additional context, the tables also include comparable data for students in community colleges and public and private nonprofit 4-year colleges and universities. Tables, References. JF - United States National Center for Education Statistics, Dec 2011, 5 pp. AU - Institute of Education Sciences, National Center for Educational Statistics Y1 - 2011/12// PY - 2011 DA - December 2011 PB - United States National Center for Education Statistics KW - Education and education policy - Education personnel and population KW - Education and education policy - Education KW - Education and education policy - Colleges and universities KW - Business and service sector - Business and business enterprises KW - Corporations, Nonprofit KW - Colleges, Junior KW - College students KW - Education, Secondary KW - Colleges and universities KW - Demographics KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010641659?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=Institute+of+Education+Sciences%2C+National+Center+for+Educational+Statistics&rft.aulast=Institute+of+Education+Sciences&rft.aufirst=National+Center+for+Educational&rft.date=2011-12-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Students+Attending+For-Profit+Postsecondary+Institutions%3A+Demographics%2C+Enrollment+Characteristics%2C+and+6-Year+Outcomes&rft.title=Students+Attending+For-Profit+Postsecondary+Institutions%3A+Demographics%2C+Enrollment+Characteristics%2C+and+6-Year+Outcomes&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2012/2012173.pdf LA - English DB - PAIS Index N1 - Date revised - 2012-05-01 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - Web Tables N1 - Last updated - 2016-09-28 ER - TY - BOOK T1 - America's Youth: Transitions to Adulthood AN - 1010641652; 2011-205910 AB - America's Youth contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. This report focuses on American youth and young adults, 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning. Tables, Figures, Appendixes, References. JF - United States National Center for Education Statistics, Dec 2011, xx+170 pp. AU - Aud, Susan AU - KewalRamani, Angelina AU - Frohlich, Lauren Y1 - 2011/12// PY - 2011 DA - December 2011 PB - United States National Center for Education Statistics KW - Population groups, population policy, and demographics - Children and youth KW - Social conditions and policy - Marriage and family life KW - Education and education policy - Statistics, research, research methods, and research support KW - Health conditions and policy - Medicine and health care KW - Social conditions and policy - Community life and organization KW - Education and education policy - Education KW - United States KW - Education KW - United States Education department KW - Statistics KW - Family KW - Young adults KW - Community health services KW - Youth KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010641652?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=Aud%2C+Susan%3BKewalRamani%2C+Angelina%3BFrohlich%2C+Lauren&rft.aulast=Aud&rft.aufirst=Susan&rft.date=2011-12-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=America%27s+Youth%3A+Transitions+to+Adulthood&rft.title=America%27s+Youth%3A+Transitions+to+Adulthood&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2012/2012026.pdf LA - English DB - PAIS Index N1 - Date revised - 2012-05-01 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - NCES 2012-026; US Department of Education N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Maryland. Grade 4, Public Schools AN - 964187040; ED526232 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Maryland was 231. This was higher than the average score of 220 for public school students in the nation. The average score for students in Maryland in 2011 (231) was higher than their average score in 2009 (226) and was higher than their average score in 1992 (211). In 2011, the score gap between students in Maryland at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1992 (49 points). The percentage of students in Maryland who performed at or above the NAEP "Proficient" level was 43 percent in 2011. This percentage was greater than that in 2009 (37 percent) and was greater than that in 1992 (24 percent). The percentage of students in Maryland who performed at or above the NAEP "Basic" level was 75 percent in 2011. This percentage was greater than that in 2009 (70 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964187040?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Mississippi. Grade 8, Public Schools AN - 964186301; ED526285 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Mississippi was 254. This was lower than the average score of 264 for public school students in the nation. The average score for students in Mississippi in 2011 (254) was not significantly different from their average score in 2009 (251) and was not significantly different from their average score in 1998 (251). In 2011, the score gap between students in Mississippi at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1998 (44 points). The percentage of students in Mississippi who performed at or above the NAEP "Proficient" level was 21 percent in 2011. This percentage was not significantly different from that in 2009 (19 percent) and was not significantly different from that in 1998 (19 percent). The percentage of students in Mississippi who performed at or above the NAEP "Basic" level was 65 percent in 2011. This percentage was not significantly different from that in 2009 (62 percent) and was not significantly different from that in 1998 (62 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Mississippi KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964186301?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Nebraska. Grade 8, Public Schools AN - 964186090; ED526123 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Nebraska was 283. This was not significantly different from the average score of 283 for public school students in the nation. The average score for students in Nebraska in 2011 (283) was not significantly different from their average score in 2009 (284) and was higher than their average score in 1990 (276). In 2011, the score gap between students in Nebraska at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1990 (43 points). The percentage of students in Nebraska who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was greater than that in 1990 (24 percent). The percentage of students in Nebraska who performed at or above the NAEP "Basic" level was 74 percent in 2011. This percentage was not significantly different from that in 2009 (75 percent) and was greater than that in 1990 (68 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Nebraska KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964186090?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Massachusetts. Grade 4, Public Schools AN - 964185721; ED526231 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Massachusetts was 237. This was higher than the average score of 220 for public school students in the nation. The average score for students in Massachusetts in 2011 (237) was higher than their average score in 2009 (234) and was higher than their average score in 1992 (226). In 2011, the score gap between students in Massachusetts at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1992 (39 points). The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 50 percent in 2011. This percentage was not significantly different from that in 2009 (47 percent) and was greater than that in 1992 (36 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 83 percent in 2011. This percentage was not significantly different from that in 2009 (80 percent) and was greater than that in 1992 (74 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Massachusetts KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964185721?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Minnesota. Grade 4, Public Schools AN - 964185624; ED526229 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Minnesota was 222. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Minnesota in 2011 (222) was not significantly different from their average score in 2009 (223) and was not significantly different from their average score in 1992 (221). In 2011, the score gap between students in Minnesota at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in Minnesota who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (37 percent) and was not significantly different from that in 1992 (31 percent). The percentage of students in Minnesota who performed at or above the NAEP "Basic" level was 70 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent) and was not significantly different from that in 1992 (68 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Minnesota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964185624?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Missouri. Grade 4, Public Schools AN - 964185610; ED526227 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Missouri was 220. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Missouri in 2011 (220) was lower than their average score in 2009 (224) and was not significantly different from their average score in 1992 (220). In 2011, the score gap between students in Missouri at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in Missouri who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1992 (30 percent). The percentage of students in Missouri who performed at or above the NAEP "Basic" level was 67 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent) and was not significantly different from that in 1992 (67 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Missouri KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964185610?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. New Mexico. Grade 8, Public Schools AN - 964185601; ED526278 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in New Mexico was 256. This was lower than the average score of 264 for public school students in the nation. The average score for students in New Mexico in 2011 (256) was not significantly different from their average score in 2009 (254) and was not significantly different from their average score in 1998 (258). In 2011, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1998 (41 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 22 percent in 2011. This percentage was not significantly different from that in 2009 (22 percent) and was not significantly different from that in 1998 (23 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 68 percent in 2011. This percentage was not significantly different from that in 2009 (66 percent) and was not significantly different from that in 1998 (71 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Mexico KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964185601?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Michigan. Grade 4, Public Schools AN - 964185586; ED526230 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Michigan was 219. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Michigan in 2011 (219) was not significantly different from their average score in 2009 (218) and was not significantly different from their average score in 1992 (216). In 2011, the score gap between students in Michigan at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Michigan who performed at or above the NAEP "Proficient" level was 31 percent in 2011. This percentage was not significantly different from that in 2009 (30 percent) and was not significantly different from that in 1992 (26 percent). The percentage of students in Michigan who performed at or above the NAEP "Basic" level was 66 percent in 2011. This percentage was not significantly different from that in 2009 (64 percent) and was not significantly different from that in 1992 (62 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Michigan KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964185586?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. North Carolina. Grade 4, Public Schools AN - 964179978; ED526062 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in North Carolina was 245. This was higher than the average score of 240 for public school students in the nation. The average score for students in North Carolina in 2011 (245) was not significantly different from their average score in 2009 (244) and was higher than their average score in 1992 (213). In 2011, the score gap between students in North Carolina at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was narrower than that of 1992 (45 points). The percentage of students in North Carolina who performed at or above the NAEP "Proficient" level was 44 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent) and was greater than that in 1992 (13 percent). The percentage of students in North Carolina who performed at or above the NAEP "Basic" level was 88 percent in 2011. This percentage was not significantly different from that in 2009 (87 percent) and was greater than that in 1992 (50 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - North Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179978?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. New York. Grade 4, Public Schools AN - 964179969; ED526063 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in New York was 238. This was lower than the average score of 240 for public school students in the nation. The average score for students in New York in 2011 (238) was lower than their average score in 2009 (241) and was higher than their average score in 1992 (218). In 2011, the score gap between students in New York at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in New York who performed at or above the NAEP "Proficient" level was 36 percent in 2011. This percentage was smaller than that in 2009 (40 percent) and was greater than that in 1992 (17 percent). The percentage of students in New York who performed at or above the NAEP "Basic" level was 80 percent in 2011. This percentage was smaller than that in 2009 (83 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New York KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179969?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Wyoming. Grade 8, Public Schools AN - 964179957; ED526099 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Wyoming was 288. This was higher than the average score of 283 for public school students in the nation. The average score for students in Wyoming in 2011 (288) was not significantly different from their average score in 2009 (286) and was higher than their average score in 1990 (272). In 2011, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1990 (40 points). The percentage of students in Wyoming who performed at or above the NAEP "Proficient" level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was greater than that in 1990 (19 percent). The percentage of students in Wyoming who performed at or above the NAEP "Basic" level was 80 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1990 (64 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wyoming KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179957?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Maryland. Grade 8, Public Schools AN - 964179945; ED526130 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Maryland was 288. This was higher than the average score of 283 for public school students in the nation. The average score for students in Maryland in 2011 (288) was not significantly different from their average score in 2009 (288) and was higher than their average score in 1990 (261). In 2011, the score gap between students in Maryland at the 75th percentile and students at the 25th percentile was 54 points. This performance gap was not significantly different from that of 1990 (54 points). The percentage of students in Maryland who performed at or above the NAEP "Proficient" level was 40 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1990 (17 percent). The percentage of students in Maryland who performed at or above the NAEP "Basic" level was 74 percent in 2011. This percentage was not significantly different from that in 2009 (75 percent) and was greater than that in 1990 (50 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179945?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. New York. Grade 8, Public Schools AN - 964179888; ED526118 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in New York was 280. This was lower than the average score of 283 for public school students in the nation. The average score for students in New York in 2011 (280) was not significantly different from their average score in 2009 (283) and was higher than their average score in 1990 (261). In 2011, the score gap between students in New York at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1990 (50 points). The percentage of students in New York who performed at or above the NAEP "Proficient" level was 30 percent in 2011. This percentage was smaller than that in 2009 (34 percent) and was greater than that in 1990 (15 percent). The percentage of students in New York who performed at or above the NAEP "Basic" level was 70 percent in 2011. This percentage was not significantly different from that in 2009 (73 percent) and was greater than that in 1990 (50 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New York KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 8 KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179888?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Rhode Island. Grade 8, Public Schools AN - 964179873; ED526270 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Rhode Island was 265. This was higher than the average score of 264 for public school students in the nation. The average score for students in Rhode Island in 2011 (265) was higher than their average score in 2009 (260) and was not significantly different from their average score in 1998 (264). In 2011, the score gap between students in Rhode Island at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1998 (44 points). The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was greater than that in 2009 (28 percent) and was not significantly different from that in 1998 (32 percent). The percentage of students in Rhode Island who performed at or above the NAEP "Basic" level was 76 percent in 2011. This percentage was greater than that in 2009 (72 percent) and was not significantly different from that in 1998 (76 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Rhode Island KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179873?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Nebraska. Grade 4, Public Schools AN - 964179860; ED526068 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Nebraska was 240. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Nebraska in 2011 (240) was not significantly different from their average score in 2009 (239) and was higher than their average score in 1992 (225). In 2011, the score gap between students in Nebraska at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in Nebraska who performed at or above the NAEP "Proficient" level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (38 percent) and was greater than that in 1992 (22 percent). The percentage of students in Nebraska who performed at or above the NAEP "Basic" level was 83 percent in 2011. This percentage was not significantly different from that in 2009 (82 percent) and was greater than that in 1992 (67 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Nebraska KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179860?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Alabama. Grade 8, Public Schools AN - 964179837; ED526200 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Alabama was 269. This was lower than the average score of 283 for public school students in the nation. The average score for students in Alabama in 2011 (269) was not significantly different from their average score in 2009 (269) and was higher than their average score in 1990 (253). In 2011, the score gap between students in Alabama at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1990 (48 points). The percentage of students in Alabama who performed at or above the NAEP "Proficient" level was 20 percent in 2011. This percentage was not significantly different from that in 2009 (20 percent) and was greater than that in 1990 (9 percent). The percentage of students in Alabama who performed at or above the NAEP "Basic" level was 60 percent in 2011. This percentage was not significantly different from that in 2009 (58 percent) and was greater than that in 1990 (40 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Alabama KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179837?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. New Jersey. Grade 8, Public Schools AN - 964179809; ED526120 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in New Jersey was 294. This was higher than the average score of 283 for public school students in the nation. The average score for students in New Jersey in 2011 (294) was not significantly different from their average score in 2009 (293) and was higher than their average score in 1990 (270). In 2011, the score gap between students in New Jersey at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1990 (49 points). The percentage of students in New Jersey who performed at or above the NAEP "Proficient" level was 47 percent in 2011. This percentage was not significantly different from that in 2009 (44 percent) and was greater than that in 1990 (21 percent). The percentage of students in New Jersey who performed at or above the NAEP "Basic" level was 82 percent in 2011. This percentage was not significantly different from that in 2009 (80 percent) and was greater than that in 1990 (58 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Jersey KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179809?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. New Mexico. Grade 4, Public Schools AN - 964179801; ED526064 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in New Mexico was 233. This was lower than the average score of 240 for public school students in the nation. The average score for students in New Mexico in 2011 (233) was higher than their average score in 2009 (230) and was higher than their average score in 1992 (213). In 2011, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 30 percent in 2011. This percentage was not significantly different from that in 2009 (26 percent) and was greater than that in 1992 (11 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 75 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 1992 (50 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Mexico KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179801?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Georgia. Grade 4, Public Schools AN - 964179798; ED526247 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Georgia was 221. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Georgia in 2011 (221) was not significantly different from their average score in 2009 (218) and was higher than their average score in 1992 (212). In 2011, the score gap between students in Georgia at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1992 (49 points). The percentage of students in Georgia who performed at or above the NAEP "Proficient" level was 32 percent in 2011. This percentage was not significantly different from that in 2009 (29 percent) and was greater than that in 1992 (25 percent). The percentage of students in Georgia who performed at or above the NAEP "Basic" level was 66 percent in 2011. This percentage was not significantly different from that in 2009 (63 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Georgia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179798?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Alaska. Grade 4, Public Schools AN - 964179786; ED526257 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Alaska was 208. This was lower than the average score of 220 for public school students in the nation. The average score for students in Alaska in 2011 (208) was not significantly different from their average score in 2009 (211) and was not significantly different from their average score in 2003 (212). In 2011, the score gap between students in Alaska at the 75th percentile and students at the 25th percentile was 55 points. This performance gap was not significantly different from that of 2003 (55 points). The percentage of students in Alaska who performed at or above the NAEP "Proficient" level was 26 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent) and was not significantly different from that in 2003 (28 percent). The percentage of students in Alaska who performed at or above the NAEP "Basic" level was 56 percent in 2011. This percentage was not significantly different from that in 2009 (59 percent) and was not significantly different from that in 2003 (58 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Alaska KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179786?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Illinois. Grade 4, Public Schools AN - 964179776; ED526244 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Illinois was 219. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Illinois in 2011 (219) was not significantly different from their average score in 2009 (219) and was not significantly different from their average score in 2003 (216). In 2011, the score gap between students in Illinois at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 2003 (53 points). The percentage of students in Illinois who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (32 percent) and was not significantly different from that in 2003 (31 percent). The percentage of students in Illinois who performed at or above the NAEP "Basic" level was 65 percent in 2011. This percentage was not significantly different from that in 2009 (65 percent) and was greater than that in 2003 (61 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179776?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. South Dakota. Grade 8, Public Schools AN - 964179760; ED526268 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in South Dakota was 269. This was higher than the average score of 264 for public school students in the nation. The average score for students in South Dakota in 2011 (269) was not significantly different from their average score in 2009 (270) and was not significantly different from their average score in 2003 (270). In 2011, the score gap between students in South Dakota at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 2003 (41 points). The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (37 percent) and was not significantly different from that in 2003 (39 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 83 percent in 2011. This percentage was not significantly different from that in 2009 (84 percent) and was not significantly different from that in 2003 (82 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - South Dakota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179760?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. California. Grade 8, Public Schools AN - 964179732; ED526306 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in California was 255. This was lower than the average score of 264 for public school students in the nation. The average score for students in California in 2011 (255) was not significantly different from their average score in 2009 (253) and was not significantly different from their average score in 1998 (252). In 2011, the score gap between students in California at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1998 (46 points). The percentage of students in California who performed at or above the NAEP "Proficient" level was 24 percent in 2011. This percentage was not significantly different from that in 2009 (22 percent) and was not significantly different from that in 1998 (21 percent). The percentage of students in California who performed at or above the NAEP "Basic" level was 65 percent in 2011. This percentage was not significantly different from that in 2009 (64 percent) and was not significantly different from that in 1998 (63 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179732?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. South Carolina. Grade 8, Public Schools AN - 964179715; ED526110 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in South Carolina was 281. This was not significantly different from the average score of 283 for public school students in the nation. The average score for students in South Carolina in 2011 (281) was not significantly different from their average score in 2009 (280) and was higher than their average score in 1992 (261). In 2011, the score gap between students in South Carolina at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 1992 (49 points). The percentage of students in South Carolina who performed at or above the NAEP "Proficient" level was 32 percent in 2011. This percentage was not significantly different from that in 2009 (30 percent) and was greater than that in 1992 (15 percent). The percentage of students in South Carolina who performed at or above the NAEP "Basic" level was 70 percent in 2011. This percentage was not significantly different from that in 2009 (69 percent) and was greater than that in 1992 (48 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - South Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179715?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Ohio. Grade 8, Public Schools AN - 964179663; ED526274 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Ohio was 268. This was higher than the average score of 264 for public school students in the nation. The average score for students in Ohio in 2011 (268) was not significantly different from their average score in 2009 (269) and was not significantly different from their average score in 2002 (268). In 2011, the score gap between students in Ohio at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2002 (39 points). The percentage of students in Ohio who performed at or above the NAEP "Proficient" level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (37 percent) and was not significantly different from that in 2002 (35 percent). The percentage of students in Ohio who performed at or above the NAEP "Basic" level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (80 percent) and was not significantly different from that in 2002 (82 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Ohio KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179663?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Oregon. Grade 8, Public Schools AN - 964179535; ED526113 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Oregon was 283. This was not significantly different from the average score of 283 for public school students in the nation. The average score for students in Oregon in 2011 (283) was not significantly different from their average score in 2009 (285) and was higher than their average score in 1990 (271). In 2011, the score gap between students in Oregon at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1990 (45 points). The percentage of students in Oregon who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was smaller than that in 2009 (37 percent) and was greater than that in 1990 (21 percent). The percentage of students in Oregon who performed at or above the NAEP "Basic" level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (75 percent) and was greater than that in 1990 (62 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Oregon KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179535?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. South Carolina. Grade 8, Public Schools AN - 964179469; ED526269 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in South Carolina was 260. This was lower than the average score of 264 for public school students in the nation. The average score for students in South Carolina in 2011 (260) was not significantly different from their average score in 2009 (257) and was higher than their average score in 1998 (255). In 2011, the score gap between students in South Carolina at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1998 (45 points). The percentage of students in South Carolina who performed at or above the NAEP "Proficient" level was 27 percent in 2011. This percentage was not significantly different from that in 2009 (24 percent) and was greater than that in 1998 (22 percent). The percentage of students in South Carolina who performed at or above the NAEP "Basic" level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (68 percent) and was greater than that in 1998 (66 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - South Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179469?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Alaska. Grade 4, Public Schools AN - 964179465; ED526097 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Alaska was 236. This was lower than the average score of 240 for public school students in the nation. The average score for students in Alaska in 2011 (236) was not significantly different from their average score in 2009 (237) and was higher than their average score in 1996 (224). In 2011, the score gap between students in Alaska at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1996 (40 points). The percentage of students in Alaska who performed at or above the NAEP "Proficient" level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (38 percent) and was greater than that in 1996 (21 percent). The percentage of students in Alaska who performed at or above the NAEP "Basic" level was 78 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1996 (65 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Alaska KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179465?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Delaware. Grade 4, Public Schools AN - 964179461; ED526250 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Delaware was 225. This was higher than the average score of 220 for public school students in the nation. The average score for students in Delaware in 2011 (225) was not significantly different from their average score in 2009 (226) and was higher than their average score in 1992 (213). In 2011, the score gap between students in Delaware at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was narrower than that of 1992 (47 points). The percentage of students in Delaware who performed at or above the NAEP "Proficient" level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was greater than that in 1992 (24 percent). The percentage of students in Delaware who performed at or above the NAEP "Basic" level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (73 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Delaware KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179461?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Vermont. Grade 4, Public Schools AN - 964179457; ED526048 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Vermont was 247. This was higher than the average score of 240 for public school students in the nation. The average score for students in Vermont in 2011 (247) was not significantly different from their average score in 2009 (248) and was higher than their average score in 1996 (225). In 2011, the score gap between students in Vermont at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was narrower than that of 1996 (41 points). The percentage of students in Vermont who performed at or above the NAEP "Proficient" level was 49 percent in 2011. This percentage was not significantly different from that in 2009 (51 percent) and was greater than that in 1996 (23 percent). The percentage of students in Vermont who performed at or above the NAEP "Basic" level was 89 percent in 2011. This percentage was not significantly different from that in 2009 (89 percent) and was greater than that in 1996 (67 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Vermont KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179457?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. DoDEA. Grade 4, Public Schools AN - 964179446; ED526089 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in DoDEA (Department of Defense Education Activity) was 241. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in DoDEA in 2011 (241) was not significantly different from their average score in 2009 (240) and was higher than their average score in 1996 (224). In 2011, the score gap between students in DoDEA at the 75th percentile and students at the 25th percentile was 33 points. This performance gap was narrower than that of 1996 (40 points). The percentage of students in DoDEA who performed at or above the NAEP "Proficient" level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (38 percent) and was greater than that in 1996 (19 percent). The percentage of students in DoDEA who performed at or above the NAEP "Basic" level was 86 percent in 2011. This percentage was not significantly different from that in 2009 (86 percent) and was greater than that in 1996 (64 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179446?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. South Dakota. Grade 4, Public Schools AN - 964179436; ED526054 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in South Dakota was 241. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in South Dakota in 2011 (241) was not significantly different from their average score in 2009 (242) and was higher than their average score in 2003 (237). In 2011, the score gap between students in South Dakota at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was not significantly different from that of 2003 (34 points). The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 40 percent in 2011. This percentage was not significantly different from that in 2009 (42 percent) and was greater than that in 2003 (34 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 86 percent in 2011. This percentage was not significantly different from that in 2009 (86 percent) and was greater than that in 2003 (82 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - South Dakota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179436?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Alabama. Grade 4, Public Schools AN - 964179424; ED526258 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Alabama was 220. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Alabama in 2011 (220) was higher than their average score in 2009 (216) and was higher than their average score in 1992 (207). In 2011, the score gap between students in Alabama at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (48 points). The percentage of students in Alabama who performed at or above the NAEP "Proficient" level was 31 percent in 2011. This percentage was not significantly different from that in 2009 (28 percent) and was greater than that in 1992 (20 percent). The percentage of students in Alabama who performed at or above the NAEP "Basic" level was 67 percent in 2011. This percentage was greater than that in 2009 (62 percent) and was greater than that in 1992 (51 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Alabama KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179424?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Pennsylvania. Grade 4, Public Schools AN - 964179418; ED526213 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Pennsylvania was 227. This was higher than the average score of 220 for public school students in the nation. The average score for students in Pennsylvania in 2011 (227) was not significantly different from their average score in 2009 (224) and was higher than their average score in 1992 (221). In 2011, the score gap between students in Pennsylvania at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 41 percent in 2011. This percentage was greater than that in 2009 (37 percent) and was greater than that in 1992 (32 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 74 percent in 2011. This percentage was greater than that in 2009 (70 percent) and was greater than that in 1992 (68 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179418?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Tennessee. Grade 8, Public Schools AN - 964179391; ED526108 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Tennessee was 274. This was lower than the average score of 283 for public school students in the nation. The average score for students in Tennessee in 2011 (274) was not significantly different from their average score in 2009 (275) and was higher than their average score in 1992 (259). In 2011, the score gap between students in Tennessee at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (47 points). The percentage of students in Tennessee who performed at or above the NAEP "Proficient" level was 24 percent in 2011. This percentage was not significantly different from that in 2009 (25 percent) and was greater than that in 1992 (12 percent). The percentage of students in Tennessee who performed at or above the NAEP "Basic" level was 64 percent in 2011. This percentage was not significantly different from that in 2009 (65 percent) and was greater than that in 1992 (47 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Tennessee KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179391?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Kentucky. Grade 8, Public Schools AN - 964179294; ED526292 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Kentucky was 269. This was higher than the average score of 264 for public school students in the nation. The average score for students in Kentucky in 2011 (269) was not significantly different from their average score in 2009 (267) and was higher than their average score in 1998 (262). In 2011, the score gap between students in Kentucky at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1998 (43 points). The percentage of students in Kentucky who performed at or above the NAEP "Proficient" level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was greater than that in 1998 (30 percent). The percentage of students in Kentucky who performed at or above the NAEP "Basic" level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (79 percent) and was greater than that in 1998 (74 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kentucky KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179294?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Florida. Grade 8, Public Schools AN - 964179246; ED526300 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Florida was 262. This was not significantly different from the average score of 264 for public school students in the nation. The average score for students in Florida in 2011 (262) was not significantly different from their average score in 2009 (264) and was higher than their average score in 1998 (255). In 2011, the score gap between students in Florida at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1998 (46 points). The percentage of students in Florida who performed at or above the NAEP "Proficient" level was 30 percent in 2011. This percentage was not significantly different from that in 2009 (32 percent) and was greater than that in 1998 (23 percent). The percentage of students in Florida who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (76 percent) and was greater than that in 1998 (67 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179246?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Illinois. Grade 8, Public Schools AN - 964179237; ED526296 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Illinois was 266. This was higher than the average score of 264 for public school students in the nation. The average score for students in Illinois in 2011 (266) was not significantly different from their average score in 2009 (265) and was not significantly different from their average score in 2003 (266). In 2011, the score gap between students in Illinois at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 2003 (44 points). The percentage of students in Illinois who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 2003 (35 percent). The percentage of students in Illinois who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (77 percent) and was not significantly different from that in 2003 (77 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179237?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Connecticut. Grade 4, Public Schools AN - 964179231; ED526252 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Connecticut was 227. This was higher than the average score of 220 for public school students in the nation. The average score for students in Connecticut in 2011 (227) was not significantly different from their average score in 2009 (229) and was higher than their average score in 1992 (222). In 2011, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 42 percent in 2011. This percentage was not significantly different from that in 2009 (42 percent) and was greater than that in 1992 (34 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (76 percent) and was not significantly different from that in 1992 (69 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Connecticut KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179231?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Ohio. Grade 8, Public Schools AN - 964179216; ED526115 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Ohio was 289. This was higher than the average score of 283 for public school students in the nation. The average score for students in Ohio in 2011 (289) was higher than their average score in 2009 (286) and was higher than their average score in 1990 (264). In 2011, the score gap between students in Ohio at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1990 (45 points). The percentage of students in Ohio who performed at or above the NAEP "Proficient" level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1990 (15 percent). The percentage of students in Ohio who performed at or above the NAEP "Basic" level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (76 percent) and was greater than that in 1990 (53 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Ohio KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179216?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Arizona. Grade 4, Public Schools AN - 964179207; ED526096 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Arizona was 235. This was lower than the average score of 240 for public school students in the nation. The average score for students in Arizona in 2011 (235) was higher than their average score in 2009 (230) and was higher than their average score in 1992 (215). In 2011, the score gap between students in Arizona at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was greater than that in 2009 (28 percent) and was greater than that in 1992 (13 percent). The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was greater than that in 2009 (71 percent) and was greater than that in 1992 (53 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Arizona KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179207?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Ohio. Grade 4, Public Schools AN - 964179184; ED526060 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Ohio was 244. This was higher than the average score of 240 for public school students in the nation. The average score for students in Ohio in 2011 (244) was not significantly different from their average score in 2009 (244) and was higher than their average score in 1992 (219). In 2011, the score gap between students in Ohio at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Ohio who performed at or above the NAEP "Proficient" level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (45 percent) and was greater than that in 1992 (16 percent). The percentage of students in Ohio who performed at or above the NAEP "Basic" level was 86 percent in 2011. This percentage was not significantly different from that in 2009 (85 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Ohio KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179184?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. New York. Grade 8, Public Schools AN - 964179115; ED526277 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in New York was 266. This was not significantly different from the average score of 264 for public school students in the nation. The average score for students in New York in 2011 (266) was not significantly different from their average score in 2009 (264) and was not significantly different from their average score in 1998 (265). In 2011, the score gap between students in New York at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1998 (43 points). The percentage of students in New York who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 1998 (32 percent). The percentage of students in New York who performed at or above the NAEP "Basic" level was 76 percent in 2011. This percentage was not significantly different from that in 2009 (75 percent) and was not significantly different from that in 1998 (76 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New York KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179115?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Massachusetts. Grade 8, Public Schools AN - 964179025; ED526288 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Massachusetts was 275. This was higher than the average score of 264 for public school students in the nation. The average score for students in Massachusetts in 2011 (275) was not significantly different from their average score in 2009 (274) and was higher than their average score in 1998 (269). In 2011, the score gap between students in Massachusetts at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1998 (43 points). The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 46 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent) and was greater than that in 1998 (38 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 84 percent in 2011. This percentage was not significantly different from that in 2009 (83 percent) and was greater than that in 1998 (79 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Massachusetts KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179025?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Arizona. Grade 4, Public Schools AN - 964179008; ED526256 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Arizona was 212. This was lower than the average score of 220 for public school students in the nation. The average score for students in Arizona in 2011 (212) was not significantly different from their average score in 2009 (210) and was not significantly different from their average score in 1992 (209). In 2011, the score gap between students in Arizona at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 1992 (47 points). The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 26 percent in 2011. This percentage was not significantly different from that in 2009 (25 percent) and was greater than that in 1992 (21 percent). The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 58 percent in 2011. This percentage was not significantly different from that in 2009 (56 percent) and was not significantly different from that in 1992 (54 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Arizona KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179008?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Colorado. Grade 4, Public Schools AN - 964179000; ED526253 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Colorado was 223. This was higher than the average score of 220 for public school students in the nation. The average score for students in Colorado in 2011 (223) was not significantly different from their average score in 2009 (226) and was higher than their average score in 1992 (217). In 2011, the score gap between students in Colorado at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (41 points). The percentage of students in Colorado who performed at or above the NAEP "Proficient" level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1992 (25 percent). The percentage of students in Colorado who performed at or above the NAEP "Basic" level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 1992 (64 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Colorado KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179000?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Colorado. Grade 8, Public Schools AN - 964178994; ED526195 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Colorado was 292. This was higher than the average score of 283 for public school students in the nation. The average score for students in Colorado in 2011 (292) was higher than their average score in 2009 (287) and was higher than their average score in 1990 (267). In 2011, the score gap between students in Colorado at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 1990 (44 points). The percentage of students in Colorado who performed at or above the NAEP "Proficient" level was 43 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1990 (17 percent). The percentage of students in Colorado who performed at or above the NAEP "Basic" level was 80 percent in 2011. This percentage was greater than that in 2009 (76 percent) and was greater than that in 1990 (57 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Colorado KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178994?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Kansas. Grade 8, Public Schools AN - 964178991; ED526293 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Kansas was 267. This was higher than the average score of 264 for public school students in the nation. The average score for students in Kansas in 2011 (267) was not significantly different from their average score in 2009 (267) and was not significantly different from their average score in 1998 (268). In 2011, the score gap between students in Kansas at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1998 (40 points). The percentage of students in Kansas who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 1998 (36 percent). The percentage of students in Kansas who performed at or above the NAEP "Basic" level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (80 percent) and was not significantly different from that in 1998 (81 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kansas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178991?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Wisconsin. Grade 8, Public Schools AN - 964178987; ED526100 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Wisconsin was 289. This was higher than the average score of 283 for public school students in the nation. The average score for students in Wisconsin in 2011 (289) was not significantly different from their average score in 2009 (288) and was higher than their average score in 1990 (274). In 2011, the score gap between students in Wisconsin at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1990 (44 points). The percentage of students in Wisconsin who performed at or above the NAEP "Proficient" level was 41 percent in 2011. This percentage was not significantly different from that in 2009 (39 percent) and was greater than that in 1990 (23 percent). The percentage of students in Wisconsin who performed at or above the NAEP "Basic" level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (79 percent) and was greater than that in 1990 (66 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178987?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Montana. Grade 8, Public Schools AN - 964178972; ED526124 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Montana was 293. This was higher than the average score of 283 for public school students in the nation. The average score for students in Montana in 2011 (293) was not significantly different from their average score in 2009 (292) and was higher than their average score in 1990 (280). In 2011, the score gap between students in Montana at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was wider than that of 1990 (39 points). The percentage of students in Montana who performed at or above the NAEP "Proficient" level was 46 percent in 2011. This percentage was not significantly different from that in 2009 (44 percent) and was greater than that in 1990 (27 percent). The percentage of students in Montana who performed at or above the NAEP "Basic" level was 83 percent in 2011. This percentage was not significantly different from that in 2009 (82 percent) and was greater than that in 1990 (74 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Montana KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 8 KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178972?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Utah. Grade 8, Public Schools AN - 964178964; ED526106 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Utah was 283. This was not significantly different from the average score of 283 for public school students in the nation. The average score for students in Utah in 2011 (283) was not significantly different from their average score in 2009 (284) and was higher than their average score in 1992 (274). In 2011, the score gap between students in Utah at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in Utah who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was greater than that in 1992 (22 percent). The percentage of students in Utah who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (75 percent) and was greater than that in 1992 (67 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Utah KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178964?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. North Carolina. Grade 8, Public Schools AN - 964178963; ED526117 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in North Carolina was 286. This was higher than the average score of 283 for public school students in the nation. The average score for students in North Carolina in 2011 (286) was not significantly different from their average score in 2009 (284) and was higher than their average score in 1990 (250). In 2011, the score gap between students in North Carolina at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 1990 (50 points). The percentage of students in North Carolina who performed at or above the NAEP "Proficient" level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1990 (9 percent). The percentage of students in North Carolina who performed at or above the NAEP "Basic" level was 75 percent in 2011. This percentage was not significantly different from that in 2009 (74 percent) and was greater than that in 1990 (38 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - North Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 8 KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178963?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Pennsylvania. Grade 8, Public Schools AN - 964178956; ED526271 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Pennsylvania was 268. This was higher than the average score of 264 for public school students in the nation. The average score for students in Pennsylvania in 2011 (268) was not significantly different from their average score in 2009 (271) and was not significantly different from their average score in 2002 (265). In 2011, the score gap between students in Pennsylvania at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2002 (44 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was not significantly different from that in 2002 (35 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was smaller than that in 2009 (81 percent) and was not significantly different from that in 2002 (77 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178956?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Vermont. Grade 8, Public Schools AN - 964178949; ED526264 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Vermont was 274. This was higher than the average score of 264 for public school students in the nation. The average score for students in Vermont in 2011 (274) was not significantly different from their average score in 2009 (272) and was not significantly different from their average score in 2002 (272). In 2011, the score gap between students in Vermont at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2002 (42 points). The percentage of students in Vermont who performed at or above the NAEP "Proficient" level was 44 percent in 2011. This percentage was greater than that in 2009 (41 percent) and was greater than that in 2002 (40 percent). The percentage of students in Vermont who performed at or above the NAEP "Basic" level was 82 percent in 2011. This percentage was not significantly different from that in 2009 (84 percent) and was not significantly different from that in 2002 (82 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Vermont KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178949?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Nevada. Grade 8, Public Schools AN - 964178944; ED526122 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Nevada was 278. This was lower than the average score of 283 for public school students in the nation. The average score for students in Nevada in 2011 (278) was higher than their average score in 2009 (274) and was higher than their average score in 2000 (265). In 2011, the score gap between students in Nevada at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 2000 (50 points). The percentage of students in Nevada who performed at or above the NAEP "Proficient" level was 29 percent in 2011. This percentage was greater than that in 2009 (25 percent) and was greater than that in 2000 (18 percent). The percentage of students in Nevada who performed at or above the NAEP "Basic" level was 67 percent in 2011. This percentage was greater than that in 2009 (63 percent) and was greater than that in 2000 (55 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Nevada KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178944?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Alaska. Grade 8, Public Schools AN - 964178941; ED526309 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Alaska was 261. This was lower than the average score of 264 for public school students in the nation. The average score for students in Alaska in 2011 (261) was not significantly different from their average score in 2009 (259) and was higher than their average score in 2003 (256). In 2011, the score gap between students in Alaska at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2003 (50 points). The percentage of students in Alaska who performed at or above the NAEP "Proficient" level was 31 percent in 2011. This percentage was greater than that in 2009 (27 percent) and was greater than that in 2003 (27 percent). The percentage of students in Alaska who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 2003 (67 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Alaska KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178941?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. New York. Grade 4, Public Schools AN - 964178936; ED526219 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in New York was 222. This was higher than the average score of 220 for public school students in the nation. The average score for students in New York in 2011 (222) was not significantly different from their average score in 2009 (224) and was higher than their average score in 1992 (215). In 2011, the score gap between students in New York at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (46 points). The percentage of students in New York who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1992 (27 percent). The percentage of students in New York who performed at or above the NAEP "Basic" level was 68 percent in 2011. This percentage was not significantly different from that in 2009 (71 percent) and was greater than that in 1992 (61 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New York KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178936?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. California. Grade 4, Public Schools AN - 964178928; ED526254 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in California was 211. This was lower than the average score of 220 for public school students in the nation. The average score for students in California in 2011 (211) was not significantly different from their average score in 2009 (210) and was higher than their average score in 1992 (202). In 2011, the score gap between students in California at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 1992 (55 points). The percentage of students in California who performed at or above the NAEP "Proficient" level was 25 percent in 2011. This percentage was not significantly different from that in 2009 (24 percent) and was not significantly different from that in 1992 (19 percent). The percentage of students in California who performed at or above the NAEP "Basic" level was 56 percent in 2011. This percentage was not significantly different from that in 2009 (54 percent) and was greater than that in 1992 (48 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178928?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Maryland. Grade 8, Public Schools AN - 964178925; ED526289 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Maryland was 271. This was higher than the average score of 264 for public school students in the nation. The average score for students in Maryland in 2011 (271) was higher than their average score in 2009 (267) and was higher than their average score in 1998 (261). In 2011, the score gap between students in Maryland at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1998 (50 points). The percentage of students in Maryland who performed at or above the NAEP "Proficient" level was 40 percent in 2011. This percentage was greater than that in 2009 (36 percent) and was greater than that in 1998 (31 percent). The percentage of students in Maryland who performed at or above the NAEP "Basic" level was 80 percent in 2011. This percentage was not significantly different from that in 2009 (77 percent) and was greater than that in 1998 (70 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178925?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. North Dakota. Grade 4, Public Schools AN - 964178921; ED526217 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in North Dakota was 226. This was higher than the average score of 220 for public school students in the nation. The average score for students in North Dakota in 2011 (226) was not significantly different from their average score in 2009 (226) and was not significantly different from their average score in 1992 (226). In 2011, the score gap between students in North Dakota at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1992 (39 points). The percentage of students in North Dakota who performed at or above the NAEP "Proficient" level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was not significantly different from that in 1992 (35 percent). The percentage of students in North Dakota who performed at or above the NAEP "Basic" level was 74 percent in 2011. This percentage was not significantly different from that in 2009 (76 percent) and was not significantly different from that in 1992 (74 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - North Dakota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178921?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Montana. Grade 4, Public Schools AN - 964178915; ED526226 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Montana was 225. This was higher than the average score of 220 for public school students in the nation. The average score for students in Montana in 2011 (225) was not significantly different from their average score in 2009 (225) and was not significantly different from their average score in 1994 (222). In 2011, the score gap between students in Montana at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1994 (44 points). The percentage of students in Montana who performed at or above the NAEP "Proficient" level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was not significantly different from that in 1994 (35 percent). The percentage of students in Montana who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (73 percent) and was greater than that in 1994 (69 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Montana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178915?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. California. Grade 8, Public Schools AN - 964178909; ED526196 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in California was 273. This was lower than the average score of 283 for public school students in the nation. The average score for students in California in 2011 (273) was not significantly different from their average score in 2009 (270) and was higher than their average score in 1990 (256). In 2011, the score gap between students in California at the 75th percentile and students at the 25th percentile was 53 points. This performance gap was not significantly different from that of 1990 (51 points). The percentage of students in California who performed at or above the NAEP "Proficient" level was 25 percent in 2011. This percentage was not significantly different from that in 2009 (23 percent) and was greater than that in 1990 (12 percent). The percentage of students in California who performed at or above the NAEP "Basic" level was 61 percent in 2011. This percentage was not significantly different from that in 2009 (59 percent) and was greater than that in 1990 (45 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178909?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Connecticut. Grade 8, Public Schools AN - 964178879; ED526304 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Connecticut was 275. This was higher than the average score of 264 for public school students in the nation. The average score for students in Connecticut in 2011 (275) was higher than their average score in 2009 (272) and was higher than their average score in 1998 (270). In 2011, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1998 (43 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent) and was greater than that in 1998 (40 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 83 percent in 2011. This percentage was not significantly different from that in 2009 (81 percent) and was not significantly different from that in 1998 (81 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Connecticut KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178879?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Louisiana. Grade 4, Public Schools AN - 964178874; ED526234 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Louisiana was 210. This was lower than the average score of 220 for public school students in the nation. The average score for students in Louisiana in 2011 (210) was not significantly different from their average score in 2009 (207) and was higher than their average score in 1992 (204). In 2011, the score gap between students in Louisiana at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 1992 (45 points). The percentage of students in Louisiana who performed at or above the NAEP "Proficient" level was 23 percent in 2011. This percentage was greater than that in 2009 (18 percent) and was greater than that in 1992 (15 percent). The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 55 percent in 2011. This percentage was not significantly different from that in 2009 (51 percent) and was greater than that in 1992 (46 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Louisiana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178874?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Iowa. Grade 8, Public Schools AN - 964178870; ED526294 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Iowa was 265. This was not significantly different from the average score of 264 for public school students in the nation. The average score for students in Iowa in 2011 (265) was not significantly different from their average score in 2009 (265) and was lower than their average score in 2003 (268). In 2011, the score gap between students in Iowa at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 2003 (42 points). The percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (32 percent) and was not significantly different from that in 2003 (36 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (77 percent) and was not significantly different from that in 2003 (79 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Iowa KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178870?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. New Jersey. Grade 8, Public Schools AN - 964178863; ED526279 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in New Jersey was 275. This was higher than the average score of 264 for public school students in the nation. The average score for students in New Jersey in 2011 (275) was not significantly different from their average score in 2009 (273) and was higher than their average score in 2003 (268). In 2011, the score gap between students in New Jersey at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 2003 (43 points). The percentage of students in New Jersey who performed at or above the NAEP "Proficient" level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (42 percent) and was greater than that in 2003 (37 percent). The percentage of students in New Jersey who performed at or above the NAEP "Basic" level was 84 percent in 2011. This percentage was not significantly different from that in 2009 (83 percent) and was greater than that in 2003 (79 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Jersey KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178863?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Indiana. Grade 8, Public Schools AN - 964178862; ED526295 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Indiana was 265. This was not significantly different from the average score of 264 for public school students in the nation. The average score for students in Indiana in 2011 (265) was not significantly different from their average score in 2009 (266) and was not significantly different from their average score in 2002 (265). In 2011, the score gap between students in Indiana at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2002 (42 points). The percentage of students in Indiana who performed at or above the NAEP "Proficient" level was 32 percent in 2011. This percentage was not significantly different from that in 2009 (32 percent) and was not significantly different from that in 2002 (32 percent). The percentage of students in Indiana who performed at or above the NAEP "Basic" level was 78 percent in 2011. This percentage was not significantly different from that in 2009 (79 percent) and was not significantly different from that in 2002 (77 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Indiana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178862?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Nebraska. Grade 4, Public Schools AN - 964178853; ED526225 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Nebraska was 223. This was higher than the average score of 220 for public school students in the nation. The average score for students in Nebraska in 2011 (223) was not significantly different from their average score in 2009 (223) and was not significantly different from their average score in 1992 (221). In 2011, the score gap between students in Nebraska at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1992 (41 points). The percentage of students in Nebraska who performed at or above the NAEP "Proficient" level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was greater than that in 1992 (31 percent). The percentage of students in Nebraska who performed at or above the NAEP "Basic" level was 70 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent) and was not significantly different from that in 1992 (68 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Nebraska KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178853?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Hawaii. Grade 4, Public Schools AN - 964178852; ED526246 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Hawaii was 214. This was lower than the average score of 220 for public school students in the nation. The average score for students in Hawaii in 2011 (214) was higher than their average score in 2009 (211) and was higher than their average score in 1992 (203). In 2011, the score gap between students in Hawaii at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was not significantly different from that of 1992 (49 points). The percentage of students in Hawaii who performed at or above the NAEP "Proficient" level was 27 percent in 2011. This percentage was not significantly different from that in 2009 (26 percent) and was greater than that in 1992 (17 percent). The percentage of students in Hawaii who performed at or above the NAEP "Basic" level was 59 percent in 2011. This percentage was not significantly different from that in 2009 (57 percent) and was greater than that in 1992 (48 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Hawaii KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178852?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Kentucky. Grade 4, Public Schools AN - 964178845; ED526235 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Kentucky was 225. This was higher than the average score of 220 for public school students in the nation. The average score for students in Kentucky in 2011 (225) was not significantly different from their average score in 2009 (226) and was higher than their average score in 1992 (213). In 2011, the score gap between students in Kentucky at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Kentucky who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1992 (23 percent). The percentage of students in Kentucky who performed at or above the NAEP "Basic" level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 1992 (58 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kentucky KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178845?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Connecticut. Grade 4, Public Schools AN - 964178842; ED526092 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Connecticut was 242. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Connecticut in 2011 (242) was not significantly different from their average score in 2009 (245) and was higher than their average score in 1992 (227). In 2011, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (46 percent) and was greater than that in 1992 (24 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 82 percent in 2011. This percentage was not significantly different from that in 2009 (86 percent) and was greater than that in 1992 (67 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Connecticut KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178842?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Oregon. Grade 4, Public Schools AN - 964178770; ED526058 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Oregon was 237. This was lower than the average score of 240 for public school students in the nation. The average score for students in Oregon in 2011 (237) was not significantly different from their average score in 2009 (238) and was higher than their average score in 1996 (223). In 2011, the score gap between students in Oregon at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1996 (41 points). The percentage of students in Oregon who performed at or above the NAEP "Proficient" level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (37 percent) and was greater than that in 1996 (21 percent). The percentage of students in Oregon who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (80 percent) and was greater than that in 1996 (65 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Oregon KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178770?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Wisconsin. Grade 4, Public Schools AN - 964178490; ED526046 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Wisconsin was 245. This was higher than the average score of 240 for public school students in the nation. The average score for students in Wisconsin in 2011 (245) was not significantly different from their average score in 2009 (244) and was higher than their average score in 1992 (229). In 2011, the score gap between students in Wisconsin at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (38 points). The percentage of students in Wisconsin who performed at or above the NAEP "Proficient" level was 47 percent in 2011. This percentage was not significantly different from that in 2009 (45 percent) and was greater than that in 1992 (24 percent). The percentage of students in Wisconsin who performed at or above the NAEP "Basic" level was 86 percent in 2011. This percentage was not significantly different from that in 2009 (85 percent) and was greater than that in 1992 (71 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178490?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. South Carolina. Grade 4, Public Schools AN - 964178478; ED526055 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in South Carolina was 237. This was lower than the average score of 240 for public school students in the nation. The average score for students in South Carolina in 2011 (237) was not significantly different from their average score in 2009 (236) and was higher than their average score in 1992 (212). In 2011, the score gap between students in South Carolina at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in South Carolina who performed at or above the NAEP "Proficient" level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent) and was greater than that in 1992 (13 percent). The percentage of students in South Carolina who performed at or above the NAEP "Basic" level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1992 (48 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - South Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178478?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Pennsylvania. Grade 4, Public Schools AN - 964178424; ED526057 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Pennsylvania was 246. This was higher than the average score of 240 for public school students in the nation. The average score for students in Pennsylvania in 2011 (246) was not significantly different from their average score in 2009 (244) and was higher than their average score in 1992 (224). In 2011, the score gap between students in Pennsylvania at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 48 percent in 2011. This percentage was not significantly different from that in 2009 (46 percent) and was greater than that in 1992 (22 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 87 percent in 2011. This percentage was not significantly different from that in 2009 (84 percent) and was greater than that in 1992 (65 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178424?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Maryland. Grade 4, Public Schools AN - 964178422; ED526075 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Maryland was 247. This was higher than the average score of 240 for public school students in the nation. The average score for students in Maryland in 2011 (247) was higher than their average score in 2009 (244) and was higher than their average score in 1992 (217). In 2011, the score gap between students in Maryland at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was narrower than that of 1992 (49 points). The percentage of students in Maryland who performed at or above the NAEP "Proficient" level was 48 percent in 2011. This percentage was not significantly different from that in 2009 (44 percent) and was greater than that in 1992 (18 percent). The percentage of students in Maryland who performed at or above the NAEP "Basic" level was 86 percent in 2011. This percentage was not significantly different from that in 2009 (85 percent) and was greater than that in 1992 (55 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178422?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Massachusetts. Grade 4, Public Schools AN - 964178415; ED526074 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Massachusetts was 253. This was higher than the average score of 240 for public school students in the nation. The average score for students in Massachusetts in 2011 (253) was not significantly different from their average score in 2009 (252) and was higher than their average score in 1992 (227). In 2011, the score gap between students in Massachusetts at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 58 percent in 2011. This percentage was not significantly different from that in 2009 (57 percent) and was greater than that in 1992 (23 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 93 percent in 2011. This percentage was not significantly different from that in 2009 (92 percent) and was greater than that in 1992 (68 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Massachusetts KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178415?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Minnesota. Grade 4, Public Schools AN - 964178407; ED526072 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Minnesota was 249. This was higher than the average score of 240 for public school students in the nation. The average score for students in Minnesota in 2011 (249) was not significantly different from their average score in 2009 (249) and was higher than their average score in 1992 (228). In 2011, the score gap between students in Minnesota at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in Minnesota who performed at or above the NAEP "Proficient" level was 53 percent in 2011. This percentage was not significantly different from that in 2009 (54 percent) and was greater than that in 1992 (26 percent). The percentage of students in Minnesota who performed at or above the NAEP "Basic" level was 88 percent in 2011. This percentage was not significantly different from that in 2009 (89 percent) and was greater than that in 1992 (71 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Minnesota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178407?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. California. Grade 4, Public Schools AN - 964178237; ED526094 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in California was 234. This was lower than the average score of 240 for public school students in the nation. The average score for students in California in 2011 (234) was not significantly different from their average score in 2009 (232) and was higher than their average score in 1992 (208). In 2011, the score gap between students in California at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (49 points). The percentage of students in California who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (30 percent) and was greater than that in 1992 (12 percent). The percentage of students in California who performed at or above the NAEP "Basic" level was 74 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 1992 (46 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964178237?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Employees in Postsecondary Institutions, Fall 2010, and Salaries of Full-Time Instructional Staff, 2010-11. First Look. NCES 2012-276 AN - 964177799; ED526432 AB - This "First Look" presents findings from the Human Resources (HR) Component of the Integrated Postsecondary Education Data System (IPEDS) winter 2010-11 data collection. The HR component consists of the following three sections: Employees by Assigned Position (EAP) and Fall Staff for fall 2010 and Salaries for academic year 2010-11. Only the EAP and Salaries sections of the HR component were required for the winter 2010-11 collection; the Fall Staff section was optional. The HR data were collected through the IPEDS web-based data collection system. This "First Look" report continues the series of First Look reports based on the collection of data from more than 7,000 postsecondary education institutions that participate in Title IV federal student financial aid programs. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Appended are: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 12 tables and 13 footnotes.) [For "Employees in Postsecondary Institutions, Fall 2009, and Salaries of Full-Time Instructional Staff, 2009-10. First Look. NCES 2011-150," see ED512565.] AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 50 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Student Financial Aid KW - Tenure KW - Colleges KW - Salaries KW - Employees KW - Data Collection KW - Employment KW - Human Resources UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177799?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Wyoming. Grade 8, Public Schools AN - 964177797; ED526259 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Wyoming was 270. This was higher than the average score of 264 for public school students in the nation. The average score for students in Wyoming in 2011 (270) was not significantly different from their average score in 2009 (268) and was higher than their average score in 1998 (263). In 2011, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1998 (42 points). The percentage of students in Wyoming who performed at or above the NAEP "Proficient" level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent) and was greater than that in 1998 (31 percent). The percentage of students in Wyoming who performed at or above the NAEP "Basic" level was 82 percent in 2011. This percentage was not significantly different from that in 2009 (82 percent) and was greater than that in 1998 (76 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wyoming KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177797?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Oklahoma. Grade 4, Public Schools AN - 964177787; ED526215 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Oklahoma was 215. This was lower than the average score of 220 for public school students in the nation. The average score for students in Oklahoma in 2011 (215) was not significantly different from their average score in 2009 (217) and was lower than their average score in 1992 (220). In 2011, the score gap between students in Oklahoma at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (41 points). The percentage of students in Oklahoma who performed at or above the NAEP "Proficient" level was 27 percent in 2011. This percentage was not significantly different from that in 2009 (28 percent) and was not significantly different from that in 1992 (29 percent). The percentage of students in Oklahoma who performed at or above the NAEP "Basic" level was 64 percent in 2011. This percentage was not significantly different from that in 2009 (65 percent) and was not significantly different from that in 1992 (67 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Oklahoma KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177787?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Georgia. Grade 8, Public Schools AN - 964177776; ED526186 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Georgia was 278. This was lower than the average score of 283 for public school students in the nation. The average score for students in Georgia in 2011 (278) was not significantly different from their average score in 2009 (278) and was higher than their average score in 1990 (259). In 2011, the score gap between students in Georgia at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1990 (52 points). The percentage of students in Georgia who performed at or above the NAEP "Proficient" level was 28 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent) and was greater than that in 1990 (14 percent). The percentage of students in Georgia who performed at or above the NAEP "Basic" level was 68 percent in 2011. This percentage was not significantly different from that in 2009 (67 percent) and was greater than that in 1990 (47 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Georgia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177776?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Kentucky. Grade 8, Public Schools AN - 964177766; ED526178 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Kentucky was 282. This was not significantly different from the average score of 283 for public school students in the nation. The average score for students in Kentucky in 2011 (282) was not significantly different from their average score in 2009 (279) and was higher than their average score in 1990 (257). In 2011, the score gap between students in Kentucky at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1990 (45 points). The percentage of students in Kentucky who performed at or above the NAEP "Proficient" level was 31 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent) and was greater than that in 1990 (10 percent). The percentage of students in Kentucky who performed at or above the NAEP "Basic" level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent) and was greater than that in 1990 (43 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kentucky KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177766?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. West Virginia. Grade 4, Public Schools AN - 964177764; ED526203 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in West Virginia was 214. This was lower than the average score of 220 for public school students in the nation. The average score for students in West Virginia in 2011 (214) was not significantly different from their average score in 2009 (215) and was not significantly different from their average score in 1992 (216). In 2011, the score gap between students in West Virginia at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 27 percent in 2011. This percentage was not significantly different from that in 2009 (26 percent) and was not significantly different from that in 1992 (25 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 61 percent in 2011. This percentage was not significantly different from that in 2009 (62 percent) and was not significantly different from that in 1992 (61 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - West Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177764?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Distance Education Courses for Public Elementary and Secondary School Students: 2009-10. First Look. NCES 2012-008 AN - 964177548; ED526879 AB - This report provides national estimates about student enrollment in distance education courses in public school districts. The estimates presented in this report are based on a district survey about distance education courses offered by the district or by any of the schools in the district during the 12-month 2009-10 school year. For this survey, distance education courses were defined as courses offered to elementary and secondary school students regularly enrolled in the district that meet all of the following criteria: (1) are credit granting; (2) are technology delivered; and (3) have the instructor in a different location than the students and/or have course content developed in, or delivered from, a different location than that of the students. Findings include: (1) Fifty-five percent of public school districts reported having students enrolled in distance education courses in 2009-10 (table 1); (2) Districts reported an estimated 1,816,400 enrollments in distance education courses for 2009-10 (table 2); (3) Seventy-nine percent of districts with students enrolled in distance education courses reported enrollments of 100 or fewer students, with 25 percent reporting 1 to 10 enrollments, 27 percent reporting 11 to 30 enrollments, and 27 percent reporting 31 to 100 enrollments (table 3); (4) Eighty-seven percent of districts reported tracking all distance education courses that students completed with a passing grade, 79 percent reported tracking all distance education courses that students completed with a failing grade, and 65 percent reported tracking all distance education courses where students withdrew prior to completing the course (table 4); (5) Ninety-eight percent of districts reported monitoring student progress in distance education courses using a final grade report (table 5); (6) Twelve percent of districts reported having written policies specifying that a student cannot enroll in another distance education course when a distance education course was not successfully completed, while 6 percent of districts reported having policies specifying that a student must wait a specified time before enrolling in another distance education course (table 6); (7) Twenty-two percent of districts with students enrolled in distance education courses reported that students enrolled in regular high school programs could take a full course load in an academic term using only distance education courses, while 12 percent reported that students could fulfill all high school graduation requirements using only distance education courses (table 7); (8) Fifty percent of districts reported that a postsecondary institution in the United States delivered distance education courses in which students in their district were enrolled (table 8); (9) Districts reported that the types of distance education courses in which students enrolled were credit recovery (62 percent), dual enrollment (47 percent), Advanced Placement (29 percent), career and technical education (27 percent), and other types of academic courses (65 percent) (table 9); (10) The majority of districts reported that providing courses not otherwise available at the school (64 percent) and providing opportunities for students to recover course credits from classes missed or failed (57 percent) were very important reasons for having distance education courses in their district (table 10); (11) Fifty-nine percent of districts reported having students enrolled in courses that used the Internet with asynchronous (not simultaneous) instruction to a large extent, with an additional 27 percent reporting having students enrolled in courses that used this technology to a small or moderate extent (table 11); (12) The technology most frequently cited by districts as the primary mode of instructional delivery for the greatest number of distance education courses was the Internet using asynchronous instruction (63 percent) (table 12); (13) Ninety percent of districts with distance education enrollments reported having students enrolled in distance education courses delivered over the Internet (table 13); and (14) About three-quarters (74 percent) of the districts with distance education enrollments in 2009-10 indicated that they planned to expand the number of distance education courses offered in the next 3 years (table 14). Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 29 tables and 12 footnotes.) AU - Queen, Barbara AU - Lewis, Laurie Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 66 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Progress Monitoring KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Policymakers KW - Elementary Secondary Education KW - Elementary School Students KW - Course Content KW - Credits KW - School Districts KW - Advanced Placement KW - National Surveys KW - Secondary School Students KW - Computer Uses in Education KW - Secondary Schools KW - Enrollment Rate KW - Distance Education KW - Repetition KW - Graduation Requirements KW - Public Schools KW - Educational Opportunities KW - Required Courses KW - Educational Technology KW - Elementary Schools KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177548?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. New Hampshire. Grade 4, Public Schools AN - 964177510; ED526223 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in New Hampshire was 230. This was higher than the average score of 220 for public school students in the nation. The average score for students in New Hampshire in 2011 (230) was not significantly different from their average score in 2009 (229) and was not significantly different from their average score in 1992 (228). In 2011, the score gap between students in New Hampshire at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1992 (39 points). The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 43 percent in 2011. This percentage was not significantly different from that in 2009 (41 percent) and was greater than that in 1992 (38 percent). The percentage of students in New Hampshire who performed at or above the NAEP "Basic" level was 78 percent in 2011. This percentage was not significantly different from that in 2009 (77 percent) and was not significantly different from that in 1992 (76 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Hampshire KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177510?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Mississippi. Grade 4, Public Schools AN - 964177482; ED526071 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Mississippi was 230. This was lower than the average score of 240 for public school students in the nation. The average score for students in Mississippi in 2011 (230) was not significantly different from their average score in 2009 (227) and was higher than their average score in 1992 (202). In 2011, the score gap between students in Mississippi at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in Mississippi who performed at or above the NAEP "Proficient" level was 25 percent in 2011. This percentage was not significantly different from that in 2009 (22 percent) and was greater than that in 1992 (6 percent). The percentage of students in Mississippi who performed at or above the NAEP "Basic" level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (69 percent) and was greater than that in 1992 (36 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Mississippi KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177482?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Rhode Island. Grade 4, Public Schools AN - 964177419; ED526056 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Rhode Island was 242. This was higher than the average score of 240 for public school students in the nation. The average score for students in Rhode Island in 2011 (242) was higher than their average score in 2009 (239) and was higher than their average score in 1992 (215). In 2011, the score gap between students in Rhode Island at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 43 percent in 2011. This percentage was not significantly different from that in 2009 (39 percent) and was greater than that in 1992 (13 percent). The percentage of students in Rhode Island who performed at or above the NAEP "Basic" level was 84 percent in 2011. This percentage was greater than that in 2009 (81 percent) and was greater than that in 1992 (54 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Rhode Island KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177419?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Michigan. Grade 4, Public Schools AN - 964177414; ED526073 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Michigan was 236. This was lower than the average score of 240 for public school students in the nation. The average score for students in Michigan in 2011 (236) was not significantly different from their average score in 2009 (236) and was higher than their average score in 1992 (220). In 2011, the score gap between students in Michigan at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in Michigan who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was greater than that in 1992 (18 percent). The percentage of students in Michigan who performed at or above the NAEP "Basic" level was 78 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1992 (61 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Michigan KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177414?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Virginia. Grade 4, Public Schools AN - 964177372; ED526052 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Virginia was 245. This was higher than the average score of 240 for public school students in the nation. The average score for students in Virginia in 2011 (245) was not significantly different from their average score in 2009 (243) and was higher than their average score in 1992 (221). In 2011, the score gap between students in Virginia at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was narrower than that of 1992 (43 points). The percentage of students in Virginia who performed at or above the NAEP "Proficient" level was 46 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent) and was greater than that in 1992 (19 percent). The percentage of students in Virginia who performed at or above the NAEP "Basic" level was 87 percent in 2011. This percentage was not significantly different from that in 2009 (85 percent) and was greater than that in 1992 (59 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177372?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Wyoming. Grade 4, Public Schools AN - 964177360; ED526045 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Wyoming was 244. This was higher than the average score of 240 for public school students in the nation. The average score for students in Wyoming in 2011 (244) was higher than their average score in 2009 (242) and was higher than their average score in 1992 (225). In 2011, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was not significantly different from that of 1992 (35 points). The percentage of students in Wyoming who performed at or above the NAEP "Proficient" level was 44 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1992 (19 percent). The percentage of students in Wyoming who performed at or above the NAEP "Basic" level was 88 percent in 2011. This percentage was not significantly different from that in 2009 (87 percent) and was greater than that in 1992 (69 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wyoming KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177360?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of GED Recipients in High School: 2002-06. Issue Brief. NCES 2012-025 AN - 964176951; ED526222 AB - The General Educational Development (GED) credential is often considered to be the equivalent of a high school diploma for students who do not graduate from high school. A GED credential can expand opportunities in the labor market (Song and Hsu 2008) and in postsecondary education for those who obtain it. Nearly all postsecondary institutions (98 percent) that require high school diplomas for application purposes also recognize the GED credential as sufficient to meet minimum educational requirements (American Council on Education 2008). Nonetheless, GED recipients do not enroll in postsecondary education at the same rate as do high school graduates. While GED recipients may not realize outcomes equivalent to those of high school graduates, GED recipients fare better on several outcomes--including future earnings, life satisfaction, levels of depression, and substance abuse--than do high school dropouts who do not obtain the credential (Ou 2008; Heckman, Humphries, and Mader 2010). Previous research has examined high school graduates, GED recipients, and high school dropouts without a GED for differences in demographic characteristics and outcomes after high school. However, differences that are apparent during the years leading up to graduation are of particular interest to educators and policymakers because students' progression toward or away from graduation occurs during this time. Thus, this Issue Brief compares GED recipients to high school graduates and dropouts without a GED, during high school. First, the brief describes various demographic characteristics of GED recipients (i.e., gender, race/ethnicity, socioeconomic status, native language, family composition, and parents' highest level of education). Second, the brief compares GED recipients to high school graduates and dropouts without a GED by 10th-grade participation in school, academic achievement, and plans for postsecondary education 2 years later, in 12th grade. Finally, the brief explores the reasons GED recipients reported for leaving high school and obtaining a GED credential. The Issue Brief draws on data from the base-year study and first and second follow-ups of the Education Longitudinal Study of 2002 (ELS:2002). The ELS:2002 is conducted by the National Center for Education Statistics, which is part of the U.S. Department of Education's Institute of Education Sciences, and contains data from a nationally representative sample of public and private school students who were 10th-graders in spring 2002. Appended are: (1) Standard errors for Table 1: Percentage distribution of spring 2002 10th-graders, by high school completion status and selected characteristics: 2006; (2) Standard errors for Table 2: Percentage distribution of 2002 10th-graders, by high school completion status and participation in high school programs and classes, academic achievement, and plans for postsecondary education expectation: 2002, 2004, and 2006; and (3) Standard errors for Table 3: Percentage of 2002 10th-graders who completed a GED credential or dropped out of school, by reasons for leaving school and reasons for obtaining GED credential: 2006. (Contains 6 tables and 6 endnotes.) AU - Malkus, Nathaniel AU - Sen, Anindita Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 6 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Elementary Secondary Education KW - Grade 10 KW - Grade 12 KW - High School Equivalency Programs KW - High Schools KW - Higher Education KW - Postsecondary Education KW - Secondary Education KW - High School Graduates KW - Dropout Characteristics KW - Adult Students KW - Student Characteristics KW - Academic Achievement KW - Student Participation KW - Dropouts KW - Dropout Attitudes KW - Comparative Analysis KW - Student Educational Objectives KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176951?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457 AN - 964176881; ED525544 AB - This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Nationally representative samples of 213,100 fourth-graders and 168,200 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in reading. At each grade, students responded to questions designed to measure their reading comprehension across two types of texts: literary and informational. The results from the 2011 assessment are compared to those from previous years, showing how students' performance in reading has changed over time. Findings reveal: (1) Students' reading comprehension unchanged from 2009 at grade 4, and improves at grade 8; (2) Higher percentage of eighth-graders perform at or above "Proficient" than in 2009; and (3) Scores in 12 states higher than in 2009 at grade 4 or 8 and lower in 2 states. Appendix tables are included. (Contains 36 figures and 44 tables.) Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 105 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Gender Differences KW - Scores KW - Educational Trends KW - Asian American Students KW - Reading Comprehension KW - Racial Differences KW - Students KW - National Competency Tests KW - American Indians KW - Achievement Gains KW - Comparative Analysis KW - White Students KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - African American Students KW - Hispanic American Students KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176881?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Louisiana. Grade 8, Public Schools AN - 964176623; ED526177 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Louisiana was 273. This was lower than the average score of 283 for public school students in the nation. The average score for students in Louisiana in 2011 (273) was not significantly different from their average score in 2009 (272) and was higher than their average score in 1990 (246). In 2011, the score gap between students in Louisiana at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1990 (44 points). The percentage of students in Louisiana who performed at or above the NAEP "Proficient" level was 22 percent in 2011. This percentage was not significantly different from that in 2009 (20 percent) and was greater than that in 1990 (5 percent). The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 63 percent in 2011. This percentage was not significantly different from that in 2009 (62 percent) and was greater than that in 1990 (32 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Louisiana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176623?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Louisiana. Grade 8, Public Schools AN - 964176614; ED526291 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Louisiana was 255. This was lower than the average score of 264 for public school students in the nation. The average score for students in Louisiana in 2011 (255) was not significantly different from their average score in 2009 (253) and was not significantly different from their average score in 1998 (252). In 2011, the score gap between students in Louisiana at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1998 (42 points). The percentage of students in Louisiana who performed at or above the NAEP "Proficient" level was 22 percent in 2011. This percentage was not significantly different from that in 2009 (20 percent) and was greater than that in 1998 (17 percent). The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 66 percent in 2011. This percentage was not significantly different from that in 2009 (64 percent) and was not significantly different from that in 1998 (63 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Louisiana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176614?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Student Victimization in U.S. Schools: Results from the 2009 School Crime Supplement to the National Crime Victimization Survey. NCES 2012-314 AN - 964176604; ED525598 AB - This report provides estimates of student criminal victimization as defined by the 2009 School Crime Supplement (SCS) to the 2009 National Crime Victimization Survey (NCVS). The NCVS is the nation's primary source of information on criminal victimization and the victims of crime in the United States. The SCS is a supplement to the NCVS that was created to collect national-level information about students ages 12 through 18 and school characteristics related to school crime. The first three administrations of the SCS were conducted in 1989, 1995, and 1999; since 1999, it has been conducted biennially. The survey is designed to assist policymakers, as well as researchers and practitioners at the federal, state, and local levels, in making informed decisions concerning crime in schools. Major findings from the 2009 NCVS and SCS include the following: (1) In school year 2008-09, about 3.9 percent of students ages 12 through 18 were the victims of any crime at school (table 1). About 2.8 percent reported being victims of theft, 1.4 percent reported a violent victimization, and 0.3 percent reported a serious violent victimization; (2) A larger percentage of males were victims of any crime at school (4.6 percent) than were females (3.2 percent) (table 2); (3) A higher percentage of students in grade 9 reported theft victimization (4.9 percent) than did students in grades 7 or 8 (2.1 percent and 2.0 percent, respectively) (table 2). In addition, higher percentages of students in grades 9, 10, and 11 reported theft victimization (4.9 percent, 3.5 percent, and 3.3 percent, respectively) than did students in grades 6 or 12 (1.3 percent and 1.5 percent, respectively); (4) Some 39.8 percent of student victims of any crime reported the presence of gangs at school, compared to 19.6 percent of student nonvictims (figure 1 and table 3); (5) About 33.9 percent of students who reported violent crime victimization reported having been in a physical fight at school, compared to 5.3 percent of students who were not victims of any crime (figure 1 and table 3); (6) About 53.2 percent of student victims of theft and 54.2 percent of student victims of violent crime said drugs were available at their school, compared to 29.9 percent of students who were not victims of any crime (figure 1 and table 3); (7) Higher percentages of students who reported any criminal victimization at school reported they were also the targets of traditional (63.5 percent) and electronic (19.8 percent) bullying than were student nonvictims (26.6 percent and 5.5 percent, respectively) (figure 2 and table 4); (8) Higher percentages of student victims of any crime and theft reported security cameras at their school than did student nonvictims (78.5 percent and 80.9 percent vs. 69.7 percent, respectively) (figure 3 and table 5); (9) When asked about safety measures at their school, a higher percentage of students who were victims of theft reported that their schools used security guards or assigned police officers than did student nonvictims of any crime (81.9 percent vs. 67.7 percent) (figure 4 and table 6); and (10) The percentage of student victims of violent crimes who reported being afraid of attack or harm at school (22.7 percent) was higher than that of student nonvictims of any crime (3.9 percent) (figure 5 and table 7). Appended are: (1) Technical Notes; (2) Standard Error Tables; (3) Selected Items From the 2009 National Crime Victimization Survey Basic Screen Questionnaire (NCVS-1); (4) Selected Items From the 2009 National Crime Victimization Survey Crime Incident Report (NCVS-2); and (5) 2009 School Crime Supplement to the National Crime Victimization Survey Instrument. (Contains 17 tables, 5 figures and 23 footnotes.) [For "Student Victimization in U.S. Schools: Results from the 2007 School Crime Supplement to the National Crime Victimization Survey. NCES 2010-319," see ED510885.] AU - DeVoe, Jill Fleury AU - Bauer, Lynn Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 72 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Researchers KW - Policymakers KW - Elementary Education KW - Elementary Secondary Education KW - Grade 10 KW - Grade 11 KW - Grade 12 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - High Schools KW - Intermediate Grades KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Crime KW - Fear KW - Student Characteristics KW - School Security KW - Students KW - Violence KW - Public Schools KW - Educational Environment KW - Victims of Crime KW - Student Behavior KW - Private Schools KW - Bullying UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176604?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Massachusetts. Grade 8, Public Schools AN - 964176346; ED526129 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Massachusetts was 299. This was higher than the average score of 283 for public school students in the nation. The average score for students in Massachusetts in 2011 (299) was not significantly different from their average score in 2009 (299) and was higher than their average score in 1992 (273). In 2011, the score gap between students in Massachusetts at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1992 (48 points). The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 51 percent in 2011. This percentage was not significantly different from that in 2009 (52 percent) and was greater than that in 1992 (23 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 86 percent in 2011. This percentage was not significantly different from that in 2009 (85 percent) and was greater than that in 1992 (63 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Massachusetts KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176346?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. North Dakota. Grade 8, Public Schools AN - 964176116; ED526275 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in North Dakota was 269. This was higher than the average score of 264 for public school students in the nation. The average score for students in North Dakota in 2011 (269) was not significantly different from their average score in 2009 (269) and was not significantly different from their average score in 2002 (268). In 2011, the score gap between students in North Dakota at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 2002 (38 points). The percentage of students in North Dakota who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent) and was not significantly different from that in 2002 (35 percent). The percentage of students in North Dakota who performed at or above the NAEP "Basic" level was 83 percent in 2011. This percentage was not significantly different from that in 2009 (86 percent) and was not significantly different from that in 2002 (82 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - North Dakota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176116?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Louisiana. Grade 4, Public Schools AN - 964176100; ED526077 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Louisiana was 231. This was lower than the average score of 240 for public school students in the nation. The average score for students in Louisiana in 2011 (231) was not significantly different from their average score in 2009 (229) and was higher than their average score in 1992 (204). In 2011, the score gap between students in Louisiana at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in Louisiana who performed at or above the NAEP "Proficient" level was 26 percent in 2011. This percentage was not significantly different from that in 2009 (23 percent) and was greater than that in 1992 (8 percent). The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 1992 (39 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Louisiana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176100?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Oklahoma. Grade 8, Public Schools AN - 964176076; ED526114 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Oklahoma was 279. This was lower than the average score of 283 for public school students in the nation. The average score for students in Oklahoma in 2011 (279) was higher than their average score in 2009 (276) and was higher than their average score in 1990 (263). In 2011, the score gap between students in Oklahoma at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1990 (43 points). The percentage of students in Oklahoma who performed at or above the NAEP "Proficient" level was 27 percent in 2011. This percentage was not significantly different from that in 2009 (24 percent) and was greater than that in 1990 (13 percent). The percentage of students in Oklahoma who performed at or above the NAEP "Basic" level was 72 percent in 2011. This percentage was greater than that in 2009 (68 percent) and was greater than that in 1990 (52 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Oklahoma KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176076?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Mississippi. Grade 4, Public Schools AN - 964176030; ED526228 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Mississippi was 209. This was lower than the average score of 220 for public school students in the nation. The average score for students in Mississippi in 2011 (209) was not significantly different from their average score in 2009 (211) and was higher than their average score in 1992 (199). In 2011, the score gap between students in Mississippi at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1992 (48 points). The percentage of students in Mississippi who performed at or above the NAEP "Proficient" level was 22 percent in 2011. This percentage was not significantly different from that in 2009 (22 percent) and was greater than that in 1992 (14 percent). The percentage of students in Mississippi who performed at or above the NAEP "Basic" level was 55 percent in 2011. This percentage was not significantly different from that in 2009 (55 percent) and was greater than that in 1992 (41 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Mississippi KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176030?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. New Jersey. Grade 4, Public Schools AN - 964176015; ED526221 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in New Jersey was 231. This was higher than the average score of 220 for public school students in the nation. The average score for students in New Jersey in 2011 (231) was not significantly different from their average score in 2009 (229) and was higher than their average score in 1992 (223). In 2011, the score gap between students in New Jersey at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1992 (45 points). The percentage of students in New Jersey who performed at or above the NAEP "Proficient" level was 44 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1992 (35 percent). The percentage of students in New Jersey who performed at or above the NAEP "Basic" level was 78 percent in 2011. This percentage was not significantly different from that in 2009 (76 percent) and was greater than that in 1992 (69 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Jersey KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176015?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Idaho. Grade 8, Public Schools AN - 964175936; ED526297 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Idaho was 268. This was higher than the average score of 264 for public school students in the nation. The average score for students in Idaho in 2011 (268) was higher than their average score in 2009 (265) and was not significantly different from their average score in 2002 (266). In 2011, the score gap between students in Idaho at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 2002 (40 points). The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 2002 (34 percent). The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 81 percent in 2011. This percentage was greater than that in 2009 (77 percent) and was not significantly different from that in 2002 (79 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Idaho KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175936?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Washington. Grade 8, Public Schools AN - 964175925; ED526262 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Washington was 268. This was higher than the average score of 264 for public school students in the nation. The average score for students in Washington in 2011 (268) was not significantly different from their average score in 2009 (267) and was higher than their average score in 1998 (264). In 2011, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1998 (43 points). The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1998 (32 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was not significantly different from that in 1998 (76 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Washington KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175925?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Virginia. Grade 8, Public Schools AN - 964175911; ED526104 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Virginia was 289. This was higher than the average score of 283 for public school students in the nation. The average score for students in Virginia in 2011 (289) was not significantly different from their average score in 2009 (286) and was higher than their average score in 1990 (264). In 2011, the score gap between students in Virginia at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1990 (51 points). The percentage of students in Virginia who performed at or above the NAEP "Proficient" level was 40 percent in 2011. This percentage was greater than that in 2009 (36 percent) and was greater than that in 1990 (17 percent). The percentage of students in Virginia who performed at or above the NAEP "Basic" level was 78 percent in 2011. This percentage was not significantly different from that in 2009 (76 percent) and was greater than that in 1990 (52 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175911?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. South Dakota. Grade 4, Public Schools AN - 964175901; ED526210 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in South Dakota was 220. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in South Dakota in 2011 (220) was lower than their average score in 2009 (222) and was not significantly different from their average score in 2003 (222). In 2011, the score gap between students in South Dakota at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 2003 (44 points). The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 31 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 2003 (33 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 69 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent) and was not significantly different from that in 2003 (69 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - South Dakota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175901?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. New Hampshire. Grade 8, Public Schools AN - 964175841; ED526121 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in New Hampshire was 292. This was higher than the average score of 283 for public school students in the nation. The average score for students in New Hampshire in 2011 (292) was not significantly different from their average score in 2009 (292) and was higher than their average score in 1990 (273). In 2011, the score gap between students in New Hampshire at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1990 (41 points). The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 44 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent) and was greater than that in 1990 (20 percent). The percentage of students in New Hampshire who performed at or above the NAEP "Basic" level was 82 percent in 2011. This percentage was not significantly different from that in 2009 (82 percent) and was greater than that in 1990 (65 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Hampshire KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 8 KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175841?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. New Mexico. Grade 8, Public Schools AN - 964175832; ED526119 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in New Mexico was 274. This was lower than the average score of 283 for public school students in the nation. The average score for students in New Mexico in 2011 (274) was higher than their average score in 2009 (270) and was higher than their average score in 1990 (256). In 2011, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1990 (45 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 24 percent in 2011. This percentage was greater than that in 2009 (20 percent) and was greater than that in 1990 (10 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 64 percent in 2011. This percentage was greater than that in 2009 (59 percent) and was greater than that in 1990 (43 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Mexico KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 8 KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175832?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Wisconsin. Grade 4, Public Schools AN - 964175824; ED526202 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Wisconsin was 221. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Wisconsin in 2011 (221) was not significantly different from their average score in 2009 (220) and was not significantly different from their average score in 1992 (224). In 2011, the score gap between students in Wisconsin at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was wider than that of 1992 (41 points). The percentage of students in Wisconsin who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 1992 (33 percent). The percentage of students in Wisconsin who performed at or above the NAEP "Basic" level was 68 percent in 2011. This percentage was not significantly different from that in 2009 (67 percent) and was not significantly different from that in 1992 (71 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175824?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Maine. Grade 8, Public Schools AN - 964175815; ED526290 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Maine was 270. This was higher than the average score of 264 for public school students in the nation. The average score for students in Maine in 2011 (270) was not significantly different from their average score in 2009 (268) and was not significantly different from their average score in 1998 (271). In 2011, the score gap between students in Maine at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1998 (42 points). The percentage of students in Maine who performed at or above the NAEP "Proficient" level was 39 percent in 2011. This percentage was greater than that in 2009 (35 percent) and was not significantly different from that in 1998 (41 percent). The percentage of students in Maine who performed at or above the NAEP "Basic" level was 80 percent in 2011. This percentage was not significantly different from that in 2009 (80 percent) and was not significantly different from that in 1998 (83 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Maine KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175815?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. New Hampshire. Grade 8, Public Schools AN - 964175805; ED526280 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in New Hampshire was 272. This was higher than the average score of 264 for public school students in the nation. The average score for students in New Hampshire in 2011 (272) was not significantly different from their average score in 2009 (271) and was not significantly different from their average score in 2003 (271). In 2011, the score gap between students in New Hampshire at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 2003 (43 points). The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 40 percent in 2011. This percentage was not significantly different from that in 2009 (39 percent) and was not significantly different from that in 2003 (40 percent). The percentage of students in New Hampshire who performed at or above the NAEP "Basic" level was 84 percent in 2011. This percentage was not significantly different from that in 2009 (81 percent) and was not significantly different from that in 2003 (81 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Hampshire KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175805?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Kentucky. Grade 4, Public Schools AN - 964175803; ED526078 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Kentucky was 241. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Kentucky in 2011 (241) was not significantly different from their average score in 2009 (239) and was higher than their average score in 1992 (215). In 2011, the score gap between students in Kentucky at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was narrower than that of 1992 (40 points). The percentage of students in Kentucky who performed at or above the NAEP "Proficient" level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (37 percent) and was greater than that in 1992 (13 percent). The percentage of students in Kentucky who performed at or above the NAEP "Basic" level was 85 percent in 2011. This percentage was greater than that in 2009 (81 percent) and was greater than that in 1992 (51 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kentucky KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175803?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Missouri. Grade 4, Public Schools AN - 964175791; ED526070 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Missouri was 240. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Missouri in 2011 (240) was not significantly different from their average score in 2009 (241) and was higher than their average score in 1992 (222). In 2011, the score gap between students in Missouri at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in Missouri who performed at or above the NAEP "Proficient" level was 41 percent in 2011. This percentage was not significantly different from that in 2009 (41 percent) and was greater than that in 1992 (19 percent). The percentage of students in Missouri who performed at or above the NAEP "Basic" level was 83 percent in 2011. This percentage was not significantly different from that in 2009 (83 percent) and was greater than that in 1992 (62 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Missouri KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175791?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. New Mexico. Grade 4, Public Schools AN - 964175781; ED526220 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in New Mexico was 208. This was lower than the average score of 220 for public school students in the nation. The average score for students in New Mexico in 2011 (208) was not significantly different from their average score in 2009 (208) and was not significantly different from their average score in 1992 (211). In 2011, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1992 (47 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 21 percent in 2011. This percentage was not significantly different from that in 2009 (20 percent) and was not significantly different from that in 1992 (23 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 53 percent in 2011. This percentage was not significantly different from that in 2009 (52 percent) and was not significantly different from that in 1992 (55 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - New Mexico KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175781?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Montana. Grade 8, Public Schools AN - 964175741; ED526283 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Montana was 273. This was higher than the average score of 264 for public school students in the nation. The average score for students in Montana in 2011 (273) was higher than their average score in 2009 (270) and was not significantly different from their average score in 1998 (271). In 2011, the score gap between students in Montana at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was not significantly different from that of 1998 (39 points). The percentage of students in Montana who performed at or above the NAEP "Proficient" level was 42 percent in 2011. This percentage was greater than that in 2009 (38 percent) and was not significantly different from that in 1998 (40 percent). The percentage of students in Montana who performed at or above the NAEP "Basic" level was 86 percent in 2011. This percentage was not significantly different from that in 2009 (84 percent) and was not significantly different from that in 1998 (83 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Montana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175741?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Rhode Island. Grade 8, Public Schools AN - 964175542; ED526111 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Rhode Island was 283. This was not significantly different from the average score of 283 for public school students in the nation. The average score for students in Rhode Island in 2011 (283) was higher than their average score in 2009 (278) and was higher than their average score in 1990 (260). In 2011, the score gap between students in Rhode Island at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1990 (50 points). The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was greater than that in 2009 (28 percent) and was greater than that in 1990 (15 percent). The percentage of students in Rhode Island who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was greater than that in 2009 (68 percent) and was greater than that in 1990 (49 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Rhode Island KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175542?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Tennessee. Grade 8, Public Schools AN - 964175510; ED526267 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Tennessee was 259. This was lower than the average score of 264 for public school students in the nation. The average score for students in Tennessee in 2011 (259) was not significantly different from their average score in 2009 (261) and was not significantly different from their average score in 1998 (258). In 2011, the score gap between students in Tennessee at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1998 (45 points). The percentage of students in Tennessee who performed at or above the NAEP "Proficient" level was 27 percent in 2011. This percentage was not significantly different from that in 2009 (28 percent) and was not significantly different from that in 1998 (27 percent). The percentage of students in Tennessee who performed at or above the NAEP "Basic" level was 70 percent in 2011. This percentage was not significantly different from that in 2009 (73 percent) and was not significantly different from that in 1998 (71 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Tennessee KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175510?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Virginia. Grade 8, Public Schools AN - 964175490; ED526263 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Virginia was 267. This was higher than the average score of 264 for public school students in the nation. The average score for students in Virginia in 2011 (267) was not significantly different from their average score in 2009 (266) and was not significantly different from their average score in 1998 (266). In 2011, the score gap between students in Virginia at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1998 (41 points). The percentage of students in Virginia who performed at or above the NAEP "Proficient" level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (32 percent) and was not significantly different from that in 1998 (33 percent). The percentage of students in Virginia who performed at or above the NAEP "Basic" level was 78 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was not significantly different from that in 1998 (78 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175490?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Rhode Island. Grade 4, Public Schools AN - 964175471; ED526212 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Rhode Island was 222. This was higher than the average score of 220 for public school students in the nation. The average score for students in Rhode Island in 2011 (222) was not significantly different from their average score in 2009 (223) and was higher than their average score in 1992 (217). In 2011, the score gap between students in Rhode Island at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (45 points). The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1992 (28 percent). The percentage of students in Rhode Island who performed at or above the NAEP "Basic" level was 70 percent in 2011. This percentage was not significantly different from that in 2009 (69 percent) and was greater than that in 1992 (63 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Rhode Island KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175471?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Iowa. Grade 4, Public Schools AN - 964175462; ED526240 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Iowa was 221. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Iowa in 2011 (221) was not significantly different from their average score in 2009 (221) and was lower than their average score in 1992 (225). In 2011, the score gap between students in Iowa at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (41 points). The percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent) and was not significantly different from that in 1992 (36 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 69 percent in 2011. This percentage was not significantly different from that in 2009 (69 percent) and was smaller than that in 1992 (73 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Iowa KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175462?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Texas. Grade 4, Public Schools AN - 964175454; ED526208 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Texas was 218. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Texas in 2011 (218) was not significantly different from their average score in 2009 (219) and was higher than their average score in 1992 (213). In 2011, the score gap between students in Texas at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (46 points). The percentage of students in Texas who performed at or above the NAEP "Proficient" level was 28 percent in 2011. This percentage was not significantly different from that in 2009 (28 percent) and was not significantly different from that in 1992 (24 percent). The percentage of students in Texas who performed at or above the NAEP "Basic" level was 64 percent in 2011. This percentage was not significantly different from that in 2009 (65 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175454?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Washington. Grade 4, Public Schools AN - 964175230; ED526051 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Washington was 243. This was higher than the average score of 240 for public school students in the nation. The average score for students in Washington in 2011 (243) was not significantly different from their average score in 2009 (242) and was higher than their average score in 1996 (225). In 2011, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1996 (39 points). The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent) and was greater than that in 1996 (21 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 83 percent in 2011. This percentage was not significantly different from that in 2009 (84 percent) and was greater than that in 1996 (67 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Washington KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175230?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Georgia. Grade 4, Public Schools AN - 964175123; ED526085 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Georgia was 238. This was lower than the average score of 240 for public school students in the nation. The average score for students in Georgia in 2011 (238) was higher than their average score in 2009 (236) and was higher than their average score in 1992 (216). In 2011, the score gap between students in Georgia at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1992 (45 points). The percentage of students in Georgia who performed at or above the NAEP "Proficient" level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent) and was greater than that in 1992 (15 percent). The percentage of students in Georgia who performed at or above the NAEP "Basic" level was 80 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1992 (53 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Georgia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175123?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Idaho. Grade 4, Public Schools AN - 964175117; ED526083 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Idaho was 240. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Idaho in 2011 (240) was not significantly different from their average score in 2009 (241) and was higher than their average score in 1992 (222). In 2011, the score gap between students in Idaho at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 1992 (37 points). The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (41 percent) and was greater than that in 1992 (16 percent). The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 83 percent in 2011. This percentage was not significantly different from that in 2009 (85 percent) and was greater than that in 1992 (63 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Idaho KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964175117?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Delaware. Grade 4, Public Schools AN - 964174828; ED526091 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Delaware was 240. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Delaware in 2011 (240) was not significantly different from their average score in 2009 (239) and was higher than their average score in 1992 (218). In 2011, the score gap between students in Delaware at the 75th percentile and students at the 25th percentile was 36 points. This performance gap was narrower than that of 1992 (44 points). The percentage of students in Delaware who performed at or above the NAEP "Proficient" level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1992 (17 percent). The percentage of students in Delaware who performed at or above the NAEP "Basic" level was 84 percent in 2011. This percentage was not significantly different from that in 2009 (84 percent) and was greater than that in 1992 (55 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Delaware KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174828?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. West Virginia. Grade 4, Public Schools AN - 964174822; ED526047 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in West Virginia was 235. This was lower than the average score of 240 for public school students in the nation. The average score for students in West Virginia in 2011 (235) was not significantly different from their average score in 2009 (233) and was higher than their average score in 1992 (215). In 2011, the score gap between students in West Virginia at the 75th percentile and students at the 25th percentile was 37 points. This performance gap was not significantly different from that of 1992 (39 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 31 percent in 2011. This percentage was not significantly different from that in 2009 (28 percent) and was greater than that in 1992 (12 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 78 percent in 2011. This percentage was not significantly different from that in 2009 (77 percent) and was greater than that in 1992 (52 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - West Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174822?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Georgia. Grade 8, Public Schools AN - 964174780; ED526299 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Georgia was 262. This was not significantly different from the average score of 264 for public school students in the nation. The average score for students in Georgia in 2011 (262) was not significantly different from their average score in 2009 (260) and was higher than their average score in 1998 (257). In 2011, the score gap between students in Georgia at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1998 (46 points). The percentage of students in Georgia who performed at or above the NAEP "Proficient" level was 28 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent) and was not significantly different from that in 1998 (25 percent). The percentage of students in Georgia who performed at or above the NAEP "Basic" level was 74 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 1998 (68 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Georgia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174780?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Arkansas. Grade 8, Public Schools AN - 964174774; ED526307 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Arkansas was 259. This was lower than the average score of 264 for public school students in the nation. The average score for students in Arkansas in 2011 (259) was not significantly different from their average score in 2009 (258) and was higher than their average score in 1998 (256). In 2011, the score gap between students in Arkansas at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1998 (44 points). The percentage of students in Arkansas who performed at or above the NAEP "Proficient" level was 28 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent) and was greater than that in 1998 (23 percent). The percentage of students in Arkansas who performed at or above the NAEP "Basic" level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (69 percent) and was not significantly different from that in 1998 (68 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Arkansas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174774?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Indiana. Grade 4, Public Schools AN - 964174762; ED526243 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Indiana was 221. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Indiana in 2011 (221) was not significantly different from their average score in 2009 (223) and was not significantly different from their average score in 1992 (221). In 2011, the score gap between students in Indiana at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1992 (41 points). The percentage of students in Indiana who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent) and was not significantly different from that in 1992 (30 percent). The percentage of students in Indiana who performed at or above the NAEP "Basic" level was 68 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent) and was not significantly different from that in 1992 (68 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Indiana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174762?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Utah. Grade 8, Public Schools AN - 964174754; ED526265 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Utah was 267. This was higher than the average score of 264 for public school students in the nation. The average score for students in Utah in 2011 (267) was not significantly different from their average score in 2009 (266) and was higher than their average score in 1998 (263). In 2011, the score gap between students in Utah at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1998 (40 points). The percentage of students in Utah who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 1998 (31 percent). The percentage of students in Utah who performed at or above the NAEP "Basic" level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was not significantly different from that in 1998 (77 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Utah KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174754?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. West Virginia. Grade 8, Public Schools AN - 964174749; ED526261 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in West Virginia was 256. This was lower than the average score of 264 for public school students in the nation. The average score for students in West Virginia in 2011 (256) was not significantly different from their average score in 2009 (255) and was lower than their average score in 1998 (262). In 2011, the score gap between students in West Virginia at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1998 (41 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 24 percent in 2011. This percentage was not significantly different from that in 2009 (22 percent) and was smaller than that in 1998 (28 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 68 percent in 2011. This percentage was not significantly different from that in 2009 (67 percent) and was smaller than that in 1998 (75 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - West Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174749?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Arkansas. Grade 8, Public Schools AN - 964174731; ED526197 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Arkansas was 279. This was lower than the average score of 283 for public school students in the nation. The average score for students in Arkansas in 2011 (279) was higher than their average score in 2009 (276) and was higher than their average score in 1990 (256). In 2011, the score gap between students in Arkansas at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1990 (45 points). The percentage of students in Arkansas who performed at or above the NAEP "Proficient" level was 29 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent) and was greater than that in 1990 (9 percent). The percentage of students in Arkansas who performed at or above the NAEP "Basic" level was 70 percent in 2011. This percentage was not significantly different from that in 2009 (67 percent) and was greater than that in 1990 (44 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Arkansas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174731?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Connecticut. Grade 8, Public Schools AN - 964174706; ED526193 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Connecticut was 287. This was higher than the average score of 283 for public school students in the nation. The average score for students in Connecticut in 2011 (287) was not significantly different from their average score in 2009 (289) and was higher than their average score in 1990 (270). In 2011, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 1990 (50 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1990 (22 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 75 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1990 (60 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Connecticut KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174706?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Oregon. Grade 4, Public Schools AN - 964174699; ED526214 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Oregon was 216. This was lower than the average score of 220 for public school students in the nation. The average score for students in Oregon in 2011 (216) was not significantly different from their average score in 2009 (218) and was higher than their average score in 1998 (212). In 2011, the score gap between students in Oregon at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 1998 (50 points). The percentage of students in Oregon who performed at or above the NAEP "Proficient" level was 30 percent in 2011. This percentage was not significantly different from that in 2009 (31 percent) and was not significantly different from that in 1998 (26 percent). The percentage of students in Oregon who performed at or above the NAEP "Basic" level was 63 percent in 2011. This percentage was not significantly different from that in 2009 (65 percent) and was not significantly different from that in 1998 (58 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Oregon KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174699?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Virginia. Grade 4, Public Schools AN - 964174695; ED526205 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Virginia was 226. This was higher than the average score of 220 for public school students in the nation. The average score for students in Virginia in 2011 (226) was not significantly different from their average score in 2009 (227) and was higher than their average score in 1992 (221). In 2011, the score gap between students in Virginia at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Virginia who performed at or above the NAEP "Proficient" level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (38 percent) and was greater than that in 1992 (31 percent). The percentage of students in Virginia who performed at or above the NAEP "Basic" level was 72 percent in 2011. This percentage was not significantly different from that in 2009 (74 percent) and was greater than that in 1992 (67 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174695?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. West Virginia. Grade 8, Public Schools AN - 964174682; ED526101 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in West Virginia was 273. This was lower than the average score of 283 for public school students in the nation. The average score for students in West Virginia in 2011 (273) was higher than their average score in 2009 (270) and was higher than their average score in 1990 (256). In 2011, the score gap between students in West Virginia at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1990 (43 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 21 percent in 2011. This percentage was not significantly different from that in 2009 (19 percent) and was greater than that in 1990 (9 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 65 percent in 2011. This percentage was greater than that in 2009 (61 percent) and was greater than that in 1990 (42 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - West Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174682?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Iowa. Grade 8, Public Schools AN - 964174677; ED526180 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Iowa was 285. This was higher than the average score of 283 for public school students in the nation. The average score for students in Iowa in 2011 (285) was not significantly different from their average score in 2009 (284) and was higher than their average score in 1990 (278). In 2011, the score gap between students in Iowa at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1990 (42 points). The percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent) and was greater than that in 1990 (25 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (76 percent) and was greater than that in 1990 (70 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Iowa KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174677?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Colorado. Grade 4, Public Schools AN - 964174659; ED526093 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Colorado was 244. This was higher than the average score of 240 for public school students in the nation. The average score for students in Colorado in 2011 (244) was not significantly different from their average score in 2009 (243) and was higher than their average score in 1992 (221). In 2011, the score gap between students in Colorado at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in Colorado who performed at or above the NAEP "Proficient" level was 47 percent in 2011. This percentage was not significantly different from that in 2009 (45 percent) and was greater than that in 1992 (17 percent). The percentage of students in Colorado who performed at or above the NAEP "Basic" level was 84 percent in 2011. This percentage was not significantly different from that in 2009 (84 percent) and was greater than that in 1992 (61 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Colorado KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174659?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Oregon. Grade 8, Public Schools AN - 964174645; ED526272 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Oregon was 264. This was not significantly different from the average score of 264 for public school students in the nation. The average score for students in Oregon in 2011 (264) was not significantly different from their average score in 2009 (265) and was not significantly different from their average score in 1998 (266). In 2011, the score gap between students in Oregon at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1998 (43 points). The percentage of students in Oregon who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 1998 (35 percent). The percentage of students in Oregon who performed at or above the NAEP "Basic" level was 76 percent in 2011. This percentage was not significantly different from that in 2009 (76 percent) and was not significantly different from that in 1998 (78 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Oregon KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174645?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Oklahoma. Grade 8, Public Schools AN - 964174635; ED526273 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Oklahoma was 260. This was lower than the average score of 264 for public school students in the nation. The average score for students in Oklahoma in 2011 (260) was not significantly different from their average score in 2009 (259) and was lower than their average score in 1998 (265). In 2011, the score gap between students in Oklahoma at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was wider than that of 1998 (36 points). The percentage of students in Oklahoma who performed at or above the NAEP "Proficient" level was 27 percent in 2011. This percentage was not significantly different from that in 2009 (26 percent) and was not significantly different from that in 1998 (30 percent). The percentage of students in Oklahoma who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (73 percent) and was smaller than that in 1998 (80 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Oklahoma KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174635?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Texas. Grade 8, Public Schools AN - 964174625; ED526266 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Texas was 261. This was lower than the average score of 264 for public school students in the nation. The average score for students in Texas in 2011 (261) was not significantly different from their average score in 2009 (260) and was not significantly different from their average score in 1998 (261). In 2011, the score gap between students in Texas at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1998 (41 points). The percentage of students in Texas who performed at or above the NAEP "Proficient" level was 27 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent) and was not significantly different from that in 1998 (27 percent). The percentage of students in Texas who performed at or above the NAEP "Basic" level was 74 percent in 2011. This percentage was not significantly different from that in 2009 (73 percent) and was not significantly different from that in 1998 (74 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174625?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Kansas. Grade 4, Public Schools AN - 964174620; ED526236 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Kansas was 224. This was higher than the average score of 220 for public school students in the nation. The average score for students in Kansas in 2011 (224) was not significantly different from their average score in 2009 (224) and was not significantly different from their average score in 1998 (221). In 2011, the score gap between students in Kansas at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1998 (43 points). The percentage of students in Kansas who performed at or above the NAEP "Proficient" level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent) and was not significantly different from that in 1998 (34 percent). The percentage of students in Kansas who performed at or above the NAEP "Basic" level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was not significantly different from that in 1998 (70 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kansas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174620?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Indiana. Grade 8, Public Schools AN - 964174506; ED526182 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Indiana was 285. This was higher than the average score of 283 for public school students in the nation. The average score for students in Indiana in 2011 (285) was not significantly different from their average score in 2009 (287) and was higher than their average score in 1990 (267). In 2011, the score gap between students in Indiana at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1990 (44 points). The percentage of students in Indiana who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1990 (17 percent). The percentage of students in Indiana who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1990 (56 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Indiana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174506?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Texas. Grade 8, Public Schools AN - 964174502; ED526107 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Texas was 290. This was higher than the average score of 283 for public school students in the nation. The average score for students in Texas in 2011 (290) was higher than their average score in 2009 (287) and was higher than their average score in 1990 (258). In 2011, the score gap between students in Texas at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was narrower than that of 1990 (49 points). The percentage of students in Texas who performed at or above the NAEP "Proficient" level was 40 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1990 (13 percent). The percentage of students in Texas who performed at or above the NAEP "Basic" level was 81 percent in 2011. This percentage was greater than that in 2009 (78 percent) and was greater than that in 1990 (45 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174502?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Illinois. Grade 8, Public Schools AN - 964174498; ED526183 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Illinois was 283. This was not significantly different from the average score of 283 for public school students in the nation. The average score for students in Illinois in 2011 (283) was not significantly different from their average score in 2009 (282) and was higher than their average score in 1990 (261). In 2011, the score gap between students in Illinois at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1990 (49 points). The percentage of students in Illinois who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was greater than that in 1990 (15 percent). The percentage of students in Illinois who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (73 percent) and was greater than that in 1990 (50 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174498?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Federal Education Tax Benefits: Who Receives Them and to What Extent Do They Shape the Price of College Attendance? Stats in Brief. NCES 2012-212 AN - 964174463; ED526131 AB - This Statistics in Brief applies IRS rules and data to a nationally representative sample of 2007-08 undergraduates to estimate who received education tax benefits and looks at the extent to which these benefits shaped their price of college attendance. Key findings include: (1) Nearly one-half of all 2007-08 undergraduates were estimated to have received an education tax benefit, reducing recipients' average college expenses for the academic year by about $700; (2) Low-middle-income and high-middle-income dependent undergraduates were estimated to have received tax benefits at higher rates than were low-income and high-income dependent undergraduates. The most common reason low-income dependent students did not receive a tax benefit was that they had no net tuition after subtracting the grant aid and veterans benefits they received. (3) Low-middle- and high-middle income dependent undergraduate tax benefit recipients received higher average amounts in tax benefits than low-income and high-income dependent undergraduate tax benefit recipients. (Contains 3 figures, 2 tables, and 32 notes.) AU - Radford, Alexandria Walton AU - Berkner, Lutz Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 18 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Financial Support KW - Federal Aid KW - Educational Finance KW - College Attendance KW - Eligibility KW - Student Financial Aid KW - Federal Legislation KW - Paying for College KW - Statistical Data KW - Family Income KW - Tax Credits KW - Student Costs KW - Veterans Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174463?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Vermont. Grade 8, Public Schools AN - 964174430; ED526105 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Vermont was 294. This was higher than the average score of 283 for public school students in the nation. The average score for students in Vermont in 2011 (294) was not significantly different from their average score in 2009 (293) and was higher than their average score in 1996 (279). In 2011, the score gap between students in Vermont at the 75th percentile and students at the 25th percentile was 49 points. This performance gap was wider than that of 1996 (42 points). The percentage of students in Vermont who performed at or above the NAEP "Proficient" level was 46 percent in 2011. This percentage was not significantly different from that in 2009 (43 percent) and was greater than that in 1996 (27 percent). The percentage of students in Vermont who performed at or above the NAEP "Basic" level was 82 percent in 2011. This percentage was not significantly different from that in 2009 (81 percent) and was greater than that in 1996 (72 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Vermont KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174430?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. District of Columbia. Grade 4, Public Schools AN - 964174421; ED526090 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in District of Columbia was 222. This was lower than the average score of 240 for public school students in the nation. The average score for students in District of Columbia in 2011 (222) was higher than their average score in 2009 (219) and was higher than their average score in 1992 (193). In 2011, the score gap between students in District of Columbia at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was wider than that of 1992 (41 points). The percentage of students in District of Columbia who performed at or above the NAEP "Proficient" level was 22 percent in 2011. This percentage was greater than that in 2009 (17 percent) and was greater than that in 1992 (5 percent). The percentage of students in District of Columbia who performed at or above the NAEP "Basic" level was 60 percent in 2011. This percentage was greater than that in 2009 (56 percent) and was greater than that in 1992 (23 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174421?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Iowa. Grade 4, Public Schools AN - 964174274; ED526080 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Iowa was 243. This was higher than the average score of 240 for public school students in the nation. The average score for students in Iowa in 2011 (243) was not significantly different from their average score in 2009 (243) and was higher than their average score in 1992 (230). In 2011, the score gap between students in Iowa at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was not significantly different from that of 1992 (38 points). The percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 43 percent in 2011. This percentage was not significantly different from that in 2009 (41 percent) and was greater than that in 1992 (26 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 86 percent in 2011. This percentage was not significantly different from that in 2009 (87 percent) and was greater than that in 1992 (72 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Iowa KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174274?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Nevada. Grade 4, Public Schools AN - 964174263; ED526067 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Nevada was 237. This was lower than the average score of 240 for public school students in the nation. The average score for students in Nevada in 2011 (237) was not significantly different from their average score in 2009 (235) and was higher than their average score in 1996 (218). In 2011, the score gap between students in Nevada at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 1996 (40 points). The percentage of students in Nevada who performed at or above the NAEP "Proficient" level was 36 percent in 2011. This percentage was not significantly different from that in 2009 (32 percent) and was greater than that in 1996 (14 percent). The percentage of students in Nevada who performed at or above the NAEP "Basic" level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (79 percent) and was greater than that in 1996 (57 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Nevada KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174263?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Montana. Grade 4, Public Schools AN - 964174173; ED526069 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Montana was 244. This was higher than the average score of 240 for public school students in the nation. The average score for students in Montana in 2011 (244) was not significantly different from their average score in 2009 (244) and was higher than their average score in 1996 (228). In 2011, the score gap between students in Montana at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was not significantly different from that of 1996 (37 points). The percentage of students in Montana who performed at or above the NAEP "Proficient" level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (45 percent) and was greater than that in 1996 (22 percent). The percentage of students in Montana who performed at or above the NAEP "Basic" level was 87 percent in 2011. This percentage was not significantly different from that in 2009 (88 percent) and was greater than that in 1996 (71 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Montana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964174173?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Florida. Grade 4, Public Schools AN - 964173908; ED526088 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Florida was 240. This was not significantly different from the average score of 240 for public school students in the nation. The average score for students in Florida in 2011 (240) was not significantly different from their average score in 2009 (242) and was higher than their average score in 1992 (214). In 2011, the score gap between students in Florida at the 75th percentile and students at the 25th percentile was 36 points. This performance gap was narrower than that of 1992 (42 points). The percentage of students in Florida who performed at or above the NAEP "Proficient" level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1992 (13 percent). The percentage of students in Florida who performed at or above the NAEP "Basic" level was 84 percent in 2011. This percentage was not significantly different from that in 2009 (86 percent) and was greater than that in 1992 (52 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964173908?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Kansas. Grade 4, Public Schools AN - 964173894; ED526079 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Kansas was 246. This was higher than the average score of 240 for public school students in the nation. The average score for students in Kansas in 2011 (246) was not significantly different from their average score in 2009 (245) and was higher than their average score in 2000 (232). In 2011, the score gap between students in Kansas at the 75th percentile and students at the 25th percentile was 33 points. This performance gap was not significantly different from that of 2000 (37 points). The percentage of students in Kansas who performed at or above the NAEP "Proficient" level was 48 percent in 2011. This percentage was not significantly different from that in 2009 (46 percent) and was greater than that in 2000 (29 percent). The percentage of students in Kansas who performed at or above the NAEP "Basic" level was 90 percent in 2011. This percentage was not significantly different from that in 2009 (89 percent) and was greater than that in 2000 (76 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kansas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964173894?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Oklahoma. Grade 4, Public Schools AN - 964173882; ED526059 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Oklahoma was 237. This was lower than the average score of 240 for public school students in the nation. The average score for students in Oklahoma in 2011 (237) was not significantly different from their average score in 2009 (237) and was higher than their average score in 1992 (220). In 2011, the score gap between students in Oklahoma at the 75th percentile and students at the 25th percentile was 34 points. This performance gap was not significantly different from that of 1992 (35 points). The percentage of students in Oklahoma who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was greater than that in 1992 (14 percent). The percentage of students in Oklahoma who performed at or above the NAEP "Basic" level was 83 percent in 2011. This percentage was not significantly different from that in 2009 (82 percent) and was greater than that in 1992 (60 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Oklahoma KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - National Programs KW - Lunch Programs KW - Racial Differences KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964173882?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Missouri. Grade 8, Public Schools AN - 964173628; ED526284 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Missouri was 267. This was higher than the average score of 264 for public school students in the nation. The average score for students in Missouri in 2011 (267) was not significantly different from their average score in 2009 (267) and was higher than their average score in 1998 (262). In 2011, the score gap between students in Missouri at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1998 (41 points). The percentage of students in Missouri who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent) and was greater than that in 1998 (28 percent). The percentage of students in Missouri who performed at or above the NAEP "Basic" level was 79 percent in 2011. This percentage was not significantly different from that in 2009 (79 percent) and was not significantly different from that in 1998 (75 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Missouri KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Achievement Gains KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964173628?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Secondary School Programs and Performance of Students with Disabilities: A Special Topic Report of Findings from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2012-3000 AN - 964173581; ED526242 AB - Since 1982, the U.S. Department of Education's National Center for Education Statistics (NCES) has periodically surveyed the status of curricula being implemented in America's high schools and the course-taking patterns of high school students, as identified from their transcripts. Data from the High School Transcript Study (HSTS), conducted in conjunction with the National Assessment of Educational Progress (NAEP), serve a valuable accountability function in that they can capture course-taking patterns at a time when major curriculum changes or educational policy initiatives are being implemented. Although for many years, this important data source did not provide information on students with disabilities, the most recent report from 2009 (Nord et al. 2011) takes a cursory look at this important population, providing information on credits earned overall and in core academic, other academic, or nonacademic courses; and average GPA. However, many questions remain unanswered about the school programs and performance of students with disabilities. For example, the extent to which students took their courses in general education or special education settings is unaddressed, as are the wide-ranging differences in the school programs of students who differ in the nature of the disability that qualifies them for special education services. The National Longitudinal Transition Study-2 (NLTS2) provides a unique source of information on these and other important questions for students with disabilities. The study addresses questions about youth with disabilities by providing information over a 10-year period about a nationally representative sample of secondary school students with disabilities, including information that details for policymakers, educators, parents, and students a national picture of what courses students with disabilities took in high school, in what settings, and with what success in terms of credits and grades earned. This report describes course taking primarily through the lens of course credits earned. To progress toward graduation, students need not only to take a particular distribution of courses but also to meet the performance standards for those courses, resulting in earned credits. Specifically, this report addresses the following questions for students with disabilities who attended typical high schools: (1) How many credits did students with disabilities earn during high school and in what types of courses?; (2) What proportion of credits did students with disabilities earn in general and special education settings?; (3) What grades did they receive in their classes?; (4) How did the high school credit-earning and grade-performance experiences of students with disabilities compare with those of their peers in the general population?; and (5) How did the high school credit-earning and grade-performance experiences differ for students who differed in disability category, demographic characteristics, grade levels, and school completion status? This report is organized to provide information collected from high school transcripts on the credit-earning and grade-performance experiences of students with disabilities as a group in typical high schools. Overall, students with disabilities spent various lengths of time in high school. The majority completed their high school programs, and their transcripts usually included 4 or more years of course taking. Others (approximately 22 percent) did not complete high school (i.e., they had dropped out or had been permanently expelled), which frequently resulted in their having fewer than 4 years of course taking. Because the overall intent of NLTS2 is to describe the experiences of the population of students with disabilities as a whole, including both those who eventually completed their high school programs and those who did not, each chapter of this report begins by presenting the experiences of students with disabilities as a group, independent of their high school completion status. The final portion of each section in the chapters then distinguishes the credit-earning experiences of students with disabilities by high school completion status, presenting data separately for those who did and did not complete high school. NLTS2 Sampling, Data Collection, and Analysis Procedures are appended. (Contains 36 tables, 2 figures and 57 footnotes.) AU - Newman, Lynn AU - Wagner, Mary AU - Huang, Tracy AU - Shaver, Debra AU - Knokey, Anne-Marie AU - Yu, Jennifer AU - Contreras, Elidia AU - Ferguson, Kate AU - Greene, Sarah AU - Nagle, Katherine AU - Cameto, Renee Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 92 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - National Assessment of Educational Progress KW - National Longitudinal Transition Study Spec Educ KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - Measurement KW - Credits KW - Student Characteristics KW - Academic Achievement KW - Student Participation KW - Academic Records KW - Longitudinal Studies KW - National Competency Tests KW - Regular and Special Education Relationship KW - Comparative Analysis KW - Grades (Scholastic) KW - Educational Environment KW - Student Experience KW - Curriculum Development KW - Disabilities KW - Educational Policy KW - Course Selection (Students) KW - Grade Point Average KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964173581?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Missouri. Grade 8, Public Schools AN - 964172947; ED526125 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Missouri was 282. This was not significantly different from the average score of 283 for public school students in the nation. The average score for students in Missouri in 2011 (282) was lower than their average score in 2009 (286) and was higher than their average score in 1992 (271). In 2011, the score gap between students in Missouri at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Missouri who performed at or above the NAEP "Proficient" level was 32 percent in 2011. This percentage was smaller than that in 2009 (35 percent) and was greater than that in 1992 (20 percent). The percentage of students in Missouri who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was smaller than that in 2009 (77 percent) and was greater than that in 1992 (62 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Missouri KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964172947?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Maine. Grade 8, Public Schools AN - 964172924; ED526176 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Maine was 289. This was higher than the average score of 283 for public school students in the nation. The average score for students in Maine in 2011 (289) was higher than their average score in 2009 (286) and was higher than their average score in 1992 (279). In 2011, the score gap between students in Maine at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was wider than that of 1992 (40 points). The percentage of students in Maine who performed at or above the NAEP "Proficient" level was 39 percent in 2011. This percentage was greater than that in 2009 (35 percent) and was greater than that in 1992 (25 percent). The percentage of students in Maine who performed at or above the NAEP "Basic" level was 78 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1992 (72 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Maine KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964172924?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. District of Columbia. Grade 4, Public Schools AN - 964172843; ED526251 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in District of Columbia was 201. This was lower than the average score of 220 for public school students in the nation. The average score for students in District of Columbia in 2011 (201)was not significantly different from their average score in 2009 (202) and was higher than their average score in 1992 (188). In 2011, the score gap between students in District of Columbia at the 75th percentile and students at the 25th percentile was 56 points. This performance gap was not significantly different from that of 1992 (52 points). The percentage of students in District of Columbia who performed at or above the NAEP "Proficient" level was 19 percent in 2011. This percentage was not significantly different from that in 2009 (17 percent) and was greater than that in 1992 (10 percent). The percentage of students in District of Columbia who performed at or above the NAEP "Basic" level was 44 percent in 2011. This percentage was not significantly different from that in 2009 (44 percent) and was greater than that in 1992 (30 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964172843?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Kansas. Grade 8, Public Schools AN - 964172106; ED526179 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Kansas was 290. This was higher than the average score of 283 for public school students in the nation. The average score for students in Kansas in 2011 (290) was not significantly different from their average score in 2009 (289) and was higher than their average score in 2000 (283). In 2011, the score gap between students in Kansas at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 2000 (43 points). The percentage of students in Kansas who performed at or above the NAEP "Proficient" level was 41 percent in 2011. This percentage was not significantly different from that in 2009 (39 percent) and was greater than that in 2000 (34 percent). The percentage of students in Kansas who performed at or above the NAEP "Basic" level was 80 percent in 2011. This percentage was not significantly different from that in 2009 (79 percent) and was not significantly different from that in 2000 (76 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Kansas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964172106?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2011 State Snapshot Report. Wyoming. Grade 4, Public Schools AN - 964172101; ED526201 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Wyoming was 224. This was higher than the average score of 220 for public school students in the nation. The average score for students in Wyoming in 2011 (224) was not significantly different from their average score in 2009 (223) and was not significantly different from their average score in 1992 (223). In 2011, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in Wyoming who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 1992 (33 percent). The percentage of students in Wyoming who performed at or above the NAEP "Basic" level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was not significantly different from that in 1992 (71 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Wyoming KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Educational Indicators KW - Scores KW - National Programs KW - Educational Trends KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Economic Status KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964172101?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2011 State Snapshot Report. Pennsylvania. Grade 8, Public Schools AN - 964172097; ED526112 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Pennsylvania was 286. This was higher than the average score of 283 for public school students in the nation. The average score for students in Pennsylvania in 2011 (286) was not significantly different from their average score in 2009 (288) and was higher than their average score in 1990 (266). In 2011, the score gap between students in Pennsylvania at the 75th percentile and students at the 25th percentile was 51 points. This performance gap was not significantly different from that of 1990 (46 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 39 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1990 (17 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 74 percent in 2011. This percentage was smaller than that in 2009 (78 percent) and was greater than that in 1990 (56 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545).] Y1 - 2011/11// PY - 2011 DA - November 2011 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Middle School Students KW - Scores KW - Lunch Programs KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Mathematics Tests KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - National Programs KW - Secondary School Students KW - Racial Differences KW - Profiles KW - Ethnic Groups KW - Economic Status KW - Educational Assessment KW - Junior High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964172097?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - BOOK T1 - Characteristics of GED Recipients in High School: 2002-2006 AN - 1010641954; 2011-205920 AB - This Issue Brief uses the Education Longitudinal Study of 2002 to compare the demographics, high school experiences, and academic achievement of 10th graders who four years later were GED recipients, high school graduates, or high school dropouts. The brief compares GED recipients to high school graduates and dropouts without a GED and explores the reasons GED recipients leave high school and obtain a GED credential. Tables, References. JF - United States National Center for Education Statistics, Nov 2011, 3 pp. AU - Institute of Education Sciences, National Center for Educational Statistics Y1 - 2011/11// PY - 2011 DA - November 2011 PB - United States National Center for Education Statistics KW - Education and education policy - Education personnel and population KW - Education and education policy - Education policy and school administration KW - Education and education policy - Educational psychology and learning ability KW - Education and education policy - Schools KW - Education and education policy - Education KW - High school students KW - Education KW - High schools KW - Academic achievement KW - High school graduates KW - Educational attainment KW - Demographics KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010641954?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=Institute+of+Education+Sciences%2C+National+Center+for+Educational+Statistics&rft.aulast=Institute+of+Education+Sciences&rft.aufirst=National+Center+for+Educational&rft.date=2011-11-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Characteristics+of+GED+Recipients+in+High+School%3A+2002-2006&rft.title=Characteristics+of+GED+Recipients+in+High+School%3A+2002-2006&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2012/2012025.pdf LA - English DB - PAIS Index N1 - Date revised - 2012-05-01 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - Issue Brief N1 - Last updated - 2016-09-28 ER - TY - BOOK T1 - Community College Student Outcomes: 1994-2009 AN - 1010641950; 2011-205918 AB - These Web Tables use data from the 1990-1994, 1996-2001, and 2004-2009 Beginning Postsecondary Students Longitudinal Studies (BPS) to display trends in student outcomes for three nationally representative cohorts of students who first enrolled in community colleges (also known as public 2-year institutions). In addition to reporting student goals, tables display outcomes after 5 years for all three cohorts and after 6 years for students who began in 1995-1996 and 2003-2004. Results are shown by selected student demographic characteristics and by student enrollment characteristics. Tables, References. JF - United States National Center for Education Statistics, Nov 2011, 3 pp. AU - Institute of Education Sciences, National Center for Educational Statistics Y1 - 2011/11// PY - 2011 DA - November 2011 PB - United States National Center for Education Statistics KW - Education and education policy - Colleges and universities KW - Education and education policy - Education personnel and population KW - Science and technology policy - Computer science and information technology KW - Web sites KW - Colleges, Junior KW - College students KW - Demographics KW - Colleges and universities KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010641950?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=Institute+of+Education+Sciences%2C+National+Center+for+Educational+Statistics&rft.aulast=Institute+of+Education+Sciences&rft.aufirst=National+Center+for+Educational&rft.date=2011-11-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Community+College+Student+Outcomes%3A+1994-2009&rft.title=Community+College+Student+Outcomes%3A+1994-2009&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2012/2012253.pdf LA - English DB - PAIS Index N1 - Date revised - 2012-05-01 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - Web Tables N1 - Last updated - 2016-09-28 ER - TY - BOOK T1 - Trends in Attainment among Student Populations at Increased Risk of Noncompletion: Selected Years, 1989-1990 to 2008-2009 AN - 1010641946; 2011-205916 AB - These Web Tables use data from the 1990-1994, 1996-2001, and 2004-2009 Beginning Postsecondary Students Longitudinal Studies (BPS) to display trends in enrollment, progress, and attainment for populations of students who previously have had lower rates of completion. Populations examined include low-income dependent students, students whose parents did not attend college, students with dependents, students who work full time, and Black and Hispanic students. Tables. JF - United States National Center for Education Statistics, Nov 2011, 3 pp. AU - Institute of Education Sciences, National Center for Educational Statistics Y1 - 2011/11// PY - 2011 DA - November 2011 PB - United States National Center for Education Statistics KW - Education and education policy - Education policy and school administration KW - Education and education policy - Education personnel and population KW - Population groups, population policy, and demographics - Demography and census KW - Social conditions and policy - Marriage and family life KW - United States Education department KW - College students KW - Educational attainment KW - Population KW - Parents KW - Demographics KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010641946?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=Institute+of+Education+Sciences%2C+National+Center+for+Educational+Statistics&rft.aulast=Institute+of+Education+Sciences&rft.aufirst=National+Center+for+Educational&rft.date=2011-11-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Trends+in+Attainment+among+Student+Populations+at+Increased+Risk+of+Noncompletion%3A+Selected+Years%2C+1989-1990+to+2008-2009&rft.title=Trends+in+Attainment+among+Student+Populations+at+Increased+Risk+of+Noncompletion%3A+Selected+Years%2C+1989-1990+to+2008-2009&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2012/2012254.pdf LA - English DB - PAIS Index N1 - Date revised - 2012-05-01 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - Web Tables N1 - Last updated - 2016-09-28 ER - TY - BOOK T1 - The Nation's Report Card: Mathematics, 2011 AN - 1010641807; 2011-205927 AB - This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Tables, Figures, Appendixes. JF - United States National Center for Education Statistics, Nov 2011, 94 pp. AU - Institute of Education Sciences, National Center for Educational Statistics Y1 - 2011/11// PY - 2011 DA - November 2011 PB - United States National Center for Education Statistics KW - Science and technology policy - Mathematics KW - Education and education policy - Education KW - Education and education policy - Education personnel and population KW - Education and education policy - Schools KW - Education and education policy - Educational psychology and learning ability KW - Schools KW - Academic achievement KW - Students KW - Education, Primary KW - Mathematics KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010641807?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=Institute+of+Education+Sciences%2C+National+Center+for+Educational+Statistics&rft.aulast=Institute+of+Education+Sciences&rft.aufirst=National+Center+for+Educational&rft.date=2011-11-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=The+Nation%27s+Report+Card%3A+Mathematics%2C+2011&rft.title=The+Nation%27s+Report+Card%3A+Mathematics%2C+2011&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/nationsreportcard/pdf/main2011/2012458.pdf LA - English DB - PAIS Index N1 - Date revised - 2012-05-01 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - Last updated - 2016-09-28 ER - TY - CPAPER T1 - Elevating Disability in the Nation's Health Disparity Agenda: An Analysis of Gaps and Opportunities in Federal Policy and Research Initiatives T2 - 139th American Public Health Association Annual Meeting and Exposition (APHA 2011) AN - 1312973742; 6048324 JF - 139th American Public Health Association Annual Meeting and Exposition (APHA 2011) AU - Campbell, Margaret Y1 - 2011/10/29/ PY - 2011 DA - 2011 Oct 29 KW - disabilities KW - Federal policies KW - Federal policy KW - Policies UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1312973742?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Acpi&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=conference&rft.jtitle=139th+American+Public+Health+Association+Annual+Meeting+and+Exposition+%28APHA+2011%29&rft.atitle=Elevating+Disability+in+the+Nation%27s+Health+Disparity+Agenda%3A+An+Analysis+of+Gaps+and+Opportunities+in+Federal+Policy+and+Research+Initiatives&rft.au=Campbell%2C+Margaret&rft.aulast=Campbell&rft.aufirst=Margaret&rft.date=2011-10-29&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=139th+American+Public+Health+Association+Annual+Meeting+and+Exposition+%28APHA+2011%29&rft.issn=&rft_id=info:doi/ L2 - http://apha.confex.com/apha/139am/webprogram/meeting.html LA - English DB - ProQuest Environmental Science Collection N1 - Date revised - 2013-02-26 N1 - Last updated - 2013-02-28 ER - TY - GEN T1 - Comparative Indicators of Education in the United States and Other G-8 Countries: 2011. NCES 2012-007 AN - 964187702; ED524888 AB - This is the 2011 edition of a biennial series of compendia describing key education outcomes and contexts of education in the Group of Eight (G-8) countries--Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States. The report is organized into five topical areas: population and school enrollment, academic performance, contexts for learning, expenditures for education, and educational attainment and income. Results are drawn from the Organization for Economic Cooperation and Development's (OECD) ongoing Indicators of Education Systems (INES) program, as well as the Program for International Student Assessment (PISA), which is also coordinated by the OECD. The main findings are summarized in this report. Appended are the The Education Systems of the G-8 Countries. Each section contains a list of sources. (Contains 8 tables, 40 figures, and 24 footnotes.) AU - Miller, David C. AU - Warren, Laura K. Y1 - 2011/10// PY - 2011 DA - October 2011 SP - 99 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Canada KW - France KW - Germany KW - Italy KW - Japan KW - Russia KW - United Kingdom KW - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Higher Education KW - Postsecondary Education KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Immigrants KW - Academic Achievement KW - Educational Attainment KW - Teacher Salaries KW - Income KW - Expenditures KW - Reading Achievement KW - Population Groups KW - Foreign Countries KW - Educational Environment KW - Recreational Reading KW - Teacher Student Ratio KW - Comparative Education KW - Enrollment KW - Science Achievement KW - Employment Patterns KW - Graduation Rate KW - Class Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964187702?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Estimating the Impacts of Educational Interventions Using State Tests or Study-Administered Tests. NCEE 2012-4016 AN - 964173335; ED524806 AB - This report examines the differences in impact estimates and standard errors that arise when these are derived using state achievement tests only (as pre-tests and post-tests), study-administered tests only, or some combination of state- and study-administered tests. State tests may yield different evaluation results relative to a test that is selected, and administered, by the research team for several reasons. For instance, (1) because state tests vary in content and emphasis, they also can vary in their coverage of the types of knowledge and skills targeted by any given intervention. In contrast, a study-administered test will correspond to the intervention being evaluated. In addition to differences in alignment with treatment, state tests may yield divergent evaluation results due to differences in (2) the stakes associated with the test, (3) missing data, (4) the timing of the tests, (5) reliability or measurement error, and (6) alignment between pre-test and post-test. Olsen, Unlu, Jaciw, and Price (2011) discuss how these six factors may differ between state- and study-administered tests to influence the findings from an impact evaluation. Specifically, Olsen et al. use data from three single-state, small-scale evaluations of reading interventions that collected outcomes data using both study-administered and state achievement tests to examine this and other issues. The authors found that (1) impact estimates based on study-administered tests had smaller standard errors than impact estimates based on state tests, (2) impacts estimates from models with "mismatched" pre-tests (e.g., a state pre-test used in combination with a study-administered post-test) had larger standard errors than impact estimates from models with matched pre-tests, and (3) impact estimates from models that included a second pre-test covariate had smaller standard errors than impact estimates from models that included a single pre-test covariate. Study authors caution that their results may not generalize to evaluations conducted in other states, with different study-administered tests, or with other student samples. Appended are: (1) Description of the Three Experiments; (2) Scatter Plots of Student Test Scores; (3) Quartiles of the Test Score Distribution; (4) Estimates from Other Evaluations; (5) Estimates from the Full Sample; (6) Hypothesis Tests and Minimum Detectable Differences; (7) Conceptual Approach to Generating Correlated Residuals for the Parametric Bootstrap; (8) Results from Bootstrapping and Hypothesis Testing; (9) Differences in Sample Size Requirements; (10) Correlations between Scores on State and Study-Administered Tests; and (11) Estimates of Key Statistical Power Parameters. (Contains 37 tables, 3 figures and 45 footnotes.) AU - Olsen, Robert B. AU - Unlu, Fatih AU - Price, Cristofer AU - Jaciw, Andrew P. Y1 - 2011/10// PY - 2011 DA - October 2011 SP - 114 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Impact Evaluation KW - Arizona KW - California KW - Missouri KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Program Effectiveness KW - Measurement KW - Testing Programs KW - Research Methodology KW - Content Analysis KW - Error of Measurement KW - Mathematics Achievement KW - Scores KW - Educational Testing KW - Standardized Tests KW - Computation KW - Statistical Inference KW - Reading Achievement KW - Sampling KW - Hypothesis Testing KW - Differences KW - Effect Size KW - Educational Research KW - Achievement Tests KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964173335?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Merit Aid for Undergraduates: Trends from 1995-96 to 2007-08. Stats in Brief. NCES 2012-160 AN - 964171714; ED525088 AB - This Statistics in Brief first examines merit aid and other non-need-based aid from all sources and then focuses on two sources of merit aid widely cited in empirical and policy-oriented literature--postsecondary institutions and states--examining how much merit aid students received and the characteristics of students who received it. It tracks changes in institutional and state merit aid from 1995-96, around the time when many state merit-based programs began, through 2007-08, the latest year for which national data are available. The report draws on four administrations of the National Postsecondary Student Aid Study (NPSAS), a survey of a nationally representative sample of undergraduates enrolled in U.S. postsecondary institutions that participate in federal student aid programs. It is limited to undergraduates who qualify for state and federal financial aid (i.e., U.S. citizens and eligible noncitizens), who make up 99 percent of undergraduates. Findings reveal that: (1) The proportion of undergraduates receiving merit aid was larger in 2007-08 (14 percent) than in 1995-96 (6 percent); the average amount received was also larger in 2007-08 ($4,700) than in 1995-96 ($4,000) in constant 2007 dollars (figures 1 and 2). The proportion receiving need-based aid was larger in 2007-08 (37 percent) than in 1995-96 (32 percent), and the average amount differed by $400 between 2007-08 ($4,000) and 1995-96 ($3,600) in constant 2007 dollars; (2) The proportion of dependent undergraduates receiving any grant aid who were in the high-income group was larger in 2007-08 (18 percent) than in 1995-96 (13 percent) (figure 3); (3) In 1995-96, need-based institutional grants were more common than merit-based grants in both private nonprofit (43 percent vs. 24 percent) and public 4-year institutions (13 percent vs. 8 percent) (figure 4). In 2007-08, the proportion of merit aid recipients exceeded that of need-based grant recipients at public institutions (18 percent vs. 16 percent) and was not measurably different at private nonprofit 4-year institutions (42 percent vs. 44 percent). The prevalence of merit aid was higher at private nonprofit 4-year institutions than at public 4-year institutions in both years (24 percent vs. 8 percent in 1995-96 and 44 percent vs. 18 percent in 2007-08); (4) Among students at private nonprofit 4-year institutions in 2007-08, those at moderately selective institutions received merit aid more often (56 percent) than their counterparts at both more and less selective ones (35 percent and 28 percent) (figure 6). At public 4-year institutions in 2007-08, the percentage of students receiving merit aid at very selective institutions was lower (13 percent) than that at moderately, minimally, or nonselective institutions (19 percent, 20 percent, and 18 percent, respectively); and (5) The Southeast had the highest proportion of state merit scholarship recipients (24 percent) of any region in the United States, while the nationwide total was 10 percent (table 2). (Contains 6 figures, 6 tables and 13 footnotes.) AU - Woo, Jennie H. AU - Choy, Susan P. Y1 - 2011/10// PY - 2011 DA - October 2011 SP - 23 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Higher Education Act Title IV KW - Pell Grant Program KW - Georgia KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Scholarship Funds KW - Undergraduate Students KW - Grants KW - Academic Achievement KW - Scores KW - Surveys KW - Income KW - Student Financial Aid KW - Federal Legislation KW - Financial Needs KW - College Students KW - Merit Scholarships UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964171714?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Whether and How to Use State Tests to Measure Student Achievement in a Multi-State Randomized Experiment: An Empirical Assessment Based on Four Recent Evaluations. NCEE 2012-4015 AN - 964170839; ED524891 AB - This study examines the practical implications of using state tests to measure student achievement in impact evaluations that span multiple states and grades. In particular, the study examines the sensitivity of impact findings to (1) the type of assessment used to measured achievement (state tests or an external assessment administered by the evaluators) and (2) to analytical decisions about how to pool state test data across states and grades. These questions are examined using data from four recent IES-funded randomized experiments where student achievement was measured using both state tests and a test administered by evaluators for the purposes of the study ("study-administered test"). These studies span multiple states--8 to 10 states depending on the experiment. Based on these four studies, the authors conclude that state tests provide a useful complement to a study-administered test, because they are policy-relevant measures of general achievement. However, in certain cases, state tests may not be a feasible substitute for a study-administered test, either because state tests are not administered in all relevant grades or because the primary outcome is a specific skill that is not measured by all states' tests. Inferences about program impacts are not sensitive to decisions about how test scores are scaled for the purposes of pooling the results across states or grades (for example, whether traditional or rank-based z-scores are used and whether z-scores are based on the sample or state distribution of scores). Finally, the most appropriate method for aggregating the impact findings across states or grades is to use fixed-effects (precision) weighting, because the conditions for using random-effects weighting are not met. Appended are: (1) Descriptive Information on Study and State Tests; (2) Assessing the Conditions for Equating State Test Scores; (3) Technical Notes; (4) Impact Tables; (5) Correlation between Student Achievement Measures; and (6) Statistical Tests of Differences in Impact Findings Across Achievement Measures. (Contains 27 tables, 13 figures, and 104 footnotes.) AU - Somers, Marie-Andree AU - Zhu, Pei AU - Wong, Edmond Y1 - 2011/10// PY - 2011 DA - October 2011 SP - 140 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Experiments KW - Testing Programs KW - Program Effectiveness KW - Measures (Individuals) KW - Scores KW - Academic Achievement KW - Test Validity KW - Standardized Tests KW - Evaluators KW - National Competency Tests KW - Outcomes of Education KW - Test Reliability KW - Comparative Analysis KW - Grades (Scholastic) KW - Inferences KW - Student Evaluation KW - Scaling KW - Achievement Tests KW - Effect Size KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964170839?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Trends in High School Dropout and Completion Rates in the United States: 1972-2009. Compendium Report. NCES 2012-006 AN - 964170303; ED524955 AB - This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. The report includes national and regional population estimates for the percentage of students who dropped out of high school between 2008 and 2009, the percentage of young people who were dropouts in 2009, and the percentage of young people who were not in high school and had some form of high school credential in 2009. Data are presented by a number of characteristics including race/ethnicity, sex, age, family income, disability, and geographic region. Annual data for these population estimates are provided for the 1972-2009 period. Information about the high school class of 2009 is also presented in the form on on-time graduation rates from public high schools. Appended are Technical Notes, Glossary, and Standard Error Tables. Among the findings: Event dropout rates: On average, 3.4 percent of students who were enrolled in public or private high schools in October 2008 left school before October 2009 without completing a high school program. Event dropout rates by sex: There was no measurable difference in the 2009 event dropout rates for males and females, a pattern generally found since 1972 (tables 1 and 3). Exceptions to this pattern occurred in 4 years--1974, 1976, 1978, and 2000--when males had measurably higher event dropout rates than females. Event dropout rates by race/ethnicity: Black and Hispanic students had higher event dropout rates than White students in 2009. Event dropout rates by family income: In 2009, the event dropout rate of students living in low-income families was about five times greater than the rate of their peers from high-income families (7.4 percent vs. 1.4 percent). (Contains 28 tables, 6 figures, and 30 footnotes.) [For the previous report, "Trends in High School Dropout and Completion Rates in the United States: 1972-2008. Compendium Report. NCES 2011-012," see ED513692.] AU - Chapman, Chris AU - Laird, Jennifer AU - Ifill, Nicole AU - KewalRamani, Angelina Y1 - 2011/10// PY - 2011 DA - October 2011 SP - 108 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - High School Equivalency Programs KW - High Schools KW - Age KW - High School Graduates KW - Ethnicity KW - Student Characteristics KW - Dropout Rate KW - Race KW - Educational Trends KW - Geographic Regions KW - Young Adults KW - Educational Attainment KW - Secondary Education KW - Dropouts KW - Disabilities KW - Enrollment KW - Family Income KW - Graduation Rate KW - Tables (Data) KW - Trend Analysis KW - Sex KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964170303?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Borrowing at the Maximum: Undergraduate Stafford Loan Borrowers in 2007-08. Stats in Brief. NCES 2012-161 AN - 964169311; ED524675 AB - Using data from the 2007-08 National Postsecondary Student Aid Study (NPSAS:08), this Statistics in Brief examines the extent to which undergraduate students borrow the maximum possible within the limits of the Stafford loan program (the program maximum) and their own financial need and student budgets (the individual maximum). Students who borrowed the maximum allowed based upon the lesser of their individual eligibility or the Stafford loan program maximum are referred to as those who "borrowed at their individual maximum." The characteristics of students borrowing at their individual maximum and the use of additional sources of financing by these students are addressed. The Brief also includes a description of how borrowing at the program maximum level changed between 1989-90 and 2007-08. Key findings include: (1) Among undergraduates who took out a subsidized Stafford loan between 1989-90 and 2007-08, the percentage of those borrowing the program maximum immediately decreased each time Stafford loan limits were raised, but as time went by it grew again; (2) In 2007-08, about two-thirds (66 percent) of subsidized Stafford loan borrowers took out their individual maximum in subsidized Stafford loans, as limited by the lesser of their financial need and the program maximum. About 6 in 10 (59 percent) of those who took out any Stafford loans (subsidized and unsubsidized combined) borrowed the most they could, as limited by the lesser of their total price of attendance and the program maximum; (3) Differences in the use of other types of loans (such as private loans and Parent PLUS loans) were greater between those who took out a Stafford loan and those who did not, than between borrowers who took out the maximum allowed and those who took out less. About 30-31 percent of those who took out a Stafford loan also took out a private loan, compared with 6 percent of those who did not take out any Stafford loans. Among dependent students, about 16-18 percent of Stafford loan borrowers had parents who took out a Parent PLUS loan, compared with 0.8 percent of dependent undergraduates who did not take out any Stafford loans; and (4) In terms of work intensity, the percentage of students who worked full time while enrolled was lowest among Stafford loan borrowers who took out the maximum amount (26 percent), compared with those who took out less than the maximum (33 percent) and those who did not borrow (37 percent). (Contains 5 figures, 4 figures and 9 footnotes.) AU - Wei, Christina Chang AU - Skomsvold, Paul Y1 - 2011/10// PY - 2011 DA - October 2011 SP - 21 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Stafford Student Loan Program KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Student Employment KW - Undergraduate Students KW - Federal Aid KW - Student Loan Programs KW - Student Characteristics KW - National Surveys KW - Student Financial Aid KW - Paying for College KW - Federal Programs KW - Financial Needs KW - Budgets UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964169311?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Learning at a Distance: Undergraduate Enrollment in Distance Education Courses and Degree Programs. Stats in Brief. NCES 2012-154 AN - 964169273; ED524625 AB - This Statistics in Brief investigates participation in distance education using the most current nationally representative student-reported data collected by the National Center for Education Statistics (NCES). Specifically, the data come from the three most recent administrations of the National Postsecondary Student Aid Study, which were conducted during the 1999-2000, 2003-04, and 2007-08 academic years (NPSAS:2000, NPSAS:04, and NPSAS:08). This Statistics in Brief's use of student-reported data allows for exploration of how participation in these courses varies with student characteristics. Key findings include: (1) From 2000 to 2008, the percentage of undergraduates enrolled in at least one distance education class expanded from 8 percent to 20 percent, and the percentage enrolled in a distance education degree program increased from 2 percent to 4 percent; (2) Compared with all students, students studying computer science and those studying business enrolled at higher rates in both distance education classes (27 percent and 24 percent, respectively, vs. 20 percent) and distance education degree programs (8 percent and 6 percent, respectively, vs. 4 percent); (3) Participation in a distance education course was most common among undergraduates attending public 2-year colleges; 22 percent were so enrolled. Participation in a distance education degree program was most common among undergraduates attending for-profit institutions; 12 percent were so enrolled; (4) Older undergraduates and those with a dependent, a spouse, or full-time employment participated in both distance education classes and degree programs relatively more often than their counterparts; and (5) Students with mobility disabilities enrolled in a distance education course more often than students with no disabilities (26 percent compared with 20 percent), but no other statistically significant difference between students with and without disabilities was detected. (Contains 4 tables, 8 figures and 10 footnotes.) AU - Radford, Alexandria Walton Y1 - 2011/10// PY - 2011 DA - October 2011 SP - 22 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Undergraduate Students KW - Computer Science KW - Undergraduate Study KW - Student Characteristics KW - Student Participation KW - Private Colleges KW - Distance Education KW - Student Financial Aid KW - Disabilities KW - Two Year College Students KW - College Programs KW - Enrollment KW - Business Administration Education KW - Statistical Significance KW - Educational Technology UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964169273?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - BOOK T1 - Statistical Methods for Protecting Personally Identifiable Information in the Disclosure of Graduation Rates of First-Time, Full-Time Degree- or Certificate-Seeking Undergraduate Students by 2-Year Degree-Granting Institutions of Higher Education AN - 1010641814; 2011-205928 AB - This Technical Brief provides guidance to Title IV 2-year degree-granting institutions in meeting the statutory disclosure requirement related to graduation rates while minimizing the risk of revealing the graduation status of individual students. The Higher Education Opportunity Act of 2008 (HEOA) requires that Title IV degree-granting institutions disclose annually the graduation rates of first-time, full-time degree- or certificate-seeking undergraduate students -- disaggregated by gender, and each major racial/ethnic subgroup, and the receipt or non-receipt of a federal Pell grant or subsidized Stafford loan. Tables, References. JF - United States National Center for Education Statistics, Oct 2011, 13 pp. AU - Institute of Education Sciences, National Center for Educational Statistics Y1 - 2011/10// PY - 2011 DA - October 2011 PB - United States National Center for Education Statistics KW - Education and education policy - Statistics, research, research methods, and research support KW - Education and education policy - Education personnel and population KW - Education and education policy - Colleges and universities KW - Banking and public and private finance - Credit, loans, and personal finance KW - Social conditions and policy - Public safety and security KW - Risk KW - Statistics KW - College students KW - Loans KW - Colleges and universities KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010641814?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=Institute+of+Education+Sciences%2C+National+Center+for+Educational+Statistics&rft.aulast=Institute+of+Education+Sciences&rft.aufirst=National+Center+for+Educational&rft.date=2011-10-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Statistical+Methods+for+Protecting+Personally+Identifiable+Information+in+the+Disclosure+of+Graduation+Rates+of+First-Time%2C+Full-Time+Degree-+or+Certificate-Seeking+Undergraduate+Students+by+2-Year+Degree-Granting+Institutions+of+Higher+Education&rft.title=Statistical+Methods+for+Protecting+Personally+Identifiable+Information+in+the+Disclosure+of+Graduation+Rates+of+First-Time%2C+Full-Time+Degree-+or+Certificate-Seeking+Undergraduate+Students+by+2-Year+Degree-Granting+Institutions+of+Higher+Education&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2012/2012151.pdf LA - English DB - PAIS Index N1 - Date revised - 2012-05-01 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - NCES 2012-151, Technical Brief N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - Measuring Status and Change in NAEP Inclusion Rates of Students with Disabilities: Results 2007-2009. NCES 2011-457 AN - 964169828; ED524436 AB - The National Center for Education Statistics (NCES) continues to be interested in addressing the issue identified by the Government Accountability Office (GAO). With the release of the 2009 National Assessment of Educational Progress (NAEP) reading and mathematics assessments, NCES again had the opportunity to measure the status and change in inclusion rates and, hence, conducted this update to the 2009 report. Additionally, while the general methodology did not change, the specification of the statistical model changed slightly. First, changes in the background information that NAEP collects on students with disabilities meant that one of the control factors that had been used in the previous report was not available in the 2009 administration and therefore was not used in the model. Second, efforts were made to re-specify the statistical model to better handle student observations with missing background information. This report is limited to the discussion and application of methods for measuring change in state-level inclusion rates. Though the focus of this study is on change over 2007-09, results from 2005-07 were re-calculated with the updated model. Changes in inclusion for 2005-07 and 2005-09 are presented with the 2007-09 results for comparative purposes. This report starts with a brief introduction to the inclusion of students with disabilities on NAEP and motivation for the methodology used in this study. Next is a discussion of the variability of inclusion rates across states and across student characteristics. This is followed by a discussion of variability of student characteristics across states and time. The core methodology for measuring change is then introduced as well as a measure of inclusiveness, or "status measure," in the initial year over which change is measured. The status measure provides context for understanding the change measure. An illustrated example is then provided. The remainder of the report is devoted to a summary of results for 2007-09 and a comparison of change over 2005-07 to change over 2007-09. The consistency of change across subjects (mathematics and reading), grades (4 and 8), and time periods (2005-07, 2007-09, and 2005-09) is explored at the end of the report. Appended are: (1) Mathematics Results--2007-09; (2) Reading Results--2007-09; (3) Supporting Tables; and (4) Caveats. (Contains 14 tables, 20 figures and 1 endnote.) AU - Kitmitto, Sami Y1 - 2011/09// PY - 2011 DA - September 2011 SP - 36 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - Reading Tests KW - Change KW - Student Characteristics KW - Methods KW - Student Participation KW - National Competency Tests KW - Models KW - Regression (Statistics) KW - Comparative Analysis KW - Public Schools KW - Predictive Measurement KW - Disabilities KW - Mathematics Tests KW - Inclusion KW - Testing Accommodations KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964169828?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Dropout Prevention Services and Programs in Public School Districts: 2010-11. First Look. NCES 2011-037 AN - 898326328; ED524175 AB - This report provides national estimates about dropout prevention services and programs in public school districts. The estimates presented in this report are based on a district survey about dropout prevention services and programs offered by the district or by any of the schools in the district during the 2010-11 school year. For this survey, dropout prevention services and programs were defined as services and programs intended to increase the rate at which students are staying in school, progressing toward graduation, or earning a high school credential. The survey was designed to be completed by all types of districts, including those without high school grades. The survey asked about services and programs that districts may provide to students at various levels, including those in elementary and middle/junior high school, that are designed to support students who are struggling academically or who may be at future risk of dropping out. The National Center for Education Statistics (NCES) in the Institute of Education Sciences conducted this Fast Response Survey System (FRSS) survey in fall 2010. FRSS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The survey was mailed to 1,200 public school districts in the 50 states and the District of Columbia. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 25 tables and 6 footnotes.) AU - Carver, Priscilla Rouse AU - Lewis, Laurie Y1 - 2011/09// PY - 2011 DA - September 2011 SP - 66 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Fast Response Survey System KW - District of Columbia KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Questionnaires KW - Academic Achievement KW - School Districts KW - Individual Needs KW - Out of School Youth KW - Dropout Programs KW - Dropouts KW - At Risk Students KW - Dropout Prevention KW - Public Schools KW - High Schools KW - Social Services KW - Student Needs KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/898326328?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Post-High School Outcomes of Young Adults with Disabilities up to 6 Years after High School: Key Findings from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3004 AN - 898325842; ED523539 AB - The National Longitudinal Transition Study-2 (NLTS2) provides a unique source of information to help in developing an understanding of the experiences of secondary school students with disabilities nationally as they go through their early adult years. NLTS2 addresses questions about youth with disabilities in transition by providing information over a 10-year period about a nationally representative sample of secondary school students with disabilities who were receiving special education services under the Individuals With Disabilities Education Act (IDEA) in the 2000-01 school year. The NLTS2 Wave 4 overview report describes key postsecondary outcomes for the subset of young adults with disabilities who were out of secondary school up to 6 years and 19 to 23 years old when telephone interviews were conducted in 2007. This report, as all NLTS2 reports are guided by the NLTS2 framework. Specifically, this report addresses questions that reflect critical domains of young adulthood, which are central to the purpose of IDEA as expressed in 20 U.S.C. 1400(d)(1)(A) to "prepare them [children with disabilities] for future education, employment, and independent living." This report focuses on the following research questions: (1) What are the postsecondary education, employment, independence, and social outcomes of young adults with disabilities in their first 6 years out of high school?; (2) How do these outcomes differ for young adults in different disability categories, for those with different school-exit characteristics (high school completion status and length of time out of high school), and demographic characteristics (young adults' gender, young adults' race/ethnicity, and parents' household income)?; and (3) How do the post-high school outcomes of young adults with disabilities compare with those of similar-age peers in the general population? This report is envisioned as a brief overview of the primary achievements of young adults with disabilities who have been out of high school for up to 6 years, focusing on key outcomes in postsecondary education, employment, residential and financial independence and social and community involvement. Chapter 2 describes two outcomes, the extent to which young adults with disabilities enrolled in postsecondary education and for those who had enrolled, the extent to which they had completed their postsecondary programs. Chapter 3 considers the employment status of young adults and current wages. Chapter 4 addresses the extent to which young adults with disabilities were productively engaged in school, work, or preparation for work after they left high school. The household circumstances of young adults with disabilities are considered in chapter 5, including the extent to which young adults were living away from home, the prevalence of marriage and parenting, and aspects of their financial independence. Chapter 6 focuses on the social and community involvement in both positive and negative ways of young adults with disabilities, including their participation in organized groups and volunteer activities, and their involvement with the criminal justice system. This report provides the most recent national picture of multiple dimensions of the outcomes of young adults with disabilities who had been out of secondary school up to 6 years. These findings will be augmented in the next few years of NLTS2 as more youth transition to adulthood and have increasing exposure to opportunities for postsecondary education, employment, and independent living. Appended are: (1) NLTS2 Sampling, Data Collection, and Analysis Procedures; and (2) Additional Analyses. (Contains 39 tables, 18 tables and 59 footnotes.) AU - Sanford, Christopher AU - Newman, Lynn AU - Wagner, Mary AU - Cameto, Renee AU - Knokey, Anne-Marie AU - Shaver, Debra Y1 - 2011/09// PY - 2011 DA - September 2011 SP - 106 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - National Longitudinal Transition Study Spec Educ KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Postsecondary Education KW - Secondary Education KW - Crime KW - Employment Level KW - Independent Living KW - Marriage KW - Young Adults KW - Longitudinal Studies KW - Citizen Participation KW - Friendship KW - Graduation KW - Participation KW - Child Rearing KW - Disabilities KW - Enrollment KW - Wages KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/898325842?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Postsecondary Institutions and Price of Attendance in the United States: 2010-11, Degrees and Other Awards Conferred: 2009-10, and 12-Month Enrollment: 2009-10. First Look. NCES 2011-250 AN - 898325829; ED523932 AB - This "First Look" presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2010 data collection, which included three survey components: Institutional Characteristics for the 2010-11 academic year; Completions, covering the period July 1, 2009, through June 30, 2010; and 12-Month Enrollment, covering 2009-10. This "First Look" report is based on the collection of data from more than 7,000 postsecondary education institutions that participate in Title IV federal student financial aid programs. It is hoped that the information provided in the report will be useful to a wide range of readers. Further, it is hoped that the results reported here will encourage researchers and others to make full use of the IPEDS data for analysis, for peer comparisons, or to help answer questions about postsecondary education institutions. Appended are: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 12 tables and 11 footnotes.) [For the 2009 report, see ED511504.] AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2011/09// PY - 2011 DA - September 2011 SP - 49 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Institutional Characteristics KW - Graduate Students KW - Undergraduate Students KW - Ethnicity KW - Student Characteristics KW - Race KW - Private Colleges KW - Public Colleges KW - Tuition KW - Fees KW - Academic Degrees KW - Proprietary Schools KW - Graduation KW - Full Time Students KW - Enrollment KW - Student Costs KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/898325829?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - High School Longitudinal Study of 2009 (HSLS:09). A First Look at Fall 2009 Ninth-Graders' Parents, Teachers, School Counselors, and School Administrators. NCES 2011-355 AN - 898325816; ED523764 AB - The focus of this First Look report is on base-year contextual data from the High School Longitudinal Study of 2009 (HSLS:09). This First Look is intended as a companion to the report, "High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders (NCES 2011327)" (ED521115), which focuses on the mathematics assessment and student beliefs, expectations, and exposure to different mathematics and science courses. This companion report introduces the contextual data provided by ninth-graders' parents, mathematics and science teachers, school counselors, and school administrators. The analyses examine parents' educational expectations for their ninth-graders as well as savings for postsecondary education; teachers' preparation and experience; and school administrators' challenges in managing students' schools across students' socioeconomic and academic backgrounds. The findings presented here are a small sample of the rich and extensive data that are part of the High School Longitudinal Study of 2009 (HSLS:09). Appended are: (1) Technical Notes and Methodology; and (2) Standard Error Tables. (Contains 26 tables and 3 footnotes.) AU - LoGerfo, Laura AU - Christopher, Elise M. AU - Flanagan, Kristin Denton Y1 - 2011/09// PY - 2011 DA - September 2011 SP - 59 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Grade 9 KW - High Schools KW - Higher Education KW - Postsecondary Education KW - Secondary Education KW - Principals KW - Student Characteristics KW - Academic Achievement KW - National Surveys KW - Secondary School Teachers KW - Academic Aspiration KW - Data Collection KW - Sampling KW - Parents KW - Expectation KW - Institutional Characteristics KW - Measures (Individuals) KW - Questionnaires KW - Mathematics Achievement KW - School Counselors KW - Longitudinal Studies KW - Money Management KW - Science Teachers KW - Paying for College KW - Mathematics Teachers KW - Parent Attitudes KW - High School Students KW - Student Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/898325816?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Beginning Teacher Attrition and Mobility: Results from the First through Third Waves of the 2007-08 Beginning Teacher Longitudinal Study. First Look. NCES 2011-318 AN - 898325552; ED523821 AB - While the National Center for Education Statistics (NCES) has conducted surveys of attrition and mobility among school teachers for two decades, little was known specifically about the early career patterns of beginning teachers. In order to inform discussions and decisions among policymakers, researchers, and parents, the Beginning Teacher Longitudinal Study (BTLS), sponsored by NCES of the Institute of Education Sciences within the U.S. Department of Education, was initiated as a longitudinal study of public school teachers who began teaching in 2007 or 2008. This report is a first look at data from the first three waves of data collection. The purpose of this report is to introduce new NCES data through the presentation of tables containing descriptive information. Only selected findings are presented and not all differences in the tables are discussed in the text. Selected findings include: (1) Of the teachers who began teaching in public schools in 2007 or 2008, about 10 percent were not teaching in 2008-09, and 12 percent were not teaching in 2009-10 (table 1); (2) Among beginning public school teachers who were assigned a mentor in 2007-08, about 8 percent were not teaching in 2008-09 and 10 percent were not teaching in 2009-10. In contrast, among the beginning public school teachers who were not assigned a mentor in 2007-08, about 16 percent were not teaching in 2008-09 and 23 percent were not teaching in 2009-10 (table 2); (3) Approximately 93 percent of beginning public school teachers who were earning less than $40,000 in 2008-09 remained teachers in 2009-10, and about 96 percent of beginning public school teachers who were earning $40,000 or more in 2008-09 remained teachers in 2009-10 (table 3); (4) Of the beginning public school teachers, about 74 percent were teaching in the same school in 2009-10 as in the previous school year (stayers), about 10 percent were teaching in a different school in 2009-10 than the previous school year (movers), about 3 percent had returned to teaching in 2009-10 after a year of not teaching (returners), and about 12 percent were not teaching in 2009-10 (table 4); and (5) Approximately 21 percent of 2008-09 movers and 27 percent of 2009-10 movers moved across schools because their contract was not renewed. About 31 percent of 2008-09 leavers and 35 percent of 2009-10 leavers left the teaching profession because their contract was not renewed (table 5). Appended are: (1) Standard Error Tables; (2) Methodology and Technical Notes; and (3) Description of Variables. (Contains 14 tables, 1 exhibit and 7 footnotes.) AU - Kaiser, Ashley Y1 - 2011/09// PY - 2011 DA - September 2011 SP - 45 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Schools and Staffing Survey (NCES) KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Questionnaires KW - Teaching (Occupation) KW - Response Rates (Questionnaires) KW - Public School Teachers KW - National Surveys KW - Longitudinal Studies KW - Beginning Teachers KW - Mentors KW - Teacher Surveys KW - Faculty Mobility KW - Public Schools KW - Followup Studies KW - Teacher Persistence KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/898325552?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Variability in Pretest-Posttest Correlation Coefficients by Student Achievement Level. NCEE 2011-4033 AN - 898325385; ED523588 AB - State assessments are increasingly used as outcome measures for education evaluations. The scaling of state assessments produces variability in measurement error, with the conditional standard error of measurement increasing as average student ability moves toward the tails of the achievement distribution. This report examines the variability in pretest-posttest correlation coefficients of state assessment data for samples of low-performing, average-performing, and proficient students to illustrate how sample characteristics (including the measurement error of observed scores) affect pretest-posttest correlation coefficients. As an application, this report highlights how statistical power can be attenuated when correlation coefficients vary according to sample characteristics. Population achievement data from four states and two large districts in both English/Language Arts and Mathematics for three recent years are examined. The results confirm that pretest-posttest correlation coefficients are smaller for samples of low performers, reducing statistical power for impact studies. We also find substantial variation across state assessments. These findings suggest that it may be useful to assess the pretest-posttest correlation coefficients of state assessments for an intervention's target population during the planning phase of a study. Population descriptive statistics for ELA and Mathematics assessments for all eligible students in available years are appended. (Contains 26 tables, 8 figures and 23 footnotes.) AU - Cole, Russell AU - Haimson, Joshua AU - Perez-Johnson, Irma AU - May, Henry Y1 - 2011/09// PY - 2011 DA - September 2011 SP - 98 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Language Tests KW - Measurement KW - Error of Measurement KW - Academic Achievement KW - Language Arts KW - Intervention KW - Correlation KW - English KW - Pretests Posttests KW - Academic Ability KW - High Achievement KW - Mathematics Tests KW - Low Achievement KW - Sample Size KW - Student Evaluation KW - Data Analysis KW - Scaling KW - Effect Size KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/898325385?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Post-High School Outcomes of Young Adults with Disabilities up to 8 Years after High School: A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2011-3005 AN - 898325374; ED524044 AB - The National Longitudinal Transition Study-2 (NLTS2) funded by the National Center for Special Education Research at the Institute of Education Sciences, U.S. Department of Education, provides a unique source of information to help in developing an understanding of the experiences of secondary school students with disabilities nationally as they go through their early adult years. NLTS2 addresses questions about youth with disabilities in transition by providing information over a 10-year period about a nationally representative sample of secondary school students with disabilities who were 13 to 16 years old and receiving special education services in grade 7 or above, under the Individuals With Disabilities Education Act (IDEA) in the 2000-01 school year. NLTS2 findings generalize to youth with disabilities nationally and to youth in each of the 12 federal special education disability categories in use for students in the NLTS2 age range. The study was designed to collect data on sample members from multiple sources in five waves, beginning in 2001 and ending in 2009. This document uses information about these former secondary school students to describe the experiences of young adults with disabilities in the postsecondary education, employment, independence, and social domains in their first 8 years out of high school. Much of the information reported in this document comes from young adults with disabilities themselves in the form of responses to either a telephone interview or a self-administered mail survey with a subset of key items from the telephone interview conducted in 2009, as part of NLTS2's fifth and final wave of data collection, referred to as Wave 5. This report is organized to provide information on young adults with disabilities in several key domains, including the following: (1) Postsecondary education enrollment, educational experiences, and completion; (2) Employment status and characteristics of young adults' current or most recent job; (3) Productive engagement in school, work, or preparation for work; (4) Residential independence; the prevalence of marriage and parenting; and aspects of their financial independence; and (5) Social and community involvement, including friendship activities and community participation in both positive and negative ways. Selected findings include: (1) Sixty percent of young adults with disabilities reported having continued on to postsecondary education within 8 years of leaving high school. (2) Ninety-one percent of young adults with disabilities reported having been employed at some time since leaving high school, holding an average of four jobs. (3) Ninety-four percent of young adults with disabilities reported having been engaged in employment, postsecondary education, and/or job training during this post-high school period. (4) Fifty-nine percent of young adults with disabilities had lived independently (on their own or with a spouse, partner, or roommate), and 4 percent had lived semi-independently (primarily in a college dormitory or military housing). (5) The participation rate of young adults with disabilities in any one of three types of social and community involvement activities--lessons or classes outside of school, volunteer or community service activities, and organized school or community groups--was 52 percent, ranging from 20 percent to 39 percent of young adults across the three types of activities. Appended are: (1) NLTS2 Sampling, Data Collection, and Analysis Procedures; and (2) Additional Analysis. (Contains 98 tables, 44 figures and 126 footnotes.) [This paper was written with Renee Cameto, Elidia Contreras, Kate Ferguson, Sarah Greene and Meredith Schwarting.] AU - Newman, Lynn AU - Wagner, Mary AU - Knokey, Anne-Marie AU - Marder, Camille AU - Nagle, Katherine AU - Shaver, Debra AU - Wei, Xin Y1 - 2011/09// PY - 2011 DA - September 2011 SP - 218 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - Individuals with Disabilities Education Act KW - National Longitudinal Transition Study Spec Educ KW - ERIC, Resources in Education (RIE) KW - Grade 10 KW - Grade 11 KW - Grade 12 KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - High Schools KW - Higher Education KW - Postsecondary Education KW - Secondary Education KW - Special Education KW - Employment Level KW - Independent Living KW - Young Adults KW - Educational Attainment KW - Outcomes of Education KW - Friendship KW - Educational Experience KW - Child Rearing KW - Disabilities KW - Enrollment KW - Data Collection KW - Interpersonal Relationship KW - Educational Legislation KW - Marriage KW - Secondary School Students KW - Longitudinal Studies KW - Citizen Participation KW - Marital Status KW - Federal Legislation KW - Interpersonal Competence KW - Participation KW - Wages KW - Mail Surveys KW - Interviews KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/898325374?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2020. Thirty-Ninth Edition. NCES 2011-026 AN - 898322310; ED524098 AB - "Projections of Education Statistics to 2020" is the 39th report in a series begun in 1964. It includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. This report provides revisions of projections shown in "Projections of Education Statistics to 2019". Included are projections of enrollment, graduates, teachers, and expenditures to the year 2020. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2020 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. They are not intended to supplant detailed projections prepared for individual states. This report is organized by the level of schooling with sections 1, 2, 3, and 4 covering aspects of elementary and secondary education and sections 5 and 6 covering aspects of postsecondary education. Appended are: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. (Contains 78 tables and 28 figures.) [For "Projections of Education Statistics to 2019. Thirty-Eighth Edition. NCES 2011-017," see ED517134.] AU - Hussar, William J. AU - Bailey, Tabitha M. Y1 - 2011/09// PY - 2011 DA - September 2011 SP - 177 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Elementary Secondary Education KW - Postsecondary Education KW - Institutional Characteristics KW - High School Graduates KW - Ethnicity KW - Student Characteristics KW - Race KW - Educational Trends KW - Elementary School Teachers KW - Teacher Salaries KW - Secondary School Teachers KW - School Statistics KW - Enrollment Projections KW - Secondary Schools KW - Expenditures KW - Academic Degrees KW - Public Schools KW - Colleges KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/898322310?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - BOOK T1 - Guide to the U. S. Department of Education Programs, Fiscal Year 2011 AN - 1010641633; 2011-205905 AB - The Guide to US Department of Education Programs (Guide) provides an overview of US Department of Education programs authorized and funded under federal law. It includes information as well on the laboratories, centers, and other facilities funded by the Department that provide important resources for education. Nine principal offices are responsible for operating these programs. Tables. JF - United States Department of Education, Sep 2011, xxi+306 pp. AU - United States Department of Education Y1 - 2011/09// PY - 2011 DA - September 2011 PB - United States Department of Education KW - Business and service sector - Accounting KW - Education and education policy - Curriculum KW - Education and education policy - Education KW - United States KW - Education KW - United States Education department KW - Curriculum KW - Fiscal year KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010641633?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=United+States+Department+of+Education&rft.aulast=United+States+Department+of+Education&rft.aufirst=&rft.date=2011-09-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Guide+to+the+U.+S.+Department+of+Education+Programs%2C+Fiscal+Year+2011&rft.title=Guide+to+the+U.+S.+Department+of+Education+Programs%2C+Fiscal+Year+2011&rft.issn=&rft_id=info:doi/ L2 - http://www.edpubs.gov/document/ed005227p.pdf?ck=820 LA - English DB - PAIS Index N1 - Date revised - 2012-05-01 N1 - Publication note - United States Department of Education, 2011 N1 - SuppNotes - Office of Communications and Outreach Washington, DC N1 - Last updated - 2016-09-28 ER - TY - RPRT T1 - Creating Equal Opportunities for Children and Youth with Disabilities to Participate in Physical Education and Extracurricular Athletics AN - 964170082; ED524248 AB - A report by the United States Government Accountability Office (GAO-10-519) revealed that, despite legislation obligating states and schools to provide equal access, opportunities for physical activity are limited for children and youth with disabilities (GAO, 2010). This document is the initial response to the GAO recommendation that "the Secretary of Education facilitate information sharing among states and schools on ways to provide opportunities in [physical education] PE and extracurricular athletics to students with disabilities" (p. 32). The purposes of this document are to disseminate information on improving opportunities for children and youth to access PE and athletics and to refer the reader to sources of additional information regarding the inclusion of children and youth with disabilities in PE and athletic extracurricular activities. The Office for Civil Rights (OCR) in the U.S. Department of Education (Department) is providing separate and additional guidance on the legal aspects of the provision of extracurricular athletic opportunities to students with disabilities to comply with the second recommendation by the GAO to the Department in its report. This document includes an overview of the problem, suggestions to increase opportunities for children and youth to access PE and athletics, and three appendices. Appended are: (1) References; (2) An Example from State Legislation and Policy: Maryland; and (3) Resources. (Contains 14 resources and 12 footnotes.) Y1 - 2011/08// PY - 2011 DA - August 2011 SP - 24 PB - Office of Special Education and Rehabilitative Services, US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Maryland KW - ERIC, Resources in Education (RIE) KW - State Legislation KW - Educational Legislation KW - Access to Education KW - Guidelines KW - Civil Rights KW - Equal Education KW - Accessibility (for Disabled) KW - Grading KW - Physical Activities KW - Physical Education KW - Federal Legislation KW - Disabilities KW - Student Evaluation KW - Student Behavior KW - Extracurricular Activities KW - Adapted Physical Education KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964170082?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Technical Report and User's Guide for the Program for International Student Assessment (PISA): 2009 Data Files and Database with U.S. Specific Variables. NCES 2011-025 AN - 898325382; ED523605 AB - This technical report and user's guide is designed to provide researchers with an overview of the design and implementation of the 2009 Program for International Student Assessment (PISA), as well as with information on how to access the PISA 2009 data. This information is meant to supplement that presented in Organization for Economic Cooperation and Development (OECD) publications by describing those aspects of PISA 2009 that are unique to the United States. Chapter 2 provides information about sampling requirements and sampling in the United States. Chapter 3 describes participation rates at the school and student level. Chapter 4 describes the details of how schools and students were recruited, while Chapter 5 provides information on instrument development. Chapter 6 describes field operations used for collecting data, while Chapter 7 provides detail concerning various aspects of data management. Chapter 8 describes international activities related to data processing, scaling, and weighting. Chapter 9 describes the data available from both international and U.S. sources, while Chapter 10 discusses some special issues involved in analyzing the PISA 2009 data. Appended are: (1) Comparison of the PISA 2009 and NAEP 2009 Reading Assessments; (2) School Recruitment Materials; (3) Student and Parent Materials; (4) PISA 2009 U.S. Student Questionnaire and School Questionnaire; (5) Data Collection Training Agenda; (6) Item Reliabilities; (7) Explanation of Indices (abstracted from OECD 2010c and OECD 2010d); and (8) PISA 2009 Nonresponse Bias Analysis Report. Individual chapters contain footnotes. (Contains 65 tables, 1 figure and 6 exhibits.) AU - Hopstock, Paul J. AU - Pelczar, Marisa P. Y1 - 2011/08// PY - 2011 DA - August 2011 SP - 210 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Program for International Student Assessment KW - United States KW - Participation Rates KW - National Assessment of Educational Progress KW - Nonresponse Bias KW - Trends in International Mathematics and Science Study KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - Reading Tests KW - Program Effectiveness KW - Parent Materials KW - Student Characteristics KW - Scores KW - Academic Achievement KW - Educational Trends KW - Test Items KW - Mathematics Skills KW - National Competency Tests KW - Comparative Analysis KW - Evaluation Research KW - Mathematics Tests KW - Science Achievement KW - Data Collection KW - Sampling KW - Scientific Literacy KW - Trend Analysis KW - Institutional Characteristics KW - Measures (Individuals) KW - Questionnaires KW - Ethnicity KW - Mathematics Achievement KW - Student Participation KW - Reading Skills KW - Foreign Countries KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/898325382?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Evaluation of the Comprehensive Technical Assistance Centers. Final Report. Executive Summary. NCEE 2011-4032 AN - 898325047; ED523401 AB - This final report presents findings from a multi-year evaluation of the Comprehensive Technical Assistance Centers, a federally funded program that provides technical assistance to states in connection with the Elementary and Secondary Education Act, as reauthorized by the No Child Left Behind (NCLB) Act of 2001. With the redesign of the Center program, the primary focus of technical assistance was directed to states. In order to build states' capacity for carrying out NCLB responsibilities, which include assistance to struggling school districts and schools as well as other areas of NCLB program administration, the Center program was designed to supply ongoing technical assistance in using research knowledge and promising practices. There are two types of Centers: (1) Sixteen Regional Comprehensive Centers (RCCs) are responsible for providing ongoing technical assistance to states assigned to their region, working with a range of one to eight states per Center; and (2) Five Content Centers (CCs) are expected to supply knowledge to RCCs and work with RCCs to assist states in the CC's specialty area: Assessment and Accountability, Instruction, Teacher Quality, Innovation and Improvement, or High Schools. Given this program design, the evaluation provides a description of Center operations. It also reports on assistance delivery and contributions to state capacity as judged by managers in state education agencies (SEAs), on quality as judged by panels of subject-matter experts, and on relevance and usefulness as judged by practitioners who participated in Center activities or received Center products. The evaluation data, collected annually, pertain to the Center program years 2006-07, 2007-08, and 2008-09, covering three of the five program years starting with the second year of program funding. Findings include: (1) The operations of the RCCs and CCs were consistent with the Center program design; (2) Centers addressed the most frequently cited state priority of "statewide systems of support," and an increasing number of state managers reported each year that Center assistance served their purposes; (3) Center assistance was reported by state managers as having expanded state capacity in "statewide systems of support," which has been a predominant focus of Center assistance; and (4) On average across each of the three years, expert panels rated sampled project materials between "moderate" and "high" for quality, and project participants rated the sampled projects "high" for relevance and usefulness. (Contains 5 exhibits and 14 footnotes.) [For the full report, "National Evaluation of the Comprehensive Technical Assistance Centers. Final Report. NCEE 2011-4031," see ED523400.] AU - Turnbull, Brenda J. AU - White, Richard N. AU - Sinclair, Elizabeth AU - Riley, Derek L. AU - Pistorino, Carol Y1 - 2011/08// PY - 2011 DA - August 2011 SP - 28 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Program Design KW - Program Administration KW - Surveys KW - Exhibits KW - Expertise KW - Professional Development KW - Educational Improvement KW - Teacher Effectiveness KW - Evaluation KW - State Departments of Education KW - Federal Legislation KW - Statistical Significance KW - Technical Assistance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/898325047?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Evaluation of the Comprehensive Technical Assistance Centers. Final Report. NCEE 2011-4031 AN - 898324397; ED523400 AB - This final report presents findings from a multi-year evaluation of the Comprehensive Technical Assistance Centers, a federally funded program that provides technical assistance to states in connection with the Elementary and Secondary Education Act, as reauthorized by the No Child Left Behind (NCLB) Act of 2001. With the redesign of the Center program, the primary focus of technical assistance was directed to states. In order to build states' capacity for carrying out NCLB responsibilities, which include assistance to struggling school districts and schools as well as other areas of NCLB program administration, the Center program was designed to supply ongoing technical assistance in using research knowledge and promising practices. There are two types of Centers: (1) Sixteen Regional Comprehensive Centers (RCCs) are responsible for providing ongoing technical assistance to states assigned to their region, working with a range of one to eight states per Center; and (2) Five Content Centers (CCs) are expected to supply knowledge to RCCs and work with RCCs to assist states in the CC's specialty area: Assessment and Accountability, Instruction, Teacher Quality, Innovation and Improvement, or High Schools. Given this program design, the evaluation provides a description of Center operations. It also reports on assistance delivery and contributions to state capacity as judged by managers in state education agencies (SEAs), on quality as judged by panels of subject-matter experts, and on relevance and usefulness as judged by practitioners who participated in Center activities or received Center products. The evaluation data, collected annually, pertain to the Center program years 2006-07, 2007-08, and 2008-09, covering three of the five program years starting with the second year of program funding. Findings include: (1) The operations of the RCCs and CCs were consistent with the Center program design; (2) Centers addressed the most frequently cited state priority of "statewide systems of support," and an increasing number of state managers reported each year that Center assistance served their purposes; (3) Center assistance was reported by state managers as having expanded state capacity in "statewide systems of support," which has been a predominant focus of Center assistance; and (4) On average across each of the three years, expert panels rated sampled project materials between "moderate" and "high" for quality, and project participants rated the sampled projects "high" for relevance and usefulness. Appended are: (1) Center Lead Grantee and Subgrantee Organizations; (2) Study Sample: Center Projects and Project Participants; (3) Describing Center Operations; (4) Supplemental Tables--Center Operations; (5) Survey of State Managers and Case Study Visits to 10 States; (6) Supplemental Tables--State Manager Survey Results; (7) Ratings of Quality, Relevance, and Usefulness; and (8) Supplemental Tables--Quality, Relevance, and Usefulness Ratings. (Contains 58 exhibits and 83 footnotes.) [For "National Evaluation of the Comprehensive Technical Assistance Centers. Final Report. Executive Summary. NCEE 2011-4032," see ED523401.] AU - Turnbull, Brenda J. AU - White, Richard N. AU - Sinclair, Elizabeth AU - Riley, Derek L. AU - Pistorino, Carol Y1 - 2011/08// PY - 2011 DA - August 2011 SP - 256 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - No Child Left Behind Act 2001 KW - Elementary Secondary Education Act KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Program Design KW - Program Administration KW - Case Studies KW - Quality Assurance KW - Surveys KW - Elementary Secondary Education KW - Expertise KW - Professional Development KW - Accountability KW - Educational Improvement KW - Teacher Effectiveness KW - Evaluation KW - State Departments of Education KW - Federal Legislation KW - Educational Change KW - Statistical Significance KW - Technical Assistance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/898324397?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Student Reports of Bullying and Cyber-Bullying: Results from the 2009 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2011-336 AN - 889926809; ED523061 AB - In school year 2008-09, some 7,066,000 U.S. students ages 12 through 18, or 28.0 percent of all such students, reported they were bullied at school, and about 1,521,000, or 6.0 percent, reported they were cyber-bullied anywhere (i.e., on or off school property). These Web Tables use data from the 2009 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to show the extent to which bullying and cyber-bullying are reported by students with different personal characteristics. Estimates are included for the following student characteristics: student sex, race/ethnicity, grade, and household income. In addition, data appended from the 2008-09 Common Core of Data (CCD) and the 2009-10 Private School Universe Survey (PSS) show the extent to which bullying and cyber-bullying are reported by students in schools with different characteristics. School characteristics examined are region; sector (public or private); locale; level; enrollment size; student-to- full-time-equivalent (FTE) teacher ratio; percentage of combined American Indian/Alaska Native, Asian/Native Hawaiian/Other Pacific Islander, Black/African American, Hispanic/Latino, and students of two or more races students; and percentage of students eligible for free or reduced-price lunch. Furthermore, the tables use the SCS data to show the relationship between bullying and cyber-bullying victimization and other variables of interest, such as the reported presence of gangs, guns, drugs, and alcohol at school; selected school security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon carrying at school. The tables are grouped into four sections. Section 1 is an overview table, showing the number and percentage of students ages 12 through 18 who reported being bullied at school and cyber-bullied anywhere, by type of bullying or cyber-bullying (table 1.1). Section 2 focuses on bullying at school, displaying estimates for the location of bullying, the percentage distribution of the frequency of bullying, and the type of bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 2.1-2.6). Section 3 focuses on cyber-bullying anywhere, providing estimates for the percentage distribution of the frequency of cyber-bullying and the type of cyber-bullying reported by students ages 12 through 18, by selected student and school characteristics (tables 3.1-3.4). Section 4 displays the percentages of students who were bullied at school or cyber-bullied anywhere by student reports of unfavorable school conditions; by student reports of selected school security measures; by student reports of criminal victimization at school; and by student reports of personal fear, avoidance behaviors, fighting, and weapon carrying at school (tables 4.1-4.4). A glossary is included. (Contains 30 tables and 3 endnotes.) AU - DeVoe, Jill AU - Murphy, Christina Y1 - 2011/08// PY - 2011 DA - August 2011 SP - 52 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 10 KW - Grade 11 KW - Grade 12 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - High Schools KW - Intermediate Grades KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Institutional Characteristics KW - Elementary School Students KW - Student Characteristics KW - Middle School Students KW - Victims KW - Tables (Data) KW - High School Students KW - Internet KW - Bullying UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889926809?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - A Longitudinal View of the Receptive Vocabulary and Math Achievement of Young Children with Disabilities. NCSER 2011-3006 AN - 889925308; ED523202 AB - The Pre-Elementary Education Longitudinal Study (PEELS), which is funded by the U.S. Department of Education, is examining the characteristics of children receiving preschool special education, the services they receive, their transitions across educational levels, and their performance over time on assessments of academic and adaptive skills. PEELS includes a nationally representative sample of 3,104 children with disabilities who were ages 3 through 5 when the study began in 2003-04. PEELS data were collected through several different instruments and activities, including direct one-on-one assessments of the children at five points in time. While several comprehensive reports have been prepared using the PEELS data, this one is designed to address two specific research questions: (1) How do children who received preschool special education services perform over time on assessments of receptive vocabulary and math skills?; and (2) How does their receptive vocabulary and math performance vary over time by primary disability category? Findings on receptive vocabulary performance include: (1) At age 3, children in PEELS had a mean score of 61,1 and at age 10, children had a mean score of 113; (2) Children's growth on the Psychometrically Adapted and Shortened Version of the Peabody Picture Vocabulary Test III (PPVTIII adapted version) decelerated, or slowed down, as the children got older, with scores for children at age 3 growing 12.9 points and scores for children at age 10 growing 1.4 points; (3) At age 3, children with a speech or language impairment had a significantly higher mean on the PPVT-III (adapted version) than children with a developmental delay. There were no statistically significant differences in growth at age 3 between disability groups, and the gap persisted at age 10 between children with a speech or language impairment and children with a developmental delay. Findings on math performance include: (1) At age 3, children in PEELS had a mean score on Woodcock-Johnson III: Applied Problems of 362, and at age ten, children had a mean score of 488; (2) Growth was decelerating, or slowing down, as the children got older, with scores for children at age 3 growing 32.1 points and scores for children at age 10 growing 4.3 points; and (3) Children with a speech or language impairment had significantly higher mean scores at age 3 than children with autism or a developmental delay. There were no statistically significant differences in growth at age 3 between disability groups. The gap between scores for children with speech or language impairments and children with a developmental delay persisted at age 10. Children with autism caught up to children with a speech or language impairment by age 10. Appended are: (1) Diagram of Selection of LEA Sample; (2) Weighting Procedures; (3) Results from PEELS Nonresponse Bias Study; (4) Number of Children Who Had Test Accommodations; (5) Final Augmented LEA Sample Size; (6) Likelihood Ratio Tests for Prediction Models; (7) Details of the Likelihood Ratio Tests for the Fit of the Merged-Cohort Models; and (8) Hierarchical Linear Models Used in the Analysis. (Contains 71 tables, 5 figures and 35 footnotes.) AU - Carlson, Elaine AU - Jenkins, Frank AU - Bitterman, Amy AU - Keller, Brad Y1 - 2011/08// PY - 2011 DA - August 2011 SP - 105 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - Peabody Picture Vocabulary Test KW - Woodcock Johnson Tests of Achievement KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Preschool Education KW - Special Education KW - Speech Impairments KW - Mathematics Achievement KW - Scores KW - Developmental Delays KW - Vocabulary KW - Longitudinal Studies KW - Language Impairments KW - Disabilities KW - Receptive Language KW - Preschool Children KW - Autism UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889925308?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Mapping State Proficiency Standards onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009. NCES 2011-458 AN - 889924591; ED522633 AB - Since 2003, the National Center for Education Statistics (NCES) has compared each state's standard for proficient performance in reading and mathematics by mapping each state's standard onto the appropriate National Assessment of Educational Progress (NAEP) scale. The results of those comparisons have been provided in three earlier reports, using state data for reading and mathematics at grades 4 and 8 from 2003, 2005, and 2007. This report provides highlights of applying the methodology for mapping state proficiency standards onto the NAEP scales using state data from the 2008-09 academic year and the 2009 NAEP grade 4 and 8 reading and mathematics assessments. The analyses summarized in this report address the following questions: (1) How do states' 2009 standards for proficient performance compare with one another when mapped onto the NAEP scale?; (2) How do the 2009 NAEP scale equivalents of state proficiency standards compare with those estimated for 2007 and 2005?; and (3) Does NAEP corroborate a state's changes in the proportion of the students meeting the state's standard for proficiency from 2007 to 2009? From 2005 to 2009? Limitations in the 2003 state assessment data (e.g., many states did not test grades 4 and 8 as NAEP) precluded a 2003 to 2009 comparison analysis. Appended are: (1) NAEP scale equivalent scores for state reading proficiency standards at grades 4 and 8 in 2009, and their differences from the 2005 and 2007 estimates of the same standards, by state; (2) NAEP scale equivalent scores for state mathematics proficiency standards at grades 4 and 8 in 2009, and their differences from the 2005 and 2007 estimates of the same standards, by state; (3) Direction of change in the estimated NAEP scale equivalent scores of state reading proficiency standards for the states that did not make significant changes in their assessments, by grade and comparison result: 2007 to 2009; and (4) Direction of change in the estimated NAEP scale equivalent scores of state mathematics proficiency standards for the states that did not make significant changes in their assessments, by grade and comparison result: 2007 to 2009. (Contains 20 figures and 7 tables.) Y1 - 2011/08// PY - 2011 DA - August 2011 SP - 44 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - Intermediate Grades KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Comparative Analysis KW - Reading Achievement KW - Change KW - Mathematics Achievement KW - Scores KW - National Competency Tests KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889924591?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - BOOK T1 - Mapping State Proficiency Standards onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009 AN - 1373466821; 2011-440043 AB - The standards most states use to determine whether fourth and eighth grade students are proficient in reading and mathematics are set at levels that are equivalent to Basic or Below Basic skills under the standards set by the National Assessment of Educational Progress (NAEP) -- commonly known as "the nation's report card." There is a wide variation among the proficiency standards that states use. The American Institutes for Research (AIR) researchers used a rigorous research and evaluation 'mapping' methodology that makes it possible for each state to compare the rigor of its standards with other states. Tables, Figures, Appendixes, References. JF - American Institutes for Research, Aug 2011, 44 pp. AU - National Assessment of Educational Progress Y1 - 2011/08// PY - 2011 DA - August 2011 PB - American Institutes for Research KW - Science and technology policy - Science and science policy and research KW - Science and technology policy - Mathematics KW - Education and education policy - Education personnel and population KW - Education and education policy - Education KW - Educational policy KW - Research and development KW - Standards KW - Students KW - Mathematics KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1373466821?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/PAIS+Index&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=National+Assessment+of+Educational+Progress&rft.aulast=National+Assessment+of+Educational+Progress&rft.aufirst=&rft.date=2011-08-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Mapping+State+Proficiency+Standards+onto+the+NAEP+Scales%3A+Variation+and+Change+in+State+Standards+for+Reading+and+Mathematics%2C+2005-2009&rft.title=Mapping+State+Proficiency+Standards+onto+the+NAEP+Scales%3A+Variation+and+Change+in+State+Standards+for+Reading+and+Mathematics%2C+2005-2009&rft.issn=&rft_id=info:doi/ L2 - http://www.air.org/files/NCES_AIR_Mapping2011.pdf LA - English DB - PAIS Index N1 - Date revised - 2013-07-01 N1 - Publication note - American Institutes for Research, 2011 N1 - SuppNotes - United States Department of Education, NCES 2011-458 N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 2--Science. Technical Report. NCES 2011-049 AN - 889926172; ED522248 AB - This second volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the science components of the TIMSS 1999 Video Study. The report is intended to serve as a record of the actions and documentation of outcomes, to be used in interpreting the results and as a reference for future studies. The TIMSS 1999 Video Study is a complex and ambitious study conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA) and managed by the U.S. Department of Education's National Center for Education Statistics (NCES) in cooperation with its study partner, the National Science Foundation. The study researchers collected, transcribed, translated, coded, and analyzed hundreds of hours of videotapes of eighth-grade science lessons in the five participating countries. The design of the study built on the foundations established by the first TIMSS 1995 Video Study, but was improved and carried out through a collaborative process that involved individuals around the globe. Each of the chapters of this report, and the appendices, focuses on critical steps taken in the planning and implementation of the study, from its initial design to how the data were analyzed. One of the more complex tasks of the study was the development of a coding system that addressed critical questions and was applicable to each country's unique education system. The resulting coding system for the science videos is discussed in detail in this report with the aim of making the system available for review, improvement, and possible application to future studies. Appended are: (1) Research Participants in the TIMSS 1999 Video Study of Science Teaching; (2) U.S. Science Teacher Questionnaire; (3) TIMSS 1999 Video Study Science Teacher Questionnaire Code Book; (4) TIMSS 1999 Video Study Science Video Coding Manual; and (5) Steps for Weighting the Data for Each Country. (Contains 65 tables, 18 figures, 14 exhibits and 8 footnotes.) [For "Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 1--Mathematics. Technical Report. NCES 2003-012," see ED522247.] AU - Garnier, Helen E. AU - Lemmens, Meike AU - Druker, Stephen L. AU - Roth, Kathleen J. Y1 - 2011/07// PY - 2011 DA - July 2011 SP - 579 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Australia KW - Czech Republic KW - Japan KW - Netherlands KW - United States KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Middle Schools KW - Research Reports KW - Measures (Individuals) KW - Questionnaires KW - Research Methodology KW - Science Instruction KW - Longitudinal Studies KW - Science Teachers KW - Video Technology KW - Foreign Countries KW - Comparative Education KW - Science Achievement KW - Global Approach UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889926172?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Assessment of IDEA Overview. NCEE 2011-4026 AN - 881457444; ED522068 AB - The Individuals with Disabilities Education Improvement Act of 2004 (P.L. 108-446), enacted by the United States Congress on December 3, 2004, is the most recent reauthorization of the Individuals with Disabilities Education Act (IDEA), federal legislation which is specifically focused on the education of children with disabilities. As of Fall 2008, IDEA supported early intervention and special education and related services for 6.94 million children ages 0 to 21 who had been identified as having a disability or a risk of substantial developmental delay. In Fiscal Year 2010, appropriations for IDEA were $12.572 billion, out of $64.135 billion in discretionary funding for the U. S. Department of Education (ED). Section 664(b) of IDEA requires that the Secretary of Education delegate to the Institute of Education Sciences (IES) responsibility for conducting an assessment of national activities under the law, henceforth known as the "National Assessment of IDEA." The National Assessment of IDEA is distinct from the annual reports submitted by ED to Congress on the implementation of the law. The goals of the National Assessment of IDEA, as stated in the law, are threefold: (1) to determine the effectiveness of this title [IDEA] in achieving the purposes of this title; (2) to provide timely information to the President, Congress, the States, local educational agencies, and the public on how to implement this title more effectively; and (3) to provide the President and Congress with information that will be useful in developing legislation to achieve the purposes of this title more effectively. This introduction to the National Assessment of IDEA begins with a review of the purposes of the law. It then describes the general approach IES has adopted to conducting this National Assessment of IDEA and specific evaluation studies that have begun in two broad areas: (1) studies of the implementation of IDEA programs, and (2) studies of outcomes and effects associated with IDEA-related services. The rest of this overview summarizes findings from the IDEA National Assessment Implementation Study, which provides a national picture of state agency and school district implementation of IDEA. (Contains 11 exhibits and 26 endnotes.) [For the full report, "IDEA National Assessment Implementation Study. Final Report. NCEE 2011-4027," see ED522067.] Y1 - 2011/07// PY - 2011 DA - July 2011 SP - 42 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - Individuals with Disabilities Education Improvement Act 2004 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Preschool Education KW - Program Effectiveness KW - Federal Legislation KW - Special Education KW - Program Implementation KW - Disabilities KW - School Districts KW - State Agencies KW - Early Intervention KW - Developmental Delays KW - Program Evaluation KW - Related Services (Special Education) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881457444?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Graduate and First-Professional Students: 2007-08. Stats in Brief. NCES 2011-174 AN - 881457366; ED522069 AB - Drawing upon data from the 2007-08 National Postsecondary Student Aid Study (NPSAS:08), a nationally representative survey of all postsecondary students, this Statistics in Brief offers an overview of the enrollment characteristics of graduate and first-professional students, when they started their programs, how they combined school and work, the price of attending, and the types and amounts of aid they receive to help pay for their education in 2007-08. Except where otherwise indicated, it includes students enrolled at public, private nonprofit, and for-profit 4-year institutions. Data are reported separately by degree level and within level, for selected degree programs with sufficient numbers to report separately. Financial aid information is presented for all students in a program regardless of whether they attended full or part time. Details on financial aid for full-time, full-year attendees can be found in Cataldi and Ho (2010b). Information on student demographic characteristics can be found in Cataldi and Ho (2010a). (Contains 17 figures and 13 footnotes.) AU - Choy, Susan P. AU - Cataldi, Emily Forrest Y1 - 2011/07// PY - 2011 DA - July 2011 SP - 28 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Graduate Students KW - Statistics KW - Masters Degrees KW - Grants KW - Surveys KW - Attendance KW - Student Financial Aid KW - Academic Degrees KW - Bachelors Degrees KW - Professional Education KW - Enrollment KW - Doctoral Degrees KW - Statistical Significance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881457366?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 2008-09 Baccalaureate and beyond Longitudinal Study (B&B:08/09). First Look. NCES 2011-236 AN - 881457100; ED521881 AB - This "First Look" presents findings from the 2008-09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09), which describes the enrollment and employment experiences, 1 year after they graduated, of a national sample of college graduates who completed a bachelor's degree in the 2007-08 academic year. The tables in this report provide a sampling of the data available on graduates who earned their first bachelor's degree in 2007-08, presenting information on their undergraduate enrollment, including time to degree and education financing; postbaccalaureate enrollment and employment, particularly employment in teaching; and student loan repayment 1 year after completing college. B&B:08 is the third in a series of studies of bachelor's degree recipients that have previously covered 1992-93 graduates through 2003 (B&B:93) and 1999-2000 graduates through 2001 (B&B:2000). This report is organized as follows. The first section presents key findings from the set of detailed tables that follow. Tables 1-2 provide information on the demographic and undergraduate enrollment characteristics of 2007-08 bachelor's degree recipients. Tables 3-4 examine some of the resources--time taken and money borrowed--that graduates used to complete their bachelor's degrees. Tables 5-8 address postbaccalaureate activities and outcomes: education, employment, income, and participation in or preparation for K-12 teaching. B&B:08/09 Technical Notes and Methodology are appended. (Contains 17 tables, 3 exhibits and 13 footnotes.) AU - Cataldi, Emily Forrest AU - Green, Caitlin AU - Henke, Robin AU - Lew, Terry AU - Woo, Jennie AU - Shepherd, Bryan AU - Siegel, Peter Y1 - 2011/07// PY - 2011 DA - July 2011 SP - 63 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Baccalaureate and Beyond Longitudinal Study (NCES) KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Graduate Study KW - Teaching (Occupation) KW - Loan Repayment KW - Student Loan Programs KW - Ethnicity KW - School Demography KW - Teacher Education KW - Race KW - Elementary Secondary Education KW - Debt (Financial) KW - Longitudinal Studies KW - Income KW - Outcomes of Education KW - Time to Degree KW - Bachelors Degrees KW - Paying for College KW - Employment Experience KW - Enrollment KW - College Graduates KW - Data Analysis KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881457100?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card [TM]: Geography 2010. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-467 AN - 881454938; ED521835 AB - Nationally representative samples of about 7,000 fourth-graders, 9,500 eighth-graders, and 10,000 twelfth-graders participated in the 2010 National Assessment of Educational Progress (NAEP) in geography. At each grade, students responded to questions designed to measure their knowledge of geography in the context of space and place, environment and society, and spatial dynamics and connections. Comparing the results from the 2010 assessment to the results from previous assessments in 1994 and 2001 shows how students' knowledge and skills in geography have changed over time. Findings reveal that: (1) Students make progress in geography at grade 4 but not at grades 8 and 12; (2) Percentages of fourth- and eighth- graders at or above "Basic" are higher than in the first assessment year; (3) About one-quarter of students perform at or above the "Proficient" level in 2010; (4) Percentages of students at "Advanced" decrease from 1994 at grades 4 and 8; (5) White-Black score gaps narrow at grades 4 and 8; and (6) Male students score higher than female students at all three grades. Appendix tables are included. (Contains 28 figures and 21 tables.) Y1 - 2011/07// PY - 2011 DA - July 2011 SP - 62 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Grades (Scholastic) KW - Ethnic Groups KW - Student Evaluation KW - Geography KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881454938?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Six-Year Attainment, Persistence, Transfer, Retention, and Withdrawal Rates of Students Who Began Postsecondary Education in 2003-04. Web Tables. NCES 2011-152 AN - 881453279; ED521731 AB - In the 2003-04 academic year, approximately 4 million undergraduates began postsecondary education for the first time, enrolling in a wide variety of institutions, including 4-year colleges and universities, public 2-year community colleges, and for-profit institutions offering career-oriented and vocational programs. These Web Tables cover the enrollment experiences of a representative national sample of these 2003-04 first-time postsecondary students over a period of 6 academic years, from 2003-04 to 2008-09, and provide information about the rates at which these students completed degrees or certificates, transferred to other institutions, and left postsecondary education without attaining any degrees or certificates. The data are based on the 2003-04 Beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:04/09). The tables are grouped into six sections. Section 1 presents the distribution of the first-time postsecondary students by demographic and enrollment characteristics within degree programs and within the types of institutions that they first attended. Section 2 presents 6-year attainment and persistence rates "at any institution." Section 3 presents the 6-year rates of attainment and retention "at the first institution attended." Section 4 presents 2003-04 first-time postsecondary students' 6-year persistence and attainment rates "at any institution" by the type of program (certificate, associate's degree, or bachelor's degree) in which they were enrolled during their first year (2003-04). Section 5 presents the year-by-year cumulative rates at which these students (1) withdrew from postsecondary education without a degree and (2) withdrew without a degree from the first institution attended. Section 6 presents information about the 2003-04 first-time postsecondary students who transferred, including both those who transferred without a degree as well as those who had attained a certificate or an associate's degree before transferring. Section 7 shows the bachelor's degree completion rates in 4 years or less, in 5 years, or in 6 years of 2003-04 first-time postsecondary students who started in bachelor's degree programs at public and at private nonprofit 4-year institutions. A glossary is included. (Contains 228 tables and 5 endnotes.) AU - Skomsvold, Paul AU - Radford, Alexandria Walton AU - Berkner, Lutz Y1 - 2011/07// PY - 2011 DA - July 2011 SP - 381 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Undergraduate Students KW - Student Characteristics KW - School Holding Power KW - Private Colleges KW - Public Colleges KW - Transfer Students KW - Educational Attainment KW - Associate Degrees KW - Longitudinal Studies KW - Withdrawal (Education) KW - At Risk Students KW - Proprietary Schools KW - Bachelors Degrees KW - Grade Point Average KW - Enrollment KW - Academic Persistence KW - Tables (Data) KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881453279?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - IDEA National Assessment Implementation Study. Final Report. NCEE 2011-4027 AN - 881452958; ED522067 AB - The Individuals with Disabilities Education Improvement Act of 2004 is the most recent reauthorization of the Individuals with Disabilities Education Act (IDEA), federal legislation specifically focused on the education of children with disabilities. Section 664(b) of the Individuals with Disabilities Education Improvement Act of 2004 requires that the Secretary of Education delegate to the Institute of Education Sciences (IES) responsibility for conducting an assessment of national activities under the law, known as the National Assessment of IDEA. The goals of the National Assessment of IDEA are: to determine the effectiveness of IDEA in achieving its purposes; to provide timely information to the President, Congress, the States, local educational agencies and the public on how to implement this title more effectively; and to provide the President and Congress with information that will be useful in developing legislation to achieve the purposes of this title more effectively. The Individuals with Disabilities Education Act National Assessment Implementation Study (IDEA-NAIS) is one study of the implementation of IDEA programs that contributes to the overall National Assessment of IDEA. IES initiated a design study advised by practitioners, researchers and evaluation experts to develop research questions and approaches to address the goals for the National Assessment of IDEA (Fiore et al. 2007). The design study prioritized areas for inclusion in the IDEA-NAIS. Ultimately, IES identified four focal areas: services to young children with disabilities; identification of children and youth with disabilities; efforts to promote positive developmental and educational outcomes for children and youth with disabilities; and dispute resolution. The IDEA-NAIS collected information to answer four broad research questions: (1) What are the IDEA Part C early intervention service delivery models for infants and toddlers and how are IDEA Part C programs coordinated with IDEA Part B special education programs for preschool-age children, specifically in the support of children who may transition across programs?; (2) How are state agencies and school districts implementing the IDEA provisions to prevent inappropriate identification?; (3) How are state early intervention agencies, state educational agencies (SEAs) and local educational agencies (LEAs) implementing measures to improve child and youth outcomes through developmental and academic standards and qualified staff?; and (4) To what extent do state agencies and school districts engage in dispute resolution with parents and guardians, and how has the incidence of disputes changed since the 2003-2004 school year? Within each area, the IDEA-NAIS focuses on the implementation of select provisions of IDEA that were introduced or revised in the 2004 reauthorization of the law and complements the work of the other National Assessment of IDEA studies. The IDEA-NAIS also examines key IDEA provisions that were introduced prior to the 2004 authorization but were not included in earlier national studies. This report presents key findings of the IDEA-NAIS related to each of the four research questions. Appended are: (1) Technical Appendix; (2) Supplemental Exhibits for Chapter 1; (3) Supplemental Exhibits for Chapter 2; (4) Supplemental Exhibits for Chapter 3; (5) Supplemental Exhibits for Chapter 4; (6) The Congruence among Different Data Sources on the Incidence of Dispute Resolution Events; and (7) Supplemental Exhibits for Chapter 5. (Contains 260 exhibits and 51 footnotes.) [For "National Assessment of IDEA Overview. NCEE 2011-4026," see ED522068.] AU - Bradley, M.C. AU - Daley, Tamara AU - Levin, Marjorie AU - O'Reilly, Fran AU - Parsad, Amanda AU - Robertson, Anne AU - Werner, Alan Y1 - 2011/07// PY - 2011 DA - July 2011 SP - 386 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - Individuals with Disabilities Education Improvement Act 2004 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Preschool Education KW - Program Effectiveness KW - Educational Objectives KW - School Districts KW - Conflict Resolution KW - Identification KW - Outcomes of Education KW - Federal Legislation KW - Parent Student Relationship KW - Program Implementation KW - Disabilities KW - Early Intervention KW - Incidence KW - Program Evaluation KW - Educational Assessment KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881452958?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The 2009 High School Transcript Study User's Guide. NCES 2011-465 AN - 964172319; ED524905 AB - This user's guide documents the procedures used to collect, process, and summarize data from the 2009 High School Transcript Study (HSTS 2009). Chapters detail the sampling of schools and graduates (chapters 2 and 3), data collection procedures (chapter 4), data processing procedures (chapter 5), and weighting procedures (chapter 6). Chapter 7 describes the HSTS 2009 data files and codebooks. Appendices A through H contain the HSTS 2009 data collection and documentation forms. Appendix I describes the Classification of Secondary School Courses (CSSC) and provides a complete listing of CSSC codes, which were used to code the courses listed on the HSTS 2009 transcripts. The codebooks for all of the HSTS 2009 restricted-use data files are in appendices J through Q, and a glossary of terms is in appendix R. Appended are: (1) Disclosure Notice; (2) School Information Form (SIF); (3) Transcript Request Form; (4) Letter Requesting Catalogs; (5) Sample Introductory Letter to Principals; (6) NAEP [National Assessment of Educational Progress] in Your School--HSTS brochure; (7) Transcript Format Checklist; (8) Course Catalog Checklist; (9) Classification of Secondary School Courses Hierarchical Listing and Detailed Stub List; (10) 2009 High School Transcript Study Codebook for Catalog File; (11) 2009 High School Transcript Study Codebook for Master CSSC File; (12) 2009 High School Transcript Study Codebook for NAEP Data File; (13) 2009 High School Transcript Study Codebook for School File; (14) 2009 High School Transcript Study Codebook for SD/ELL File; (15) 2009 High School Transcript Study Codebook for Student File; (16) 2009 High School Transcript Study Codebook for Test File; (17) 2009 High School Transcript Study Codebook for Transcript File; and (18) Glossary. (Contains 7 tables, 1 figure and 26 footnotes.) AU - Nord, C. AU - Hicks, L. AU - Hoover, K. AU - Jones, M. AU - Lin, A. AU - Lyons, M. AU - Perkins, R. AU - Roey, S. AU - Rust, K. AU - Sickles, D. Y1 - 2011/06// PY - 2011 DA - June 2011 SP - 545 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Classification of Secondary School Courses KW - National Assessment of Educational Progress KW - Weighting (Statistical) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 12 KW - High Schools KW - Secondary Education KW - Coding KW - Computation KW - High School Graduates KW - Questionnaires KW - Data Processing KW - Data Collection KW - Sampling KW - Academic Records KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964172319?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Profile of Degree/Certificate-Seeking Entering Undergraduate Students, by Control and Level of Institution. Web Tables. NCES 2011-252 AN - 881473032; ED521086 AB - The Student Right to Know Act requires institutions that participate in any student financial assistance program under Title IV of the Higher Education Act of 1965 (as amended) to disclose graduation rates. To assist institutions in meeting this requirement, the National Center for Education Statistics (NCES) collects these rates as part of the Integrated Postsecondary Education Data System (IPEDS) in the Graduation Rates component (GRS). The cohort for this rate comprises all full-time, first-time, degree- or certificate-seeking students. Students' inclusion in the GRS cohort is based on their attendance status and degree/certificate-seeking status at the time they first enter the institution. Subsequent changes in attendance status and degree/certificate-seeking status does not change students' inclusion or exclusion from the GRS cohort. Many students are not captured in the GRS cohort. For example, the cohort excludes students who started their first semester part time or who transferred from another postsecondary education institution. Additionally, because most GRS cohorts are based on fall enrollment, full-time students who enroll for the first time in the winter/spring semester are excluded. These Web Tables compare enrollment information for entering students included in the GRS cohort (full-time, first-time degree- or certificate-seeking students) to three other degree- or certificate-seeking entering student groups: (1) part-time, first-time students; (2) full-time, transfer-in students; and (3) part-time, transfer-in students. The Web Tables present the distribution of these four student groups across institutions possessing different characteristics and by the gender and race/ethnicity of the entering student population. Specifically, these Web Tables provide information on: (1) The distribution of entering degree/certificate-seeking undergraduate students by attendance status and type of institution by select institutional characteristics (tables 1,d 3); (2) The distribution of entering degree/certificate-seeking undergraduate students by attendance status and type of institution by gender (table 4); and (3) The distribution of entering degree/certificate-seeking undergraduate students by attendance status and type of institution by race/ethnicity (table 5). A glossary is included. (Contains 15 tables and 1 endnote.) AU - Ginder, Scott AU - Mason, Marcinda Y1 - 2011/06// PY - 2011 DA - June 2011 SP - 34 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Institutional Characteristics KW - Age KW - Undergraduate Students KW - Ethnicity KW - Student Characteristics KW - Race KW - Full Time Students KW - Part Time Students KW - Enrollment KW - College Transfer Students KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881473032?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Nation's Report Card [TM]: U.S. History 2010. National Assessment of Educational Progress at Grades 4, 8, and 12. With Highlighted Results from the 2009 High School Transcript Study. NCES 2011-468 AN - 881470414; ED520637 AB - The 2010 National Assessment of Educational Progress (NAEP) U.S. history assessment measures how well fourth-, eighth-, and twelfth-graders are learning American history, and whether they can evaluate historical evidence and understand change and continuity over time. Comparing the results from the 2010 assessment to results from previous years shows how students' knowledge and skills in U.S. history at these grade levels have progressed over time. For the 2010 National Assessment of Educational Progress (NAEP) in U.S. history, students responded to questions designed to measure their knowledge of American history in the context of democracy, culture, technological and economic changes, and America's changing world role. Nationally representative samples of more than 7,000 fourth-graders, 11,000 eighth-graders, and 12,000 twelfth-graders participated. The average U.S. history score for the nation's fourth-graders did not change significantly since the last assessment in 2006; however, the score in 2010 was higher than in 1994. The score for students at the 10th percentile increased 22 points from 1994 to 2010. Gains from 1994 to 2010 for Black and Hispanic students contributed to the narrowing of the gaps between these groups and their White peers over this 16-year period. Results at grades 4, 8, and 12 are as follows. The average U.S. history score for the nation's eighth-graders was higher in 2010 than in previous assessment years. Gains from 2006 to 2010 for Black and Hispanic students contributed to the narrowing of the score gaps between these groups and their White peers. Increases were also seen since 2006 for students from both lower- and higher-income families. The average U.S. history score for the nation's twelfth-graders in 2010 was not significantly different from the score in 2006 but was higher than the score in 1994. Forty-five percent of twelfth-grade students performed at or above the Basic level in 2010, and there were no significant changes in the percentages of students at or above the Basic and Proficient levels or at the Advanced level in comparison to previous assessment years. (Contains 19 tables and 32 figures.) Y1 - 2011/06// PY - 2011 DA - June 2011 SP - 66 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - United States KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Advanced Placement KW - Scores KW - Academic Achievement KW - Democracy KW - Academic Records KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - History Instruction KW - Economic Status KW - Evidence KW - United States History KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881470414?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders. NCES 2011-327 AN - 881470385; ED521115 AB - This First Look presents findings from the base-year survey of the newly launched High School Longitudinal Study of 2009 (HSLS:09), the first round of a study that will follow a ninth-grade cohort through high school and into their postsecondary years. HSLS:09 is the fifth in a series of National Center for Education Statistics (NCES) high school longitudinal studies that began in 1972 and have been continued with each new decade. The purpose of this report is to introduce new data, marking the release of the HSLS:09 base-year dataset, through the presentation of select descriptive tables. The findings presented here represent only a small sample of the relationships between data elements in a study that gathered extensive information from school administrators, counselors, teachers, and parents, in addition to students who were both surveyed and given a mathematics assessment focused on algebraic reasoning. This report provides a first look at selected findings from the base year of the High School Longitudinal Study of 2009 (HSLS:09). The HSLS:09 project focuses on understanding students' trajectories from the beginning of high school into higher education and the workforce. The core research questions for the study explore secondary to postsecondary transition plans and the evolution of those plans; the paths into and out of science, technology, engineering, and mathematics (STEM) fields of study and careers; and the educational and social experiences that are related to these shifts in plans or paths. Appended are: (1) Technical Notes and Methodology; and (2) Standard Error Tables. (Contains 20 tables and 4 footnotes.) AU - Ingels, Steven J. AU - Dalton, Ben AU - Holder, Tommy E. AU - Lauff, Erich AU - Burns, Laura J. Y1 - 2011/06// PY - 2011 DA - June 2011 SP - 54 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - California KW - Florida KW - Georgia KW - Michigan KW - North Carolina KW - Ohio KW - Pennsylvania KW - Tennessee KW - Texas KW - Washington KW - ERIC, Resources in Education (RIE) KW - Grade 9 KW - High Schools KW - Secondary Education KW - Science Education KW - Socioeconomic Status KW - Parent Background KW - Student Characteristics KW - Mathematics Achievement KW - STEM Education KW - Educational Attainment KW - Longitudinal Studies KW - Mathematics Education KW - Algebra KW - Public Schools KW - Self Esteem KW - Occupational Aspiration KW - Academic Aspiration KW - Enrollment KW - Private Schools KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881470385?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Statistical Analysis Report. NCES 2011-459 AN - 881469128; ED520960 AB - This report provides detailed information on the size of the achievement gaps between Hispanic and White public school students at the national and state levels and describes how those achievement gaps have changed over time. Additional information about race/ethnicity in NAEP is given in Appendix A. Most of the data in this report is derived from the results of the 2009 National Assessment of Educational Progress (NAEP) main assessments in mathematics and reading; however the trend data provided is derived from results from as early as 1990. "Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress", follows the previous report that provided similar information on the achievement gap between Black and White students. Specifically the two major questions addressed in this study are: (1) How do score gaps in 2009 mathematics and reading performance compare to the gaps in the initial and most recent prior years of the NAEP national and state assessment series; and (2) How do Hispanic and White scores and gaps in mathematics and reading at the state level compare to the national scores and gaps in 2009? Following an introduction, the remainder of this report presents first mathematics and then reading results. The mathematics section is color-coded with green page margins while the reading section is color-coded with blue margins. In each section, national results appear first. Information on scores and score gaps over time is presented at the national level for fourth- and eighth-grade Hispanic and White public school students. Similar comparisons are included for White and non-ELL Hispanic students and for non-ELL and ELL Hispanic students. National data also include information on scores and score gaps over time for Hispanic and White students by gender and by family income as measured by eligibility for the National School Lunch Program (NSLP). State-level data include scores and score gaps over time for fourth- and eighth-grade Hispanic and White public school students for each state, limited by non-participation of some states in the early NAEP assessments and by the fact that NAEP did not always obtain samples of Hispanic or White students large enough to allow the reporting of reliable results. Because Hispanic populations have changed significantly over time, percentages of White and Hispanic students are given for each state for the first assessment in which the state participated and for the most recent assessment in 2009. In addition, the size of the gap in 2009 for each state is compared against the Hispanic-White gap nationally and the scores of Hispanic and White students in each state are compared against the national averages for Hispanic and White students. Among the results were that, in 2009, NAEP mathematics scores for both Hispanic and White students in grades 4 and 8 nationwide were higher than in 1990, the first assessment year for both Hispanic and White public school students. Mathematics scores increased, but the achievement gap between Hispanic and White students did not change significantly at either grade 4 or 8 from 1990 to 2009. For reading, at the national level, reading scores increased for both groups significantly, but the achievement gap between Hispanic and White students did not change for fourth- or eighth-graders when comparing 1992 to 2009. Appended are: (1) Technical Notes; and (2) Supplemental Tables. (Contains 13 tables and 28 figures. AU - Hemphill, Cadelle F. AU - Vanneman, Alan Y1 - 2011/06// PY - 2011 DA - June 2011 SP - 95 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Mathematics Achievement KW - Scores KW - Lunch Programs KW - National Competency Tests KW - English (Second Language) KW - Evaluation KW - Reading Achievement KW - White Students KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Statistical Significance KW - Hispanic American Students KW - Family Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881469128?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Students with Disabilities at Degree-Granting Postsecondary Institutions. First Look. NCES 2011-018 AN - 881462343; ED520976 AB - Growing enrollments of students with disabilities in postsecondary education along with recent key legislation such as the Americans with Disabilities Act Amendments Act of 2008 and the 2008 Higher Education Opportunity Act, have generated considerable interest in research on accessibility of higher education for students with disabilities. This first look report presents findings from "Students with Disabilities at Degree-Granting Postsecondary Institutions", a Postsecondary Education Quick Information System (PEQIS) survey that was designed to provide national estimates on students with disabilities at 2-year and 4-year Title IV eligible, degree-granting institutions for the 2008-09 academic year. This report provides national data about students with disabilities, the services and accommodations provided to these students, how institutions keep track of students with disabilities, institutional policies regarding disabled students, and various aspects of institutional accessibility. Specifically, the survey covered the following: (1) Whether institutions had any students enrolled who identified themselves to the institution as having a disability during the 12-month 2008-09 academic year, and if so, the total number of students with disabilities enrolled at the institution and the number of students in each of 11 specific disability categories; (2) Whether enrollments provided by institutions were unduplicated (each student with a disability was counted only once regardless of the number of disabilities he or she has) or duplicated (students with multiple disabilities were counted multiple times) to reflect differences in institutions' record-keeping practices; (3) Whether the enrollment counts included students who identified themselves as having a disability to the institution, received services and accommodations, and/or whose disabilities were verified; (4) Types of support services and accommodations provided to students with disabilities during the 12-month 2008-09 academic year; (5) Types of documentation institutions accept as sufficient, stand-alone verification of a disability; (6) Extent to which institutions work with a state vocational rehabilitation agency; (7) Institutional materials and activities designed to assist students with disabilities, including materials designed to encourage students with disabilities to identify themselves to institutions, and materials and activities to assist faculty and staff in working with these students; (8) Extent to which institutions' main websites follow accessibility guidelines for users with disabilities; (9) Whether institutions conduct various activities related to accessibility and provide various services and accommodations to the general public; and (10) Barriers to Universal Design, an approach that integrates accessibility features into the overall design of products and environments. Included among the key findings is that, during the 12-month 2008-09 academic year, 88 percent of 2-year and 4-year Title IV degree-granting postsecondary institutions reported enrolling students with disabilities. Almost all public 2-year and 4-year institutions (99 percent) and medium and large institutions (100 percent) reported enrolling students with disabilities. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 26 tables and 9 footnotes.) AU - Raue, Kimberley AU - Lewis, Laurie Y1 - 2011/06// PY - 2011 DA - June 2011 SP - 63 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Information Systems KW - Institutional Characteristics KW - Web Sites KW - Educational Administration KW - Vocational Rehabilitation KW - Multiple Disabilities KW - National Surveys KW - Partnerships in Education KW - Public Agencies KW - Access to Information KW - School Policy KW - Educational Policy KW - Enrollment KW - Academic Accommodations (Disabilities) KW - College Students KW - Standards KW - Data Collection KW - Student Personnel Services KW - Individualized Education Programs KW - Audits (Verification) KW - Recordkeeping UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881462343?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Highlights. NCES 2011-485 AN - 881456156; ED520981 AB - This report provides a detailed portrait of Hispanic and White academic achievement gaps and how students' performance has changed over time at both the national and state levels. The report presents achievement gaps using reading and mathematics assessment data from the National Assessment of Educational Progress (NAEP) for the 4th- and 8th-grade students. All results are for public school students. Comparisons in the report are made between the most recent assessment year (2009) and all previous assessment years beginning from 1990. In addition, the report also examines national achievement gap data by gender, students' English Language Learner status and eligibility for the National School Lunch Program. From 1990 to 2009, according to NAEP data, the Hispanic student population increased at grade 4 from 6 percent to 22 percent and at grade 8 from 7 percent to 21 percent. This report is the first to present comprehensive national and state data on the performance of these students in comparison to their White peers. [For the full report, "Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Statistical Analysis Report. NCES 2011-459," see ED520960.] Y1 - 2011/06// PY - 2011 DA - June 2011 SP - 12 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - United States KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Gender Differences KW - Mathematics Achievement KW - Lunch Programs KW - Academic Achievement KW - Educational Trends KW - Federal Government KW - National Competency Tests KW - Eligibility KW - English (Second Language) KW - Comparative Analysis KW - Reading Achievement KW - White Students KW - State Government KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Hispanic American Students KW - Data Analysis KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881456156?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER -