TY - BOOK T1 - Profile of Degree/Certificate-Seeking Entering Undergraduate Students, by Control and Level of Institution AN - 887498224; 2011-114703 AB - These Web Tables compare enrollment information for entering 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. Tables. JF - United States National Center for Education Statistics, Jun 2011, 34 pp. AU - National Center for Education Statistics Y1 - 2011/06// PY - 2011 DA - June 2011 PB - United States National Center for Education Statistics KW - Education and education policy - Education personnel and population KW - Education and education policy - Colleges and universities KW - Social conditions and policy - Social research KW - Social conditions and policy - Social sciences and social scientists KW - Population groups, population policy, and demographics - National, ethnic, and minority groups KW - Degrees, Academic KW - College students KW - Educational research KW - Ethnic groups KW - Gender studies KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/887498224?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=2011-06-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Profile+of+Degree%2FCertificate-Seeking+Entering+Undergraduate+Students%2C+by+Control+and+Level+of+Institution&rft.title=Profile+of+Degree%2FCertificate-Seeking+Entering+Undergraduate+Students%2C+by+Control+and+Level+of+Institution&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2011/2011252.pdf LA - English DB - PAIS Index N1 - Date revised - 2011-09-01 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - NCES 2011252 N1 - Last updated - 2016-09-28 ER - TY - BOOK T1 - The Nation's Report Card: U.S. History 2010; National Assessment of Educational Progress at Grades 4, 8 and 12 AN - 887498127; 2011-114708 AB - This report presents results of the National Assessment of Educational Progress (NAEP) 2010 US history assessment. National results for representative samples of students at grades 4, 8, and 12 are reported as average scale 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, Jun 2011, 63 pp. AU - National Center for Education Statistics Y1 - 2011/06// PY - 2011 DA - June 2011 PB - United States National Center for Education Statistics KW - Education and education policy - Educational psychology and learning ability KW - Education and education policy - Education KW - Social conditions and policy - Social research KW - Education and education policy - Education personnel and population KW - Social conditions and policy - Social sciences and social scientists KW - Social conditions and policy - History KW - Business and service sector - Personnel management KW - Manufacturing and heavy industry - Industrial management, production, and productivity KW - United States KW - Academic achievement KW - History KW - Educational research KW - Students KW - Education, Primary KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/887498127?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=2011-06-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=The+Nation%27s+Report+Card%3A+U.S.+History+2010%3B+National+Assessment+of+Educational+Progress+at+Grades+4%2C+8+and+12&rft.title=The+Nation%27s+Report+Card%3A+U.S.+History+2010%3B+National+Assessment+of+Educational+Progress+at+Grades+4%2C+8+and+12&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/nationsreportcard/pdf/main2010/2011468.pdf LA - English DB - PAIS Index N1 - Date revised - 2011-09-01 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - NCES 2011468 N1 - Last updated - 2016-09-28 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 - 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 - TY - BOOK T1 - The Nation's Report Card: Civics 2010 -- National Assessment of Educational Progress at Grades 4, 8, and 12 AN - 896189249; 2011-144340 AB - This report presents results of the National Assessment of Educational Progress (NAEP) 2010 civics assessment. National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as a percentage 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, May 2011, 54 pp. AU - Institute of Education Sciences, National Center for Educational Statistics Y1 - 2011/05// PY - 2011 DA - May 2011 PB - United States National Center for Education Statistics KW - Education and education policy - Education KW - Education and education policy - Education personnel and population KW - Education and education policy - Educational psychology and learning ability KW - United States KW - Academic achievement KW - Students KW - Education, Primary KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/896189249?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=2011-05-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=The+Nation%27s+Report+Card%3A+Civics+2010+--+National+Assessment+of+Educational+Progress+at+Grades+4%2C+8%2C+and+12&rft.title=The+Nation%27s+Report+Card%3A+Civics+2010+--+National+Assessment+of+Educational+Progress+at+Grades+4%2C+8%2C+and+12&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/nationsreportcard/pdf/main2010/2011466.pdf LA - English DB - PAIS Index N1 - Date revised - 2011-10-03 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - NCES 2011-466 N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - Characteristics of Private Schools in the United States: Results from the 2009-10 Private School Universe Survey. First Look. NCES 2011-339 AN - 881470323; ED520121 AB - In 1988, the National Center for Education Statistics (NCES) introduced a proposal to develop a private school data collection that would improve on the sporadic collection of private school data dating back to 1890 and improve on 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. For more information about the methodology and design of the PSS, please see the Technical Notes in appendix B of this report. 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 2009-10 PSS data were collected between September 2009 and May 2010. All data are for the 2009-10 school year except the high school graduate data, which are for the 2008-09 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 2009-10 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 totals and percentages generated from bivariate crosstabulation procedures. All of the results are weighted. Comparisons drawn in the bullets have been tested for statistical significance at the 0.05 level using Student's statistics to insure that the differences are larger than those that might be expected due to sampling variation. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Appendices include: (1) Glossary; (2) Technical Notes; and (3) Standard Error Tables. (Contains 31 tables and 1 footnote.) AU - Broughman, Stephen P. AU - Swaim, Nancy L. AU - Hryczaniuk, Cassie A. Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 54 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Private School Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 12 KW - High School Graduates KW - Statistics KW - Urbanization KW - Males KW - Full Time Equivalency KW - College Attendance KW - Error of Measurement KW - Surveys KW - Comparative Analysis KW - Teacher Student Ratio KW - Ethnic Groups KW - Data Collection KW - Statistical Significance KW - School Size KW - Sampling KW - Graduation Rate KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881470323?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Core Subjects: Evidence from the 2007-08 Schools and Staffing Survey. Statistical Analysis Report. NCES 2011-317 AN - 881469711; ED520166 AB - This report examines the postsecondary majors and teaching certifications of public high school-level teachers of departmentalized classes in a selection of subject areas by using data from the 2007-08 Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States. SASS collects data on American public, private, and Bureau of Indian Education (BIE)-funded elementary and secondary schools and their related components (teachers, principals, libraries, and districts, where applicable). SASS provides information on a range of teacher qualifications in the United States. Prior research in the field of education has examined the correlation between teacher education (postsecondary major) and certification and student outcomes (Ferguson 1991, 1998; Goldhaber and Brewer 1997, 1999, 2000; Mayer, Mullens, and Moore 2000; Sanders, Wright, and Horn 1997). While this report does not link teacher qualifications to student outcomes, it does examine the qualifications of high school-level teachers of departmentalized classes in three ways. First, the report examines the percentage of public high school-level teachers who earned a degree in an in-field major,2 held an in-field certification, in-field qualifications. Second, the report looks at the percentages of grade 9-12 classes taught by teachers with one or both in-field qualifications. Finally, the report presents findings on the percentages of students in grades 9-12 taught by a teacher with one or both in-field qualifications. While the teacher-level analyses pair qualifications against the teacher's main assignment, the class- and student-level analyses consider classes of all subjects taught by a teacher. As a result, the class- and student-level analyses include all teachers who taught grade 9-12 classes, a slightly different group from the group of high school-level teachers included in the teacher-level analyses. Appendices include: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Caution Concerning Changes in Estimates Over Time; (4) Description of Variables Used in This Report; and (5) Glossary of Terms. (Contains 13 tables, 6 exhibits and 22 footnotes.) AU - Hill, Jason G. Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 80 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 - High Schools KW - Secondary Education KW - Teacher Characteristics KW - Student Characteristics KW - Teacher Education KW - English Teachers KW - Language Teachers KW - Public School Teachers KW - Majors (Students) KW - Secondary School Teachers KW - Comparative Analysis KW - Music Teachers KW - Art Teachers KW - Science Teachers KW - Enrollment KW - Statistical Analysis KW - Mathematics Teachers KW - Social Sciences KW - Certification KW - Teacher Placement KW - Evidence KW - High School Students KW - Teacher Qualifications UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881469711?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Crime, Violence, Discipline, and Safety in U.S. Public Schools. Findings from the School Survey on Crime and Safety: 2009-10. First Look. NCES 2011-320 AN - 881467797; ED520120 AB - The National Center for Education Statistics collects data on crime and violence in U.S. public schools through the School Survey on Crime and Safety (SSOCS). This First Look report presents findings from the 2009-10 School Survey on Crime and Safety data collection. Developed and managed by the National Center for Education Statistics (NCES) within the Institute of Education Sciences and supported by the Office of Safe and Drug-Free Schools of the U.S. Department of Education, SSOCS asks public school principals about the frequency of incidents, such as physical attacks, robberies, and thefts, in their schools. Portions of this survey also focus on school programs, disciplinary actions, and the policies implemented to prevent and reduce crime in schools. Appended are: (1) Standard Error Tables A-1; (2) Methodology and Technical Notes; (3) Description of Variables; and (4) 2009-10 School Survey on Crime and Safety Questionnaire. (Contains 25 tables and 11 footnotes.) AU - Neiman, Samantha Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 85 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 - High Schools KW - Middle Schools KW - Statistics KW - Special Education KW - Crime KW - Principals KW - Discipline KW - White Students KW - Public Schools KW - Enrollment KW - Sampling KW - Elementary Schools KW - Questionnaires KW - Vandalism KW - Computers KW - Response Rates (Questionnaires) KW - Error of Measurement KW - Safety KW - Violence KW - Antisocial Behavior KW - Parent Teacher Conferences KW - Social Networks KW - School Surveys KW - Bullying KW - Internet UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881467797?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools. NCEE 2011-4019 AN - 870288157; ED519322 AB - The Study of School Turnaround is an examination of the implementation of School Improvement Grants (SIG) authorized under Title I section 1003(g) of the "Elementary and Secondary Education Act" and supplemented by the "American Recovery and Reinvestment Act of 2009." "Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools" uses publicly-available data from State Education Agency (SEA) websites, SEA SIG applications, and the National Center for Education Statistics' Common Core of Data to examine the following: (1) the SIG related policies and practices that states intend to implement, and (2) the characteristics of SIG eligible and SIG awarded schools. This first report provides context on SIG. This baseline report provides an overview of the state policies and practices for SIG implementation as well as a description of the first round of SIG awards made to Local Education Agencies (LEAs) and SIG-eligible schools. The report is divided into four sections, organized to mirror the flow of SIG funds as they are disbursed from the federal government to states and then from states to districts and schools. Accordingly, Section 2 provides an overview of the key elements of the SIG program. Section 3 provides an analysis of state SIG applications approved by the U.S. Department of Education (ED), focusing on the definition and identification of SIG-eligible schools, how states determine district capacity and how states are monitoring and supporting SIG implementation. Section 4 reviews descriptive data on the characteristics of SIG-eligible schools identified by states, as well as the characteristics of SIG-awarded schools. Section 5 concludes by synthesizing the key findings from the report. A key finding is that states vary in their planned approach to implementing SIG. Another key finding is that states vary in how they distributed SIG funds to schools. Appended are: Appended are: (A-1) Baseline Data Report--State School Improvement Grant (SIG) Data Capture Elements (from Data Capture Workbook); (B-1) Characteristics of SIG-Eligible Schools, by State: Number of SIG-Eligible Schools Overall and by Poverty Level, Minority Level, and Urbanicity; (B-2) Characteristics of SIG-Eligible Schools, by State: Number of SIG-Eligible Schools by School Level and School Size; (B-3) Characteristics of SIG-Eligible Schools, by State: Number of SIG-Eligible Schools by School Type and Charter School; (C-1) Characteristics of SIG-Awarded Schools, by State: Number of SIG-Awarded Schools Overall and by Tier, Poverty Level, and Minority Level; (C-2) Characteristics of SIG-Awarded Schools, by State: Number of SIG-Awarded Schools by Urbanicity, School Level, and School Size; (C-3) Characteristics of SIG-Awarded Schools, by State: Number of SIG-Awarded Schools by School Type and Charter School; (C-4) Characteristics of SIG-Awarded Schools, by State: Number of SIG-Awarded Schools by Intervention Model. (Contained 32 exhibits and 14 footnotes.) AU - Hurlburt, Steven AU - Le Floch, Kerstin Carlson AU - Therriault, Susan Bowles AU - Cole, Susan Y1 - 2011/05// PY - 2011 DA - May 2011 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 - Elementary Secondary Education Act Title I KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Web Sites KW - Educational Indicators KW - Grants KW - School Districts KW - Academic Achievement KW - Intervention KW - Urban Schools KW - Educational Improvement KW - Models KW - State Departments of Education KW - Charter Schools KW - Federal Legislation KW - Federal Programs KW - Poverty KW - School Size KW - Graduation Rate KW - State Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870288157?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 2007 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2011-316 AN - 870287375; ED519449 AB - These Web Tables use data from the 2007 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) 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; select 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). (Contains 3 endnotes.) AU - DeVoe, Jill AU - Murphy, Christina Y1 - 2011/05// PY - 2011 DA - May 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 Secondary Education KW - Drinking KW - Statistics KW - Crime KW - Gender Differences KW - Fear KW - Computers KW - Surveys KW - Racial Differences KW - School Security KW - Violence KW - Criminals KW - Income KW - Comparative Analysis KW - Weapons KW - Age Groups KW - Enrollment KW - Juvenile Gangs KW - Victims of Crime KW - Social Networks KW - Interviews KW - Drug Use KW - Internet KW - Bullying UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870287375?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Impacts of a Violence Prevention Program for Middle Schools: Findings after 3 Years of Implementation. NCEE 2011-4017 AN - 870287353; ED519880 AB - This is the second and final report summarizing findings from an impact evaluation of a violence prevention intervention for middle schools. This report provides findings from the second and third years of the 3-year intervention. The U.S. Department of Education (ED) contracted with RTI International and its subcontractors, Pacific Institute for Research and Evaluation (PIRE) and Tanglewood Research, Inc., to conduct an evaluation of a hybrid intervention model that combines a curriculum-based program, Responding in Peaceful and Positive Ways (RiPP [Meyer and Northup 2002a, 2002b, 2006]), and a whole-school approach, Best Behavior (Sprague and Golly 2005). The combined intervention was administered over the course of 3 successive years. Using a randomized control trial design (with entire schools randomly assigned either to receive the intervention or not), the evaluation assessed the intervention's effects on both the full sample of students as well as on students at high risk for committing violence. After 3 years of implementation, the combined curriculum and whole-school intervention did not show impact effects on any of the student or teacher outcome measures. As the implementation results document, the programs being evaluated as part of the study were not fully implemented with complete fidelity during these 3 years. This has the potential to limit the ability to find statistically significant differences between intervention and control schools. Appendices include: (1) Survey Instruments; (2) Defining the High-Risk Student Subgroup; (3) Construction of Outcome Measures; (4) Structured Protocols for Collecting Implementation Data; (5) Statistical Precision; (6) Sample Characteristics and Baseline Measures for Year Two Participants; (7) Unadjusted Means and Standard Deviations for Impact Variables--Years Two and Three; and (8) Impact Findings From Year Two. (Contains 88 tables, 6 figures and 25 footnotes.) [For "Impacts of a Violence Prevention Program for Middle Schools: Findings after 3 Years of Implementation. Executive Summary. NCEE 2011-4018," see ED519881. For related report, "Impacts of a Violence Prevention Program for Middle Schools: Findings from the First Year of Implementation. NCEE 2010-4007," see ED509196.] AU - Silvia, Suyapa AU - Blitstein, Jonathan AU - Williams, Jason AU - Ringwalt, Chris AU - Dusenbury, Linda AU - Hansen, William Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 217 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Impact Evaluation KW - ERIC, Resources in Education (RIE) KW - Middle Schools KW - Program Effectiveness KW - Validity KW - Intervention KW - School Safety KW - Violence KW - Problem Solving KW - Prevention KW - Curriculum KW - Program Implementation KW - Program Evaluation KW - Student Behavior KW - Self Control KW - Expectation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870287353?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public School Graduates and Dropouts from the Common Core of Data: School Year 2008-09. First Look. NCES 2011-312 AN - 870287253; ED519147 AB - This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9-12 for public schools in school year 2008-09. State Education Agencies report these counts of graduates, dropouts, and enrollments to the National Center for Education Statistics' (NCES) Common Core of Data (CCD) nonfiscal survey of public elementary/secondary education as part of the Cooperative Education Statistics System established in section 157 of the Education Sciences Reform Act of 2002, part C and the U. S. Department of Education's ED"Facts" data collection system. Although data from seven sequential school years are presented in tables 3 and 7, only comparisons between the 2007-08 and 2008-09 school years are presented in the text. Selected findings include: (1) Across the United States, the 50 states and the District of Columbia reported that a total of 3,039,015 public school students received a high school diploma in 2008-09, resulting in a calculated Averaged Freshman Graduation Rate (AFGR) of 75.5 percent (table 1); (2) Across all reporting states and the District of Columbia, the AFGR was highest for Asian/Pacific Islander students (91.8 percent) (table 2); (3) A comparison of data from 2008-09 to data from the prior school year, 2007-08, shows a percentage point or greater increase in the AFGR for 22 states and the District of Columbia (table 3); (4) Across the United States, the 50 states and the District of Columbia reported 607,789 dropouts from high school (grades 9-12), resulting in a calculated overall event dropout rate of 4.1 percent in 2008-09 (table 4); (5) Across all reporting states and the District of Columbia, the calculated dropout rates increased as grade level increased (table 5); (6) Across all 49 states and the District of Columbia that were able to report high school dropouts by race/ethnicity, the calculated dropout rate was the lowest for Asian/Pacific Islander st at 2.4 percent and White students at 2.7 percent (table 6); (7) Comparisons between high school dropout rates in the 2007-08 and 2008-09 school years showed an increase of a percentage point or more in two states and the District of Columbia. A decrease by the same margin or greater was found in three states (table 7); and (8) Across the 45 states and the District of Columbia that were able to report high school dropouts by gender, the dropout rate was higher for males than for females at 3.6 percent and 2.7 percent, respectively (table 8). Methodology and Technical Notes are appended. (Contains 8 tables and 8 footnotes.) AU - Stillwell, Robert AU - Sable, Jennifer AU - Plotts, Chris Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 34 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 - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - High School Graduates KW - Dropout Rate KW - School Districts KW - Surveys KW - Dropouts KW - State Departments of Education KW - Comparative Analysis KW - Graduation KW - Public Schools KW - Enrollment KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870287253?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2011 in Brief. NCES 2011-034 AN - 870286700; ED520003 AB - Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) in the Institute of Education Sciences annually publishes a statistical report on the status and progress of education in the United States. "The Condition of Education" includes data and analysis on a wide variety of issues. These data are taken from government and private sources. The 2011 edition of "The Condition" contains indicators that are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. The publication also contains additional tables and notes related to each indicator. (Contains 11 figures and 1 table.) [For the full report, "The Condition of Education 2011. NCES 2011-033," see ED520001.] AU - Aud, Susan AU - Hannes, Gretchen Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 39 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 - Postsecondary Education KW - Teaching (Occupation) KW - Educational Indicators KW - Educational Finance KW - Educational Trends KW - Federal Government KW - School Statistics KW - Dropouts KW - Outcomes of Education KW - Educational Environment KW - Participation KW - Enrollment KW - Professional Education KW - Educational Resources KW - Academic Persistence UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870286700?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card: Civics 2010. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-466 AN - 870286483; ED519208 AB - This report presents results of the National Assessment of Educational Progress (NAEP) 2010 civics assessment. National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as a percentage 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. Results for student demographic groups defined by various background characteristics (e.g., race/ethnicity, gender, and students' eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Results from the 2010 assessment are compared to those from two previous assessments in 1998 and 2006. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, and the exclusion and accommodation of students with disabilities and English language learners. In comparison to the last assessment in 2006, average scores in 2010 were higher at grade 4, not significantly different at grade 8, and lower at grade 12. Gains for Hispanic students from 1998 to 2010 contributed to a narrowing of the White-Hispanic score gaps at all three grades. The percentage of students performing at or above the "Proficient" level in 2010 was 27 percent at grade four, 22 percent at grade eight, and 24 percent at grade twelve. Appendix tables are included. (Contains 28 figures and 21 tables.) Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 59 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Participation Rates KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Citizenship Education KW - Academic Achievement KW - Second Language Learning KW - National Competency Tests KW - Comparative Analysis KW - Knowledge Level KW - Disabilities KW - Civics KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870286483?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. Executive Summary. NCEE 2011-4025 AN - 870286300; ED519923 AB - This is the second and final report of the Middle School Mathematics Professional Development Impact Study, which examines the impact of providing a professional development (PD) program in rational number topics to seventh-grade mathematics teachers. An interim report (Garet et al. 2010) described the findings after one year of PD. The current report documents the impact after providing a second year of PD in a subset of the original participating districts and includes supplemental analyses that use data from both years of the study. The study produced the following core second-year results: (1) The study's PD program was implemented as intended, but teacher turnover limited the average dosage received; (2) At the end of the second year of implementation, the PD program did not have a statistically significant impact on teacher knowledge; and (3) At the end of the second year of implementation, the PD program did not have a statistically significant impact on average student achievement in rational numbers. (Contains 4 tables, 2 figures and 14 footnotes.) [For "Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. NCEE 2011-4024," see ED519922.] AU - Garet, Michael S. AU - Wayne, Andrew J. AU - Stancavage, Fran AU - Taylor, James AU - Eaton, Marian AU - Walters, Kirk AU - Song, Mengli AU - Brown, Seth AU - Hurlburt, Steven AU - Zhu, Pei AU - Sepanik, Susan AU - Doolittle, Fred Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 23 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Grade 7 KW - Middle Schools KW - Secondary Education KW - Program Effectiveness KW - Teacher Characteristics KW - Middle School Students KW - Mathematics Achievement KW - Secondary School Mathematics KW - Mathematics Education KW - Middle School Teachers KW - Inservice Teacher Education KW - Mathematics Teachers KW - Numbers KW - Faculty Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870286300?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Impacts of a Violence Prevention Program for Middle Schools: Findings after 3 Years of Implementation. Executive Summary. NCEE 2011-4018 AN - 870284512; ED519881 AB - This is the second and final report summarizing findings from an impact evaluation of a violence prevention intervention for middle schools. This report provides findings from the second and third years of the 3-year intervention. The U.S. Department of Education (ED) contracted with RTI International and its subcontractors, Pacific Institute for Research and Evaluation (PIRE) and Tanglewood Research, Inc., to conduct an evaluation of a hybrid intervention model that combines a curriculum-based program, Responding in Peaceful and Positive Ways (RiPP [Meyer and Northup 2002a, 2002b, 2006]), and a whole-school approach, Best Behavior (Sprague and Golly 2005). The combined intervention was administered over the course of 3 successive years. Using a randomized control trial design (with entire schools randomly assigned either to receive the intervention or not), the evaluation assessed the intervention's effects on both the full sample of students as well as on students at high risk for committing violence. These are the main findings regarding intervention impacts after 3 years: (1) There were no statistically significant differences between intervention and control schools on self-reported student violence or victimization; (2) There were no statistically significant program impacts on violence or victimization for students who were at risk for engaging in violence but who had not previously done so; (3) There were no statistically significant program impacts on violence or victimization for high-risk students who had previously engaged in violence; and (4) There were no statistically significant impacts on either secondary or intermediate outcomes. (Contains 1 table, 3 figures and 4 footnotes.) [For the full report, see ED519880.] AU - Silvia, Suyapa AU - Blitstein, Jonathan AU - Williams, Jason AU - Ringwalt, Chris AU - Dusenbury, Linda AU - Hansen, William Y1 - 2011/05// PY - 2011 DA - May 2011 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 - Middle Schools KW - Program Effectiveness KW - Validity KW - Intervention KW - School Safety KW - Violence KW - Problem Solving KW - Prevention KW - Curriculum KW - Program Implementation KW - Program Evaluation KW - Student Behavior KW - Self Control KW - Expectation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870284512?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A Snapshot of Arts Education in Public Elementary and Secondary Schools: 2009-10. First Look. NCES 2011-078 AN - 870283891; ED519033 AB - This report provides selected national data on the status of arts education in public elementary and secondary schools. The findings are based on information collected through a set of seven surveys. Using its Fast Response Survey System (FRSS), the National Center for Education Statistics (NCES) in the Institute of Education Sciences (IES) conducted the surveys during the 2009-10 school year. This study is the third of its kind to be conducted by NCES to provide national data on arts education. Selected findings on elementary schools and teachers include: (1) In 2009-10, most of the nation's public elementary schools offered instruction that was designated specifically for music and visual arts (94 and 83 percent, respectively) (table 1). In comparison, 3 percent of elementary schools offered instruction that was designated specifically for dance, and 4 percent offered instruction that was designated specifically for drama/theatre; (2) Of the elementary schools that offered music, 93 percent offered instruction in that subject at least once a week, and 91 percent employed arts specialists to teach the subject in 2009-10 (table 1). Of the elementary schools that offered visual arts, 85 percent offered instruction in that subject at least once a week, and 84 percent had arts specialists teaching the subject. In elementary schools that offered dance, 53 percent offered instruction in that subject at least once a week, and 57 percent employed arts specialists to teach the subject. In elementary schools that offered drama/theatre, 58 percent offered instruction in that subject at least once a week, and 42 percent had arts specialists teaching the subject; (3) Music specialists and visual arts specialists in elementary schools reported their teaching load for all schools at which they taught during the most recent full week of teaching in the 2009-10 school year (table 2). On average, full-time music specialists spent 22 hours per week teaching 25 different music classes (i.e., different groups of students), with a class size of 19 students. On average, full-time visual arts specialists spent 22 hours per week teaching 24 different visual arts classes, with a class size of 22 students; and (4) Eighty-eight percent of classroom teachers (i.e., teachers of self-contained classrooms) in elementary schools indicated that they included arts instruction in some aspect of their classroom instructional programs in 2009-10 (table 3). Of these teachers, 6 percent taught music as a separate subject, 14 percent taught visual arts as a separate subject, 3 percent taught dance as a separate subject, and 8 percent taught drama/theatre as a separate subject. In addition, among the 88 percent of classroom teachers who included arts instruction in their classroom instructional programs, 92 percent incorporated music instruction in other subject areas, 97 percent incorporated visual arts instruction in other subject areas, 87 percent incorporated dance instruction in other subject areas, and 53 percent incorporated drama/theatre instruction in other subject areas. Selected findings on secondary schools and teachers include: (1) Ninety-one percent of public secondary schools reported that they offered music in the 2008-09 school year, 89 percent offered visual arts, 12 percent offered dance, and 45 percent offered drama/theatre (table 4); (2) Public secondary schools reported that arts specialists accounted for 97 percent of the teachers who taught music in the 2008-09 school year (table 4). In addition, arts specialists were reported to account for 94 percent of the teachers who taught visual arts, 69 percent of the teachers who taught dance, and 73 percent of the teachers who taught drama/theatre in 2008-09; and (3) Music specialists and visual arts specialists in secondary schools reported their teaching load for all schools at which they taught during the most recent full week of teaching in the 2009-10 school year (table 5). On average, full-time music specialists spent 22 hours per week teaching 8 different music classes (i.e., different groups of students), with a class size of 24 students. On average, full-time visual arts specialists spent 23 hours per week teaching 7 different visual arts classes, with a class size of 22 students. Appendices include: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaires. (Contains 14 tables and 4 footnotes.) AU - Parsad, Basmat AU - Spiegelman, Maura Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 75 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Fast Response Survey System KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Questionnaires KW - Access to Education KW - Dance Education KW - Elementary School Teachers KW - Secondary School Teachers KW - Secondary Schools KW - Music Education KW - Art Education KW - Teacher Surveys KW - Music Teachers KW - Art Teachers KW - Public Schools KW - Teaching Load KW - Theater Arts KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870283891?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - 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 AN - 870283712; ED519150 AB - This report presents findings on the numbers of public school students and staff in the United States and other jurisdictions in school year 2009-10, 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. Selected findings include: (1) Public elementary and secondary schools had 49.4 million students in membership in school year 2009-10 (table 1); (2) Summing across grades, there were 34.5 million students enrolled in prekindergarten through grade 8 and ungraded classes; there were 14.9 million students enrolled in grades 9-12 in the 2009-10 school year (derived from table 1); (3) When examining students for whom race/ethnicity was reported in the 2009-10 school year, 54 percent were White; 22 percent were Hispanic; 17 percent were Black; 5 percent were Asian/Pacific Islander; and 1 percent were American Indian/Alaska Native (table 2); (4) In school year 2009-10, public elementary and secondary schools and local education agencies employed a total of 6.4 million full-time-equivalent (FTE) staff (table 3); (5) Of the FTE staff in the 2009-10 school year, 51 percent were teachers; 15 percent were instructional aides, instructional coordinators and supervisors, guidance counselors/directors, or librarians; and 24 percent were student and other support staff. School or district administrators comprised 4 percent of staff, and administrative support staff comprised the remaining 7 percent (derived from table 3); (6) The student/teacher ratio in public schools in school year 2009-10 was 15.4 (i.e., there were about 15 students for every FTE teacher employed) (table 4). The ratio ranged from a high of 22.9 in Utah to a low of 10.6 in Vermont. The elementary student/teacher ratio was 19.1, while the secondary student/teacher ratio was 12.1; and (7) The category of other instructional and student support includes instructional aides, instructional coordinators and supervisors, librarians, library support, and student support services staff. In the 2009-10 school year, there were about 42.2 students for every instructional and student support staff member (table 4). Appendices include: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 4 tables and 4 footnotes.) AU - Chen, Chen-Su Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 30 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 - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - School Administration KW - Administrators KW - Ethnicity KW - Nongraded Instructional Grouping KW - Full Time Equivalency KW - School Districts KW - Surveys KW - Racial Differences KW - Group Dynamics KW - Students KW - Pupil Personnel Services KW - Secondary Schools KW - State Departments of Education KW - Public Schools KW - Teacher Student Ratio KW - Statistical Analysis KW - Enrollment KW - Teachers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870283712?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. NCEE 2011-4024 AN - 870283310; ED519922 AB - This is the second and final report of the Middle School Mathematics Professional Development Impact Study, which examines the impact of providing a professional development (PD) program in rational number topics to seventh-grade mathematics teachers. An interim report (Garet et al. 2010) described the findings after one year of PD. The current report documents the impact after providing a second year of PD in a subset of the original participating districts and includes supplemental analyses that use data from both years of the study. The study produced the following core second-year results: (1) The study's PD program was implemented as intended, but teacher turnover limited the average dosage received; (2) At the end of the second year of implementation, the PD program did not have a statistically significant impact on teacher knowledge; and (3) At the end of the second year of implementation, the PD program did not have a statistically significant impact on average student achievement in rational numbers. Appended are: (1) Details of the Study Samples; (2) Details of Data Collection and Analytical Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 6 exhibits, 6 figures, 81 tables and 124 footnotes.) [For "Middle School Mathematics Professional Development Impact Study: Findings after the Second Year of Implementation. Executive Summary. NCEE 2011-4025," see ED519923. For "Middle School Mathematics Professional Development Impact Study: Findings After the First Year of Implementation. NCEE 2010-4009," see ED509306.] AU - Garet, Michael S. AU - Wayne, Andrew J. AU - Stancavage, Fran AU - Taylor, James AU - Eaton, Marian AU - Walters, Kirk AU - Song, Mengli AU - Brown, Seth AU - Hurlburt, Steven AU - Zhu, Pei AU - Sepanik, Susan AU - Doolittle, Fred Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 205 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Grade 7 KW - Middle Schools KW - Secondary Education KW - Program Effectiveness KW - Program Design KW - Teacher Characteristics KW - Middle School Students KW - Mathematics Achievement KW - Secondary School Mathematics KW - Mathematics Education KW - Middle School Teachers KW - Inservice Teacher Education KW - Program Implementation KW - Mathematics Teachers KW - Numbers KW - Faculty Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870283310?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2011. NCES 2011-033 AN - 870283302; ED520001 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 presents 50 indicators of important developments and trends in U.S. education. These indicators focus on participation and persistence in education, student performance and other measures of achievement, the environment for learning, and resources for education. The report also uses a group of the indicators to take a closer look at changes in postsecondary education in the United States by institution level and control. As more students in the United States pursue education beyond high school, the distribution of students across institutions, such as public, private not-for-profit, and private for-profit, has been shifting. The authors take a look at these changes to see how they are reshaping postsecondary education. Appended are: (1) Supplemental Tables; (2) Supplemental Notes; (3) Glossary; (4) Bibliography; and (5) Index. (Contains 111 tables and 110 figures.) [To access the e-book version of this document, see http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011033. For "The Condition of Education 2010. NCES 2010-028," see ED509940. For "The Condition of Education 2011 in Brief. NCES 2011-034," see ED520003.] AU - Aud, Susan AU - Hussar, William AU - Kena, Grace AU - Bianco, Kevin AU - Frohlich, Lauren AU - Kemp, Jana AU - Tahan, Kim Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 410 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary Secondary Education KW - Higher Education KW - Postsecondary Education KW - Teaching (Occupation) KW - Educational Indicators KW - Educational Finance KW - Educational Trends KW - School Statistics KW - Outcomes of Education KW - Educational Environment KW - Participation KW - Professional Education KW - Educational Resources KW - Academic Persistence UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870283302?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 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 AN - 870282812; ED519364 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 2009-10 school year, using data from the Local Education Agency 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" 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. Appendices include: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 5 tables and 4 footnotes.) AU - Keaton, Patrick Y1 - 2011/05// PY - 2011 DA - May 2011 SP - 29 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 - Charter Schools KW - State Departments of Education KW - Regional Programs KW - Unions KW - Enrollment KW - Public Education KW - School Districts KW - Surveys KW - Data Collection KW - Grouping (Instructional Purposes) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870282812?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - BOOK T1 - Postsecondary Awards in Science, Technology, Engineering, and Mathematics (STEM) by State: 2001 and 2009 AN - 896183192; 2011-144344 AB - These tables provide state-level information on the conferring of Science, Technology, Engineering, and Mathematics (STEM) post-secondary awards (degrees and certificates) from academic years 2000-2001 and 2008-2009, both overall and by field. Tables, Appendixes, References. JF - United States National Center for Education Statistics, Apr 2011, 191 pp. AU - United States Department of Education Y1 - 2011/04// PY - 2011 DA - April 2011 PB - United States National Center for Education Statistics KW - Science and technology policy - Mathematics KW - Science and technology policy - Engineering KW - Science and technology policy - Technology and technology policy KW - Science and technology policy - Science and science policy and research KW - Education and education policy - Information services and sources KW - Education and education policy - Colleges and universities KW - United States KW - Information KW - Engineering KW - Degrees, Academic KW - Science KW - Technology KW - Mathematics KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/896183192?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=2011-04-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Postsecondary+Awards+in+Science%2C+Technology%2C+Engineering%2C+and+Mathematics+%28STEM%29+by+State%3A+2001+and+2009&rft.title=Postsecondary+Awards+in+Science%2C+Technology%2C+Engineering%2C+and+Mathematics+%28STEM%29+by+State%3A+2001+and+2009&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2011/2011226.pdf LA - English DB - PAIS Index N1 - Date revised - 2011-10-03 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - NCES 2011-226; WEB Tables N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - Digest of Education Statistics, 2010. NCES 2011-015 AN - 870286935; ED518987 AB - The 2010 edition of the "Digest of Education Statistics" is the 46th 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. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including: (1) children's reading, mathematics, and the fine motor scale scores at kindergarten entry, by age of child and selected characteristics; (2) average number of Carnegie units earned by high school graduates in advanced mathematics and advanced science and engineering courses, and percentage distribution of graduates by number of units earned, by selected student and school characteristics; (3) total fall enrollment in private for-profit degree-granting institutions, by attendance status, sex, and state or jurisdiction; (4) retention of first-time degree-seeking undergraduates at degree-granting institutions, by attendance status, control, and type of institution; (5) percentage of the population 25 to 64 years old who completed high school, by age group and country; and (6) percentage of the population 25 to 64 years old who attained selected levels of postsecondary education, by age group and country. Appendices include: (1) Guides to Sources; (2) Definitions; and (3) Index of Table Numbers. Individual chapters contain footnotes. (Contains 28 figures and 446 tables.) [For the companion report, "Mini-Digest of Education Statistics, 2010. NCES 2011-016," see ED518029. For "Digest of Education Statistics, 2009. NCES 2010-013," see ED509883.] AU - Snyder, Thomas D. AU - Dillow, Sally A. Y1 - 2011/04// PY - 2011 DA - April 2011 SP - 744 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Program for International Student Assessment KW - Trends in International Mathematics and Science Study KW - Africa KW - Asia KW - Europe KW - Central America KW - South America KW - North America KW - Oceania KW - SAT (College Admission Test) KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Elementary Education KW - Elementary Secondary Education KW - Postsecondary Education KW - Secondary Education KW - High School Graduates KW - Federal Aid KW - Educational Finance KW - Academic Achievement KW - Educational Attainment KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - College Faculty KW - Dropouts KW - Outcomes of Education KW - Expenditures KW - Comparative Analysis KW - Foreign Countries KW - Libraries KW - Federal Programs KW - Enrollment KW - Educational Technology KW - Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870286935?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 2009-10. First Look. NCES 2011-345 AN - 864941846; ED518608 AB - This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2009-10 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 (SEA) 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 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. Two appendixes present: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 7 tables and 3 endnotes.) [For "Numbers and Types of Public Elementary and Secondary Schools from the Common Core of Data: School Year 2008-09. First Look. NCES 2010-345," see ED510766.] AU - Chen, Chen-Su Y1 - 2011/04// PY - 2011 DA - April 2011 SP - 35 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act Title I KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Low Income Groups KW - Special Education KW - Rural Schools KW - Magnet Schools KW - Urban Schools KW - School Statistics KW - Secondary Schools KW - Suburban Schools KW - Charter Schools KW - Public Schools KW - Teacher Student Ratio KW - Enrollment KW - School Size KW - Nontraditional Education KW - Vocational Education KW - Tables (Data) KW - Disadvantaged Schools KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941846?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Do Low-Income Students Have Equal Access to the Highest-Performing Teachers? Technical Appendix. NCEE 2011-4016 AN - 864941306; ED517967 AB - This appendix describes the methods and provides further detail to support the evaluation brief, "Do Low-Income Students Have Equal Access to the Highest-Performing Teachers?" (Contains 8 figures, 6 tables and 5 footnotes.) [For the main report, "Do Low-Income Students Have Equal Access to the Highest-Performing Teachers? NCEE Evaluation Brief. NCEE 2011-4016", see ED517966.] AU - Glazerman, Steven AU - Max, Jeffrey Y1 - 2011/04// PY - 2011 DA - April 2011 SP - 24 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Equal Access KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Low Income Groups KW - Elementary School Students KW - Access to Education KW - Middle School Students KW - Academic Achievement KW - School Districts KW - Equal Education KW - Teacher Effectiveness KW - Income KW - Comparative Analysis KW - Poverty KW - Incidence KW - Elementary Schools KW - Disproportionate Representation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941306?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Documentation for the 2008-09 Teacher Follow-up Survey. NCES 2011-304 AN - 864941170; ED518301 AB - The Teacher Follow-up Survey (TFS) is sponsored by the National Center for Education Statistics (NCES) on behalf of the U.S. Department of Education and is conducted by the U.S. Census Bureau. TFS is a follow-up survey of selected elementary and secondary school teachers who participated in the Schools and Staffing Survey (SASS). SASS is the largest, most extensive survey of K-12 school districts, schools, teachers, and administrators in the United States today. It provides extensive data on the characteristics and qualifications of teachers and principals, teacher hiring practices, professional development, class size, and other conditions in schools across the nation. TFS focuses on a sample of teachers who participated in SASS, including both teachers who left and teachers who remained in the K-12 teaching profession. This report covers all phases of the Teacher Follow-up Survey (TFS), from survey planning through data file availability. The TFS determines how many teachers remained at the same school, moved to another school, or left the profession in the year following the Schools and Staffing Survey (SASS) administration. This report contains chapters on preparation for the 2008-09 TFS, frame creation and sample selection procedures, data collection, response rates, data processing, imputation procedures, weighting and variance estimation, a review of the quality of TFS data, structure of TFS data files and information on merging data files, and user notes and cautions. Appended are: (1) Key Terms for TFS; (2) Questionnaire Availability; (3) First Cognitive Testing of TFS Items: Summary of Findings and Recommendations; (4) Second Cognitive Testing of TFS Items: Summary of Findings and Recommendations; (5) Teacher Status Form (Form TFS-1); (6) Results of the Unit Nonresponse Bias Analysis; (7) Quality Assurance for Keying and Mailout Operations; (8) Changes Made to Variables During the Consistency and Logic Edits, by Data File; (9) Imputation Changes to Variables, by Data File; (10) Weighting Adjustment Cells; (11) Evaluation of an Alternative Nonresponse Adjustment Method; (12) Frame and Created Variables; and (13) Crosswalk Among Items in the 2000-01, 2004-05, and 2008-09 TFS and With the 2007-08 SASS. (Contains 40 tables and 14 exhibits.) AU - Graham, Shawna AU - Parmer, Randall AU - Chambers, Lisa AU - Tourkin, Steven AU - Lyter, Deanna M. Y1 - 2011/04// PY - 2011 DA - April 2011 SP - 341 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 - Teacher Transfer KW - Documentation KW - Teacher Retirement KW - Job Satisfaction KW - Professional Development KW - National Surveys KW - Testing KW - Elementary School Teachers KW - Secondary School Teachers KW - Teacher Employment KW - Public Schools KW - Followup Studies KW - Data Collection KW - Sampling KW - Quality Control KW - Teacher Qualifications KW - Class Size KW - Questionnaires KW - Teaching (Occupation) KW - Teacher Characteristics KW - Administrator Qualifications KW - Administrator Characteristics KW - Teacher Selection KW - Teacher Surveys KW - Minority Group Teachers KW - Teacher Persistence KW - Data Processing KW - Interviews KW - School Surveys KW - Private Schools KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941170?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - An Experimental Study of the Project CRISS Reading Program on Grade 9 Reading Achievement in Rural High Schools. Final Report NCEE 2011-4007 AN - 864940713; ED518226 AB - Students entering high school face many new academic challenges. One of the most important is their ability to read and understand more complex text in literature, mathematics, science, and social studies courses as they navigate through a rigorous high school curriculum. The Regional Educational Laboratory (REL) Northwest conducted a study to examine the effectiveness of a teacher professional development program called Project CRISS, which stands for Creating Independence through Student-owned Strategies. Through Project CRISS, high school teachers learn how to apply research-based learning principles and reading/writing strategies in all major subject or content areas using materials, training, and follow-up support provided by the developer. The pretest and posttest were administered in the fall and spring, respectively, of the second implementation year of the treatment. It was hypothesized that by year 2 of the treatment, teachers would have had familiarity with how to use the Project CRISS instructional methods, given the training and guided coaching they received during the first year of implementation. During the second year, when student impact was assessed, the model specified that teachers would continue to receive some training from the national trainer and technical assistance from the district-certified, in-school local facilitator. There was no statistically significant difference between the treatment group and control group on the mean reading comprehension scores. Because random selection was conducted within a blocking design defined by cohorts, poverty status, and state, a sensitivity analysis was performed to determine whether explicit modeling of the effect size variability across blocks would alter the substantive result. The substantive result remained the same: there was no statistically significant treatment effect. In addition to the main impact analysis, one exploratory research question was addressed: does the impact of Project CRISS on student reading comprehension differ for boys and girls? Concerning the moderating effect of gender, no statistically significant impact difference was found between boys and girls. Appendices include: (1) Statistical power analysis; (2) Teacher questionnaire for treatment schools; (3) Missing data imputation procedures; (4) Project CRISS full implementation model description; and (5) Complete multilevel model results for impact analysis. (Contains 3 figures, 18 tables and 4 endnotes.) AU - Kushman, Jim AU - Hanita, Makoto AU - Raphael, Jacqueline Y1 - 2011/04// PY - 2011 DA - April 2011 SP - 65 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 9 KW - High Schools KW - Program Effectiveness KW - Reading KW - Rural Schools KW - Gender Differences KW - Reading Comprehension KW - Reading Research KW - Secondary School Teachers KW - Writing Strategies KW - Reading Achievement KW - Control Groups KW - Reading Programs KW - Poverty KW - Program Evaluation KW - Faculty Development KW - Effect Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864940713?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Postsecondary Awards in Science, Technology, Engineering, and Mathematics, by State: 2001 and 2009. Web Tables. NCES 2011-226 AN - 864940562; ED518801 AB - These tables provide state-level information on the conferring of Science, Technology, Engineering, and Mathematics (STEM) awards (degrees and certificates) from academic years 2000-01 and 2008-09, both overall and by field. Specifically, the tables provide information on: (1) the number of awards conferred in STEM fields, overall (table 1) and by STEM fields (the table 2 series); (2) changes in the number of STEM degrees, by degree level (table 3) and STEM certificates, by certificate level (table 4); (3) the number of awards conferred in STEM fields to women, overall (table 5), by STEM field (the table 6 series), by level of degree (table 7 and the table 9 series through the table 12 series), and by level of certificate (table 8); and (4) the number of awards conferred in STEM fields by race/ethnicity, overall (the table 13 series), by STEM field (the table 14 series through the table 21 series), by level of degree (the table 22 series), and by level of certificate (the table 23 series). A glossary is included. (Contains 90 tables and 1 endnote.) AU - Ginder, Scott AU - Mason, Marcinda Y1 - 2011/04// PY - 2011 DA - April 2011 SP - 191 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 - Academic Degrees KW - STEM Education KW - Awards KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864940562?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Classroom Assessment for Student Learning: Impact on Elementary School Mathematics in the Central Region. Final Report. NCEE 2011-4005 AN - 864940400; ED517969 AB - This study was conducted by the Central Region Educational Laboratory (REL Central) administered by Mid-continent Research for Education and Learning to provide educators and policymakers with rigorous evidence about the potential of Classroom Assessment for Student Learning (CASL) to improve student achievement. CASL is a widely used professional development program in classroom and formative assessment published by the Assessment Training Institute of Pearson Education. Schools were recruited from across Colorado to participate in the study. Colorado was chosen as the target state primarily because it has one of the largest populations in the Central Region from which to recruit schools and because its statewide achievement test is vertically scaled. This cluster randomized trial of the CASL professional development program had sufficient statistical power to detect an impact of at least 0.25 standard deviation on student achievement. An intent-to-treat analysis was conducted to estimate the impact of CASL on student achievement; all schools were included in the analysis and were analyzed as randomized regardless of the level of implementation fidelity. Analysis did not reveal a statistically significant impact of CASL on the school-level average mathematics achievement of grade 4 and grade 5 students. Results from sensitivity analyses revealed that the impact estimates on student achievement were robust to decisions regarding the inclusion of covariates, estimation method, and the treatment of missing data. In other words, design and analysis decisions made by the research team did not change whether the impact results would have been statistically significant. Appendices include: (1) Power analysis; (2) Response rates by data collection wave, instrument, and experimental group; (3) Data collection instruments; (4) Development, reliability, and validity of teacher outcomes; (5) Teacher Assessment Work Sample; (6) Impact analysis models; (7) Calculation of effect sizes; (8) Treatment of missing data; (9) Variance components estimates and intraclass correlations; (10) Raw means and standard deviations; and (11) Complete mixed model results. (Contains 1 box, 4 figures and 56 tables. AU - Randel, Bruce AU - Beesley, Andrea D. AU - Apthorp, Helen AU - Clark, Tedra F. AU - Wang, Xin AU - Cicchinelli, Louis F. AU - Williams, Jean M. Y1 - 2011/04// PY - 2011 DA - April 2011 SP - 153 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Colorado KW - United States (Central) KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary Education KW - Grade 4 KW - Grade 5 KW - Elementary School Mathematics KW - Program Effectiveness KW - Elementary School Students KW - Mathematics Achievement KW - Experimental Groups KW - Elementary School Teachers KW - Work Sample Tests KW - Formative Evaluation KW - Student Evaluation KW - Evidence KW - Faculty Development KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864940400?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Impact of the Thinking Reader[R] Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation: Final Report. NCEE 2010-4035 AN - 864940189; ED517968 AB - "Thinking Reader" is a software program for students in Grades 5-8 that incorporates elements commonly identified in policy reports as being key components of effective adolescent literacy instruction. This evaluation of the impact of "Thinking Reader" use by Grade 6 students focused on two confirmatory research questions about the effect of the program on two measures of students' reading achievement: (1) What is the effect of "Thinking Reader" on students' reading vocabulary?; and (2) What is the effect of "Thinking Reader" on students' reading comprehension? A statistically significant impact on either outcome measure would signal the program's success. The study also examined whether "Thinking Reader" has an effect on two ancillary, but important, measures of students' approaches to reading: (1) What is the effect of "Thinking Reader" on students' use of reading comprehension strategies?; and (2) What is the effect of "Thinking Reader" on students' motivation to read? This study also addressed four exploratory research questions. These questions investigate whether the impact of the "Thinking Reader" intervention on students' reading achievement varied across subgroups of students formed on the basis of baseline reading vocabulary, baseline reading comprehension, and baseline motivation to read measures: (1) Does the effect of "Thinking Reader" on students' reading vocabulary vary according to their baseline reading vocabulary scores?; (2) Does the effect of "Thinking Reader" on students' reading comprehension vary according to their baseline reading comprehension scores?; (3) Does the effect of "Thinking Reader" on students' reading vocabulary vary according to their baseline reading motivation scores?; (4) Does the effect of "Thinking Reader" on students' reading comprehension vary according to their baseline reading motivation scores? The impact results for the primary research questions indicate that "Thinking Reader" was no more effective than business as usual in improving students' reading vocabulary (effect size of -0.04) or reading comprehension (effect size of 0.03). Results for the ancillary research questions indicate that "Thinking Reader" was also no more effective than business as usual in improving student' use of reading comprehension strategies (effect size of 0.03) or their motivation to read (effect size of -0.03). None of these results are statistically significant. Sensitivity analyses found no changes in the direction or magnitude of the intervention effects. Appendices include: (1) Examples From the "Thinking Reader" Program; (2) Data Collection; (3) Missing Data, Baseline Equivalence of the Analytic Sample, and the Impact Model; (4) Sensitivity Analyses; and (5) Exploratory Analyses. (Contains 89 tables, 10 figures, 6 boxes, 7 exhibits and 51 footnotes.) AU - Drummond, Kathryn AU - Chinen, Marjorie AU - Duncan, Teresa Garcia AU - Miller, Ray H. AU - Fryer, Lindsay AU - Zmach, Courtney AU - Culp, Katherine Y1 - 2011/04// PY - 2011 DA - April 2011 SP - 184 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Connecticut KW - Massachusetts KW - Rhode Island KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 6 KW - Program Effectiveness KW - Reading Strategies KW - Intervention KW - Vocabulary KW - Reading Comprehension KW - Reading Motivation KW - Computer Software KW - Reading Achievement KW - Reading Programs KW - Statistical Significance KW - Program Evaluation KW - Effect Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864940189?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Degrees and Other Awards Conferred, 1998-99; Employees in Postsecondary Institutions, Fall 1999; Salaries of Full-Time Instructional Faculty, 1999-2000; Enrollment, Fall 1999; and Financial Statistics, Fiscal Years 1997-99. Statistics in Brief. NCES 2011-168 AN - 864939862; ED518146 AB - The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (the 50 states and the District of Columbia) and other jurisdictions. For IPEDS, a postsecondary institution is defined as an organization that is open to the public and has as its primary mission the provision of postsecondary education. IPEDS defines postsecondary education as formal instructional programs with a curriculum designed primarily for students who are beyond the compulsory age for high school. This includes institutions that offer academic, vocational, and continuing professional education programs and excludes institutions that offer only avocational (leisure) and adult basic education programs. Due to budgetary constraints at the time, data contained in this Statistics in Brief were not imputed or otherwise adjusted for the purposes of reducing nonresponse bias when originally collected, and therefore, the data were not released to the public. The data have now been analyzed for nonresponse and appropriate imputations have been conducted. Appendices include: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 30 tables and 7 footnotes.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2011/04// PY - 2011 DA - April 2011 SP - 96 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - District of Columbia KW - Nonresponse Bias KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Compensation (Remuneration) KW - Institutional Characteristics KW - Educational Finance KW - School Statistics KW - Professional Continuing Education KW - College Faculty KW - Academic Degrees KW - Computation KW - Staff Utilization KW - Enrollment KW - Statistical Data KW - Data Collection UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864939862?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Persistence and Attainment among Pell Grant Recipients: Results from the Beginning Postsecondary Students Longitudinal Study of 2004/09. Web Tables. NCES 2011-275 AN - 864939749; ED518607 AB - Data presented in these tables come from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), a study that followed first-time, beginning postsecondary students through their postsecondary education for a period of six years. These Web Tables disaggregate these students' persistence and attainment outcomes by their participation in the Pell Grant program. Additional detail is provided by students' initial degree program, dependency status, and income quartile. (Contains 10 tables and 2 endnotes.) [To access the following related reports, please see: (1) "Trends in the Receipt of Pell Grants: Selected Years, 1995-96 to 2007-08 (NCES 2011-155)" available at ED516655; (2) "Persistence and Attainment of 2003-04 Beginning Postsecondary Students: After Six Years (NCES 2011-151)" available at ED513453.] AU - Soldner, Matthew Y1 - 2011/04// PY - 2011 DA - April 2011 SP - 16 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Pell Grant Program KW - Beginning Postsecondary Students Long Study KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Student Financial Aid KW - Undergraduate Students KW - Self Supporting Students KW - Grants KW - Academic Persistence KW - Educational Attainment KW - Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864939749?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - BOOK T1 - Projections of Education Statistics to 2019 AN - 870998665; 2011-87411 AB - This publication provides projections for key education statistics and includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2019, while for the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2019. Tables, Figures, Appendixes, References. JF - United States National Center for Education Statistics, Mar 9 2011, xii+163 pp. AU - Hussar, William J AU - Bailey, Tabitha M Y1 - 2011/03/09/ PY - 2011 DA - 2011 Mar 09 PB - United States National Center for Education Statistics KW - Education and education policy - Education 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 - Educational psychology and learning ability KW - Education and education policy - Schools KW - Education KW - Schools KW - Statistics KW - Academic achievement KW - High school graduates KW - Appropriations and expenditures KW - Teachers KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870998665?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=Hussar%2C+William+J%3BBailey%2C+Tabitha+M&rft.aulast=Hussar&rft.aufirst=William&rft.date=2011-03-09&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Projections+of+Education+Statistics+to+2019&rft.title=Projections+of+Education+Statistics+to+2019&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2011/2011017.pdf LA - English DB - PAIS Index N1 - Date revised - 2011-06-07 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - NCES 2011017 N1 - Last updated - 2016-09-28 ER - TY - JOUR T1 - "Dear Colleague Letter" Issued to Provide Guidance in Sexual Violence Cases AN - 894768525 AB - What does the DCL do? * Provides guidance on the unique concerns that arise in sexual violence cases, such as the role of criminal investigations and a school's independent responsibility to investigate and address sexual violence. * Provides guidance and examples about key Title IX requirements and how they relate to sexual violence, such as the requirements to publish a policy against sex discrimination, designate a Title LX coordinator, and adopt and publish grievance procedures. * Discusses proactive efforts schools can take to prevent sexual violence. * Discusses the interplay between Title LX, FERPA, and the Clery Act as it relates to a complainant's right to know the outcome of his or her complaint, including relevant sanctions facing the perpetrator. * Provides examples of remedies and enforcement strategies that schools and the Office for Civil Rights (OCR) may use to respond to sexual violence. JF - Campus Law Enforcement Journal AU - Anonymous Y1 - 2011///Mar/Apr PY - 2011 DA - Mar/Apr 2011 SP - 27 CY - Hartford PB - International Association of Campus Law Enforcement Administrators VL - 41 IS - 2 SN - 07390394 KW - Criminology And Law Enforcement KW - Sex discrimination KW - Civil rights KW - Violence KW - Criminal investigations KW - Sex crimes KW - Schools KW - Education KW - Complaints UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/894768525?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%3Acriminaljusticeperiodicals&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Campus+Law+Enforcement+Journal&rft.atitle=%22Dear+Colleague+Letter%22+Issued+to+Provide+Guidance+in+Sexual+Violence+Cases&rft.au=Anonymous&rft.aulast=Anonymous&rft.aufirst=&rft.date=2011-03-01&rft.volume=41&rft.issue=2&rft.spage=27&rft.isbn=&rft.btitle=&rft.title=Campus+Law+Enforcement+Journal&rft.issn=07390394&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright International Association of Campus Law Enforcement Administrators Mar/Apr 2011 N1 - Last updated - 2011-09-29 ER - TY - GEN T1 - Mini-Digest of Education Statistics, 2010. NCES 2011-016 AN - 864940183; ED518029 AB - This pocket-sized compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The "Mini-Digest" is designed as an easy reference for materials found in detail in the "Digest of Education Statistics". These volumes include selections of data from many government sources, especially those of the National Center for Education Statistics (NCES). They include information on the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational outcomes, finances, and federal funds for education. Unless otherwise stated, all data in the "Mini-Digest of Education Statistics, 2010" are extracted from the "Digest of Education Statistics, 2010". (Contains 1 footnote, 1 figure and 42 tables.) AU - Snyder, Thomas D. Y1 - 2011/03// PY - 2011 DA - March 2011 SP - 78 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 - Higher Education KW - Preschool Education KW - Federal Aid KW - Teacher Characteristics KW - Student Characteristics KW - Educational Finance KW - School Statistics KW - Dropouts KW - Outcomes of Education KW - Enrollment KW - Statistical Data KW - Reference Materials KW - Tables (Data) KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864940183?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Institute of Statistical Sciences Configuration and Data Integration for Longitudinal Studies Technical Panel. Final Report. NCES 2011-607 AN - 860366179; ED517771 AB - This is the final report of the National Institute of Statistical Sciences (NISS) Technical Panel on Configuration and Data Integration for Longitudinal Studies (hereafter, CDI). The principal recommendations regarding configuration are as follows: (1) The National Center for Education Statistics (NCES) should configure grades K-12 studies as a series of three studies: (1) a grades K-5 study, followed immediately by (2) a grades 6-8 study, followed immediately by (3) a grades 9-12 study. One round of such studies, ignoring postsecondary follow-up to the grades 9-12 study, requires 13 years to complete; and (2) Budget permitting, NCES should initiate a new round of grades K-12 studies every 10 years. This can be done in a way that minimizes the number of years in which multiple major assessments occur. The technical panel finds that there is no universal strategy by means of which NCES can institutionalize data integration across studies. One strategy was examined in detail: continuation of students from one study to the next. Based on experiments conducted by NISS, the technical panel finds as follows: (1) The case for continuation on the basis that it supports cross-study statistical inference is weak. Use of high-quality retrospective data that are either currently available or are likely to be available in the future can accomplish nearly as much at lower cost; and (2) Continuation is problematic in at least two other senses. First, principled methods for constructing weights may not exist. Second, no matter how much NCES might advise to the contrary, researchers are likely to attempt what is likely to be invalid or uninformative inference on the basis of continuation cases alone. The technical panel stops short of a categorical recommendation against continuation. If the continuation group was a representative sample, then it might provide meaningful results, albeit with large variability. The technical panel urges that, as an alternative means of addressing specific issues that cross studies, NCES consider the expense and benefit of small, targeted studies that target specific components of students' trajectories. The technical panel was not charged to examine in detail the articulation between grades K-12 and postsecondary studies. It does, however, note that the current once-every-4-years frequency of the National Postsecondary Student Aid Study (NPSAS) is not congruent with the 10-year cycle of recommendation 1. By contrast, a 5-year frequency for NPSAS would allow every other NPSAS to follow immediately after a grades 9-12 study. Appendices include: (1) Summary of NCES Longitudinal Surveys; (2) Agenda for Technical Panel Meeting on September 27-28, 2007; (3) Graphical Illustration of Linear, Convex, and Concave Functions; and (4) Mapping of Variables in Section 4.2 to ECLS-K. (Contains 8 tables, 15 figures and 24 footnotes.) AU - Karr, Alan F. Y1 - 2011/03// PY - 2011 DA - March 2011 SP - 44 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 - Instructional Program Divisions KW - Longitudinal Studies KW - Grouping (Instructional Purposes) KW - Administrative Organization KW - Technical Assistance KW - Educational Research KW - Measurement Techniques KW - Research Administration UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366179?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools. Final Report. NCEE 2011-4001 AN - 860365834; ED517770 AB - Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply the strategies to informational text while working in small cooperative learning groups. The current study is a randomized controlled trial (RCT) examining the effect of CSR on student reading comprehension. Within each participating linguistically diverse school, grade 5 social studies classrooms were randomly assigned to either the CSR condition (using CSR when delivering social studies curricula) or to the control condition (a business-as-usual condition). The implementation period was one school year. This study focused on the following confirmatory research question: In linguistically diverse schools, do grade 5 students in CSR classrooms have higher average reading comprehension posttest scores on the Group Reading Assessment and Diagnostic Evaluation (GRADE) than students in control classrooms? In addition, the study examined three exploratory research questions about CSR's effect on two subgroups of students: (1) Do grade 5 former and current English language learner (FC-ELL) students in CSR classrooms have higher average reading comprehension posttest scores on the GRADE than FC-ELL students in control classrooms?; (2) Do grade 5 non-ELL students in CSR classrooms have higher average reading comprehension posttest scores on the GRADE than non-ELL students in control classrooms?; and (3) Does CSR have a differential impact on GRADE reading comprehension posttest scores for grade 5 FC-ELL and non-ELL students? The intent of these exploratory analyses was to examine whether there is an effect for each subgroup separately, as well as whether there is a differential effect between the subgroups. The primary finding of this study is that CSR did not have a statistically significant impact on student reading comprehension. Nine sensitivity analyses--including alternative statistical approaches, an alternative approach for handling missing data, and different sample specifications--showed that the findings were robust to different analytic approaches. Three exploratory analyses were also conducted to examine the effects of CSR on FC-ELL and non-ELL students. Statistically significant effects on student reading comprehension were not identified for either subgroup, and no statistically significant differential impacts were identified. It is often the case that RCTs, because of their greater rigor, do not support the findings of prior quasi-experiments (Glazerman, Levy, and Myers 2002, 2003). With all other design features held constant, randomization yields stronger evidence about program impacts than do quasi-experiments (Boruch 1997; Shadish, Cook, and Campbell 2002). The current investigation evaluated the impact of CSR in an effectiveness trial designed to approximate a district's implementation of CSR. Data on the fidelity of implementation suggest that professional development was generally delivered according to plan. Data on teacher fidelity of CSR implementation showed that 78.8 percent of teachers reported using CSR two or more times a week, as instructed. However, the single observation conducted for each classroom found that 21.6 percent of CSR teachers were using all five core teacher strategies, which the study defined as full procedural fidelity; 56.8 percent of teachers were observed using three or fewer strategies. Appendices include: (1) Identification and exit criteria for English language learner students in Oklahoma and Texas; (2) Assumptions used to determine statistical power and observed power; (3) Random assignment; (4) Analysis of consent rate at baseline; (5) Estimation methods; (6) Frequently asked questions about contamination; (7) Attrition analyses; (8) Response rates for demographic data; (9) Fall and spring teacher surveys; (10) Fall coaching observation form; (11) Multiple imputation; (12) Assigning students to cooperative learning groups; (13) Critical procedural behaviors for Collaborative Strategic Reading strategies; (14) Observer training for the subscale Expository Reading Comprehension observation instrument and interrater reliability; (15) Descriptive statistics on Group Reading Assessment and Diagnostic Evaluation scores; (16) Baseline equivalence results for multiply imputed analytic dataset; and (17) Full analytic output tables. A glossary is included. (Contains 52 tables, 3 figures and 46 footnotes. AU - Hitchcock, John AU - Dimino, Joseph AU - Kurki, Anja AU - Wilkins, Chuck AU - Gersten, Russell Y1 - 2011/03// PY - 2011 DA - March 2011 SP - 176 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 - Educational Strategies KW - Program Effectiveness KW - Interrater Reliability KW - Validity KW - Scores KW - Reading Strategies KW - Observation KW - Second Language Learning KW - Team Teaching KW - Reading Comprehension KW - Pretests Posttests KW - English (Second Language) KW - Teacher Surveys KW - Scaffolding (Teaching Technique) KW - Program Implementation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860365834?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2019. Thirty-Eighth Edition. NCES 2011-017 AN - 860365748; ED517134 AB - "Projections of Education Statistics to 2019" is the 38th report in a series begun in 1964. It includes statistics on elementary and secondary schools and degree-granting institutions. This report provides revisions of projections shown in "Projections of Education Statistics to 2018." Included are projections of enrollment, graduates, teachers, and expenditures to the year 2019. This is the first edition of the "Projections of Education Statistics" to include projections of elementary and secondary school enrollment and high school graduates by race/ethnicity. 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 2019 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. Six appendixes are included: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. (Contains 69 tables, 7 exhibits, and 28 figures.) [For "Projections of Education Statistics to 2018. Thirty-Seventh Edition. NCES 2009-062," see ED506451.] AU - Hussar, William J. AU - Bailey, Tabitha M. Y1 - 2011/03// PY - 2011 DA - March 2011 SP - 180 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 - High School Graduates KW - Ethnicity KW - Race KW - Educational Trends KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Secondary Schools KW - Enrollment Projections KW - Expenditures KW - Computation KW - Elementary Schools KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860365748?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Guidance on Fiscal Year 2010 School Improvement Grants under Section 1003(g) of the Elementary and Secondary Education Act of 1965 AN - 1826530686; ED565877 AB - The School Improvement Grants (SIG) program is authorized by section 1003(g) of the Elementary and Secondary Education Act of 1965 (ESEA). Under section 1003(g)(1) of the ESEA, the Secretary must award grants to States to enable the States to provide subgrants to local educational agencies for the purpose of providing assistance for school improvement consistent with section 1116. From a grant received pursuant to that provision, a State educational agency (SEA) must subgrant at least 95 percent of the funds it receives to its local educational agencies (LEAs) for school improvement activities. In awarding such subgrants, an SEA must give priority to the local educational agencies with the lowest-achieving schools that demonstrate: (1) the greatest need for such funds; and (2) the strongest commitment to ensuring that such funds are used to provide adequate resources to enable the lowest-achieving schools to meet the goals under school and local educational agency improvement, corrective action, and restructuring plans under section 1116. The regulatory requirements implement these provisions, defining LEAs with the-greatest need for SIG funds and the strongest commitment to ensure that such funds are used to raise substantially student achievement in the persistently lowest-achieving schools in the State. This guidance contains many of the same questions as the FY 2009 guidance but focuses on implementation of the SIG program using FY 2010 funds and FY 2009 carryover funds. New questions were added for this guidance. Y1 - 2011/02/23/ PY - 2011 DA - 2011 Feb 23 SP - 105 PB - Office of Elementary and Secondary Education. 400 Maryland Ave SW, Washington, DC 20202. KW - Elementary Secondary Education Act KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Federal Aid KW - Educational Legislation KW - Improvement Programs KW - Grants KW - School Districts KW - Accountability KW - Educational Improvement KW - Eligibility KW - School Closing KW - Models KW - State Departments of Education KW - School Turnaround KW - Fidelity KW - Federal Legislation KW - Federal Programs KW - Program Implementation KW - Educational Change KW - Guidance KW - Definitions KW - Change Strategies KW - Performance Factors UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826530686?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - BOOK T1 - Science 2009 Trial Urban District Assessment: Results at Grades 4 and 8 AN - 870998668; 2011-87412 AB - This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment in science. Science results are based on representative samples of fourth- and eighth-grade public school students from the 17 urban districts that volunteered to participate in the 2009 assessment. Tables, Figures, Appendixes. JF - United States National Center for Education Statistics, Feb 2011, 84 pp. AU - IERS National Center for Education Statistics Y1 - 2011/02// PY - 2011 DA - February 2011 PB - United States National Center for Education Statistics KW - Science and technology policy - Science and science policy and research KW - Banking and public and private finance - Taxation and tax policy 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 - Education policy and school administration KW - Assessment KW - Schools KW - School districts KW - Students KW - Education, Primary KW - Science KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870998668?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=IERS+National+Center+for+Education+Statistics&rft.aulast=IERS+National+Center+for+Education+Statistics&rft.aufirst=&rft.date=2011-02-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Science+2009+Trial+Urban+District+Assessment%3A+Results+at+Grades+4+and+8&rft.title=Science+2009+Trial+Urban+District+Assessment%3A+Results+at+Grades+4+and+8&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/nationsreportcard/pdf/dst2009/2011452.pdf LA - English DB - PAIS Index N1 - Date revised - 2011-06-07 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - The Nation's Report Card, NCES 2011452 N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 4, Public Schools AN - 860368559; ED516714 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Philadelphia was 121. This was lower than the average score of 135 for public school students in large cities. The percentage of students in Philadelphia who performed at or above the NAEP "Proficient" level was 8 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Philadelphia who performed at or above the NAEP "Basic" level was 38 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860368559?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 8, Public Schools AN - 860368433; ED516694 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Los Angeles was 123. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Los Angeles who performed at or above the NAEP "Proficient" level was 10 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Los Angeles who performed at or above the NAEP "Basic" level was 33 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452," see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860368433?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 4, Public Schools AN - 860368412; ED516695 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Baltimore was 117. This was lower than the average score of 135 for public school students in large cities. The percentage of students in Baltimore who performed at or above the NAEP "Proficient" level was 6 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Baltimore who performed at or above the NAEP "Basic" level was 31 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452," see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860368412?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 4, Public Schools AN - 860368394; ED516701 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Cleveland was 114. This was lower than the average score of 135 for public school students in large cities. The percentage of students in Cleveland who performed at or above the NAEP "Proficient" level was 4 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Cleveland who performed at or above the NAEP "Basic" level was 30 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860368394?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 8, Public Schools AN - 860368382; ED516702 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Philadelphia was 119. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Philadelphia who performed at or above the NAEP "Proficient" level was 6 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Philadelphia who performed at or above the NAEP "Basic" level was 25 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860368382?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools AN - 860368026; ED516715 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in San Diego was 144. This was higher than the average score of 135 for public school students in large cities. The percentage of students in San Diego who performed at or above the NAEP "Proficient" level was 29 percent in 2009. This percentage was greater than large cities (20 percent). The percentage of students in San Diego who performed at or above the NAEP "Basic" level was 65 percent in 2009. This percentage was greater than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860368026?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Boston Public Schools. Grade 8, Public Schools AN - 860367166; ED516685 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Boston was 130. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Boston who performed at or above the NAEP "Proficient" level was 15 percent in 2009. This percentage was not significantly different from large cities (17 percent). The percentage of students in Boston who performed at or above the NAEP "Basic" level was 39 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367166?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Miami-Dade County Public Schools. Grade 8, Public Schools AN - 860367114; ED516697 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Miami-Dade was 137. This was higher than the average score of 134 for public school students in large cities. The percentage of students in Miami-Dade who performed at or above the NAEP "Proficient" level was 18 percent in 2009. This percentage was not significantly different from large cities (17 percent). The percentage of students in Miami-Dade who performed at or above the NAEP "Basic" level was 49 percent in 2009. This percentage was greater than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452," see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367114?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. New York City Department of Education. Grade 8, Public Schools AN - 860367106; ED516700 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in New York City was 129. This was lower than the average score of 134 for public school students in large cities. The percentage of students in New York City who performed at or above the NAEP "Proficient" level was 13 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in New York City who performed at or above the NAEP "Basic" level was 38 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367106?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Jefferson County Public Schools (Louisville, KY). Grade 4, Public Schools AN - 860367092; ED516709 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Jefferson County was 150. This was higher than the average score of 135 for public school students in large cities. The percentage of students in Jefferson County who performed at or above the NAEP "Proficient" level was 33 percent in 2009. This percentage was greater than large cities (20 percent). The percentage of students in Jefferson County who performed at or above the NAEP "Basic" level was 70 percent in 2009. This percentage was greater than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367092?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 4, Public Schools AN - 860366994; ED516696 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Charlotte was 150. This was higher than the average score of 135 for public school students in large cities. The percentage of students in Charlotte who performed at or above the NAEP "Proficient" level was 33 percent in 2009. This percentage was greater than large cities (20 percent). The percentage of students in Charlotte who performed at or above the NAEP "Basic" level was 70 percent in 2009. This percentage was greater than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452," see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366994?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 4, Public Schools AN - 860366980; ED516699 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Chicago was 125. This was lower than the average score of 135 for public school students in large cities. The percentage of students in Chicago who performed at or above the NAEP "Proficient" level was 12 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Chicago who performed at or above the NAEP "Basic" level was 44 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366980?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 4, Public Schools AN - 860366970; ED516704 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Detroit was 111. This was lower than the average score of 135 for public school students in large cities. The percentage of students in Detroit who performed at or above the NAEP "Proficient" level was 4 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Detroit who performed at or above the NAEP "Basic" level was 26 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366970?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Houston Independent School District. Grade 4, Public Schools AN - 860366956; ED516708 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Houston was 135. This was not significantly different from the average score of 135 for public school students in large cities. The percentage of students in Houston who performed at or above the NAEP "Proficient" level was 16 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Houston who performed at or above the NAEP "Basic" level was 55 percent in 2009. This percentage was not significantly different from large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366956?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - How Student and School Characteristics Are Associated with Performance on the Maine High School Assessment. Issues & Answers. REL 2011-No. 102 AN - 860366949; ED516738 AB - The Maine Department of Education wanted to use longitudinal data from its data system to better understand whether and how student and school characteristics are associated with student performance on the state-mandated Maine High School Assessment (MHSA). It was particularly interested in understanding the factors associated with changes in test scores between the beginning of grade 10 and the end of grade 11. The MHSA, which comprises the College Board's SAT tests in critical reading, writing, and math and a science assessment, is administered in the spring of grade 11 to determine whether Maine high schools have made adequate yearly progress. The following research question guided this study: How are student characteristics, student prior achievement measures, and school characteristics associated with students' grade 11 Maine High School Assessment scores in reading, writing, math, and science? Using multilevel regression models to examine how student characteristics, student prior achievement measures, and school characteristics are associated with performance on the Maine High School Assessment, this study finds statistically significant relationships between several of these variables and assessment scores in reading, writing, math, and science. Appendices include: (1) Data and assessments used in the report; (2) Literature review; (3) Methodology; (4) Confidence intervals for testing differences; (5) Multilevel regression model results; (6) Predicted differences across Maine High School Assessment domains for student and school characteristics; and (7) Predictors of Maine High School Assessment domain scores when Preliminary SAT scores are excluded from the model (model 3). (Contains 2 boxes, 1 figure, 15 tables, and 8 notes.) [For the summary report, see ED516741.] AU - Hoyle, Craig D. AU - O'Dwyer, Laura M. AU - Chang, Quincy Y1 - 2011/02// PY - 2011 DA - February 2011 SP - 69 PB - Regional Educational Laboratory Northeast & Islands. , 55 Chapel Street, Newton, MA 02458. KW - Maine KW - Preliminary Scholastic Aptitude Test KW - SAT (College Admission Test) KW - ERIC, Resources in Education (RIE) KW - Grade 10 KW - Grade 11 KW - High School Equivalency Programs KW - Institutional Characteristics KW - Reading Tests KW - Measures (Individuals) KW - Student Characteristics KW - Educational Indicators KW - Scores KW - Academic Achievement KW - Writing Tests KW - Critical Reading KW - Correlation KW - Longitudinal Studies KW - Educational Improvement KW - Regression (Statistics) KW - High Schools KW - Federal Programs KW - Mathematics Tests KW - Intervals KW - High School Students KW - Science Tests KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366949?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 4, Public Schools AN - 860366842; ED516710 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Los Angeles was 124. This was lower than the average score of 135 for public school students in large cities. The percentage of students in Los Angeles who performed at or above the NAEP "Proficient" level was 11 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Los Angeles who performed at or above the NAEP "Basic" level was 45 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366842?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 8, Public Schools AN - 860366825; ED516690 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Fresno was 124. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Fresno who performed at or above the NAEP "Proficient" level was 9 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Fresno who performed at or above the NAEP "Basic" level was 34 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452," see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366825?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Milwaukee Public Schools. Grade 4, Public Schools AN - 860366725; ED516712 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Milwaukee was 126. This was lower than the average score of 135 for public school students in large cities. The percentage of students in Milwaukee who performed at or above the NAEP "Proficient" level was 12 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Milwaukee who performed at or above the NAEP "Basic" level was 44 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366725?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 4, Public Schools AN - 860366629; ED516689 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Atlanta was 134. This was not significantly different from the average score of 135 for public school students in large cities. The percentage of students in Atlanta who performed at or above the NAEP "Proficient" level was 19 percent in 2009. This percentage was not significantly different from large cities (20 percent). The percentage of students in Atlanta who performed at or above the NAEP "Basic" level was 52 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452," see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366629?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. New York City Department of Education. Grade 4, Public Schools AN - 860366614; ED516713 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in New York City was 135. This was not significantly different from the average score of 135 for public school students in large cities. The percentage of students in New York City who performed at or above the NAEP "Proficient" level was 18 percent in 2009. This percentage was not significantly different from large cities (20 percent). The percentage of students in New York City who performed at or above the NAEP "Basic" level was 56 percent in 2009. This percentage was not significantly different from large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366614?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Milwaukee Public Schools. Grade 8, Public Schools AN - 860366524; ED516698 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Milwaukee was 122. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Milwaukee who performed at or above the NAEP "Proficient" level was 6 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Milwaukee who performed at or above the NAEP "Basic" level was 28 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366524?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 4, Public Schools AN - 860366444; ED516707 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Fresno was 121. This was lower than the average score of 135 for public school students in large cities. The percentage of students in Fresno who performed at or above the NAEP "Proficient" level was 8 percent in 2009. This percentage was smaller than large cities (20 percent). The percentage of students in Fresno who performed at or above the NAEP "Basic" level was 38 percent in 2009. This percentage was smaller than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366444?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Dropout Prevention Programs in Nine Mid-Atlantic Region School Districts: Additions to a Dropout Prevention Database. Summary. Issues & Answers. REL 2011-No. 103 AN - 860366437; ED516739 AB - The current study replicates work of Regional Educational Laboratory (REL) Northeast and Islands. It describes dropout prevention programs in nine Mid-Atlantic Region (Delaware, the District of Columbia, Maryland, New Jersey, and Pennsylvania) school districts serving communities with populations of 24,742-107,250 (as of July 2008). All nine districts have high dropout rates, large racial/ethnic minority student populations, and high percentages of students from households living below the poverty line. The study is driven by two research questions: (1) What are the characteristics of dropout prevention programs and policies in the nine districts?; and (2) Which programs have been reviewed by the U.S. Department of Education's What Works Clearinghouse, and what were its findings? The study found that: (1) No district reported dropout prevention policies apart from those establishing the reported programs; (2) Only one program model was reported by more than one district; (3) The most common core strategies were advocating for student needs (64 percent of programs), engaging and supporting families (57 percent), and monitoring school attendance (53 percent); (4) The most common service goals were to improve academic performance (95 percent of programs), decrease truancy (66 percent), and provide support during transitions (60 percent); (5) The most common student subgroups targeted were students with academic needs (90 percent of programs), students from low socioeconomic status families (60 percent), and special needs students with behavioral challenges (57 percent); (6) Programs that targeted specific grades were most likely to focus on students in grades 9 or 12; (7) Teachers were involved in 86 percent of reported programs, guidance counselors in 78 percent, and principals or other administrators in 67 percent; (8) The most common forms of community involvement engaged parents (69 percent of programs), youth or social services staff (28 percent), mental health services staff (28 percent), police (22 percent), and mentoring program staff (21 percent). Twelve programs (21 percent) reported no community involvement; (9) Districts funded all or part of 79 percent of reported programs; state governments had some financial role in 41 percent, the federal government in 26 percent, and private sources in 7 percent. Four programs (7 percent) did not report a funding source; and (10) As of May 1, 2010, only 1 of the 58 programs--Talent Development High Schools--had been reviewed by the What Works Clearinghouse, which found only one small study that met its evidence standards with reservations. [For the full report, see ED516740.] AU - Burzichelli, Claudia AU - Mackey, Philip E. AU - Bausmith, Jennifer Y1 - 2011/02// PY - 2011 DA - February 2011 SP - 5 PB - Regional Educational Laboratory Mid-Atlantic. , 108 Rackley Building, University Park, PA 16802. KW - Delaware KW - District of Columbia KW - Maryland KW - New Jersey KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Grade 10 KW - Grade 11 KW - Grade 12 KW - Grade 9 KW - High Schools KW - Secondary Education KW - Federal Aid KW - Principals KW - Clearinghouses KW - Socioeconomic Status KW - Academic Achievement KW - School Districts KW - Attendance KW - State Aid KW - Models KW - Dropouts KW - Teachers KW - Program Descriptions KW - Low Income Groups KW - Special Needs Students KW - School Counselors KW - Dropout Rate KW - Race KW - Mental Health Programs KW - Federal Government KW - Truancy KW - Community Involvement KW - Dropout Programs KW - Behavior Problems KW - Mentors KW - Databases KW - Dropout Prevention KW - State Government KW - Ethnic Groups KW - Poverty KW - Educational Policy KW - Social Services KW - Student Needs KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366437?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Jefferson County Public Schools (Louisville, KY). Grade 8, Public Schools AN - 860366167; ED516693 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Jefferson County was 145. This was higher than the average score of 134 for public school students in large cities. The percentage of students in Jefferson County who performed at or above the NAEP "Proficient" level was 24 percent in 2009. This percentage was greater than large cities (17 percent). The percentage of students in Jefferson County who performed at or above the NAEP "Basic" level was 57 percent in 2009. This percentage was greater than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452," see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366167?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 8, Public Schools AN - 860366156; ED516703 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in San Diego was 138. This was not significantly different from the average score of 134 for public school students in large cities. The percentage of students in San Diego who performed at or above the NAEP "Proficient" level was 20 percent in 2009. This percentage was greater than large cities (17 percent). The percentage of students in San Diego who performed at or above the NAEP "Basic" level was 49 percent in 2009. This percentage was not significantly different from large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366156?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Miami-Dade County Public Schools. Grade 4, Public Schools AN - 860366151; ED516711 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Miami-Dade was 144. This was higher than the average score of 135 for public school students in large cities. The percentage of students in Miami-Dade who performed at or above the NAEP "Proficient" level was 25 percent in 2009. This percentage was greater than large cities (20 percent). The percentage of students in Miami-Dade who performed at or above the NAEP "Basic" level was 66 percent in 2009. This percentage was greater than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011/02// PY - 2011 DA - February 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366151?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Institute of Statistical Sciences Data Confidentiality Technical Panel: Final Report. NCES 2011-608 AN - 860365627; ED517172 AB - NCES asked the National Institute of Statistical Sciences (NISS) to convene a technical panel of survey and policy experts to examine the NCES current and planned data dissemination strategies for confidential data with respect to: mandates and directives that NCES make data available; current and prospective technologies for protecting and accessing confidential data, as well as for breaking confidentiality; and the various user communities for NCES data and these communities' uses of the data. The principal goals of the technical panel were to review the NCES current and planned data dissemination strategies for confidential data, assessing whether these strategies are appropriate in terms of both disclosure risk and data utility, and then to recommend to NCES any changes that the task force deems desirable or necessary. The NISS technical panel delivered its report to NCES in 2008. The report included four principal recommendations, the first three of which confirmed existing NCES strategies and practices. They are: (1) The technical panel recommended that all NCES analyses and publications be based on restricted databases produced by applying data swapping operations to original data as collected and edited; (2) The technical panel also recommended that access to restricted databases be controlled under license from NCES; (3) The panel recommended that NCES produce public databases whenever possible (by applying further appropriate statistical disclosure limitation techniques) and provide access to the public databases electronically by means of a data access system (DAS); and (4) The panel recommended that NCES tailor the user interfaces of data access systems to user communities. Appended is The Czech Auto Worker Database (Contains 1 table, 7 figures, and 15 footnotes.) AU - Karr, Alan Y1 - 2011/02// PY - 2011 DA - February 2011 SP - 28 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Risk KW - Databases KW - Access to Information KW - Confidentiality KW - Information Dissemination KW - Statistical Data KW - Disclosure KW - Users (Information) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860365627?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Trends in the Receipt of Pell Grants: Selected Years, 1995-96 to 2007-08. Web Tables. NCES 2011-155 AN - 854552540; ED516655 AB - Using data from the 1995-96, 1999-2000, 2003-04, and 2007-08 administrations of the National Postsecondary Student Aid Study, these tables focus on trends in the receipt of federal Pell Grants and among Pell Grant recipients. Data include the percentages of Pell Grant recipients and the average Pell Grant received each survey year. Also shown are the percentages of Pell Grant recipients who received state grants or institutional grants, or took out student loans, and the average amounts received from these sources. The average ratio of the Pell Grant to the total cost of attendance during these selected years is included as well. Data are presented by a number of demographic and enrollment characteristics, including age, sex, race/ethnicity, dependency status, family income, attendance status, grade level, employment status, parents' education, and type of institution attended. A glossary is included. (Contains 60 tables and 2 endnotes.) Y1 - 2011/02// PY - 2011 DA - February 2011 SP - 130 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Pell Grant Program KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Need Analysis (Student Financial Aid) KW - Employment Level KW - Student Loan Programs KW - Federal Aid KW - Ethnicity KW - Gender Differences KW - Parent Background KW - Student Characteristics KW - Grants KW - Part Time Students KW - Educational Attainment KW - Racial Differences KW - Student Financial Aid KW - Federal Programs KW - Full Time Students KW - Enrollment KW - Family Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/854552540?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Secondary School Experiences and Academic Performance of Students with Hearing Impairments. Facts from NLTS2. NCSER 2011-3003 AN - 854551950; ED516182 AB - A gap exists between the academic achievement of youth with hearing impairments and their peers in the general population in reading, mathematics, science, and social studies, according to a new release by The National Center for Special Education Research. This report uses data from the National Longitudinal Transition Study 2 dataset to provide a national picture of the secondary school experiences and academic achievement of students with hearing impairments who received special education services. The outcomes cover several key areas, including students' experiences in general education academic courses and non-vocational special education courses, accommodations, supports, services provided to students, and academic achievement. In addition to the findings for the overall group, this fact sheet provides findings by parent-reported levels of hearing impairments. This is the fifth in a series of NLTS2 fact sheets on the experiences and outcomes of youth in a specific disability category. (Contains 23 footnotes, 20 tables, and 1 figure.) AU - Shaver, Debra AU - Newman, Lynn AU - Huang, Tracy AU - Yu, Jennifer AU - Knokey, Anne-Marie Y1 - 2011/02// PY - 2011 DA - February 2011 SP - 29 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - Woodcock Johnson Tests of Achievement Revised KW - National Longitudinal Transition Study Spec Educ KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - Special Education KW - Hearing Impairments KW - Educational Experience KW - Achievement Gap KW - Academic Achievement KW - Vocational Education KW - Secondary School Students KW - Sign Language KW - Longitudinal Studies UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/854551950?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452 AN - 854551559; ED516654 AB - This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment in science. Science results are based on representative samples of fourth- and eighth-grade public school students from the 17 urban districts that volunteered to participate in the 2009 assessment. Between 900 and 2,200 students were assessed at each grade in each of the participating districts. Student performance is reported in terms of average scale scores on the NAEP science scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. District results are compared to results for public school students in the nation, large cities nationally, and their home states. Student performance is reported by race/ethnicity and eligibility for free/reduced-price school lunch. At grade 4, the average score in large cities overall and the average scores in 14 of the 17 participating districts were lower than the average score for the nation. Scores for Austin, Charlotte, and Jefferson County were not significantly different from the score for the nation. At grade 8, the average score in large cities overall and the average scores in 16 of the 17 districts were lower than the average score for the nation. The score for Austin was not significantly different from the score for the nation. Among the 17 urban districts that participated in the 2009 science assessment, scores for both fourth- and eighth-graders in 4 districts were higher than the scores for their respective peers attending public schools in large cities overall. Scores for both grades in 8 districts were lower than the scores for large cities nationally. (Contains 2 footnotes and 10 tables.) Y1 - 2011/02// PY - 2011 DA - February 2011 SP - 87 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 - Grade 4 KW - Grade 8 KW - Middle Schools KW - Low Income Groups KW - Measures (Individuals) KW - Ethnicity KW - Student Characteristics KW - Scores KW - Academic Achievement KW - School Districts KW - Urban Schools KW - Racial Differences KW - Governing Boards KW - National Competency Tests KW - National Standards KW - Comparative Analysis KW - Public Schools KW - Urban Areas KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/854551559?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Enrollment in Postsecondary Institutions, Fall 2009; Graduation Rates, 2003 & 2006 Cohorts; and Financial Statistics, Fiscal Year 2009. First Look. NCES 2011-230 AN - 854551461; ED515664 AB - This "First Look" presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2010 data collection. This collection included five components: Student Financial Aid for full-time, first-time degree/certificate-seeking undergraduate students for the 2009-10 academic year; Enrollment for fall 2009; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2003 at 4-year institutions or in 2006 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2001 at 4-year institutions or in 2005 at less-than-4-year institutions; and Finance for fiscal year 2009. Appended are (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 25 tables and 11 footnotes.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2011/02// PY - 2011 DA - February 2011 SP - 75 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Higher Education Act 1965 KW - Student Right to Know and Campus Security Act KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Graduate Students KW - Undergraduate Students KW - Educational Legislation KW - Student Characteristics KW - Educational Finance KW - Public Colleges KW - Private Colleges KW - National Surveys KW - Income KW - Expenditures KW - Student Financial Aid KW - Proprietary Schools KW - Federal Legislation KW - Enrollment KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/854551461?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card: Reading and Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. Findings in Brief. NCES 2012-459 AN - 964177833; ED525762 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 paper presents the results of the 2011 NAEP assessments for reading and mathematics. [For related reports, see "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545) and "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457" (ED525544).] Y1 - 2011 PY - 2011 DA - 2011 SP - 16 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 - Low Income Groups KW - Reading Tests KW - Discussion (Teaching Technique) KW - Mathematics Achievement KW - Educational Trends KW - Asian American Students KW - National Competency Tests KW - Achievement Gains KW - Algebra KW - White Students KW - Reading Achievement KW - Recreational Reading KW - Achievement Gap KW - Mathematics Tests KW - African American Students KW - Calculators KW - Hispanic American Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177833?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - The cognitive and linguistic demands of everyday, functional literacy tasks: With application to an over-the-counter drug label AN - 914788694; 201200121 AB - After examining seminal research related to functional literacy and the national assessments of adult literacy, seven key cognitive and linguistic demands are proposed that everyday literacy tasks (e.g. reading a drug label) make: read words, comprehend sentences, search text, identify computations, perform computations. infer meaning, and apply information. The distinctiveness of the five non-quantitative task demands and their progression in difficulty were subjected to verification via independent psychometric analyses using 252 functional literacy tasks and responses of 46,000 adults aged 16 and older residing in households and prisons in the United States. The results of multidimensional item respond theory (MIRT) modeling indicate delineation among three sets of task demands. Findings are illustrated through application to a common task involving an over the counter drug label. Adapted from the source document JF - Written Language and Literacy AU - White, Sheida AD - U.S. Department of Education National Center for Education Statistics 1990 K Street, Room 8008 Washington, DC 20006 USA Sheida.White@ed.gov Y1 - 2011///0, PY - 2011 DA - 0, 2011 SP - 224 EP - 250 VL - 14 IS - 2 SN - 1387-6732, 1387-6732 KW - Psychometric Analysis (69210) KW - Adult Literacy (00550) KW - Functional Literacy (26500) KW - article KW - 4115: applied linguistics; adult language development/literacy studies UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/914788694?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=Written+Language+and+Literacy&rft.atitle=The+cognitive+and+linguistic+demands+of+everyday%2C+functional+literacy+tasks%3A+With+application+to+an+over-the-counter+drug+label&rft.au=White%2C+Sheida&rft.aulast=White&rft.aufirst=Sheida&rft.date=2011-01-01&rft.volume=14&rft.issue=2&rft.spage=224&rft.isbn=&rft.btitle=&rft.title=Written+Language+and+Literacy&rft.issn=13876732&rft_id=info:doi/ LA - English DB - Linguistics and Language Behavior Abstracts (LLBA) N1 - Date revised - 2012-01-01 N1 - Last updated - 2016-09-27 N1 - SubjectsTermNotLitGenreText - Functional Literacy (26500); Psychometric Analysis (69210); Adult Literacy (00550) ER - TY - BOOK T1 - The Nation's Report Card: Science 2009; National Assessment of Educational Progress at Grades 4, 8, and 12 AN - 870998690; 2011-87418 AB - This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in science at grades 4, 8, and 12. National results for each of the three grades are based on representative samples of public and private school students from all 50 states, the District of Columbia, and the Department of Defense schools. Student performance is summarized as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Tables, Figures. JF - United States National Center for Education Statistics, Jan 2011, 79 pp. AU - IES National Center for Education Statistics Y1 - 2011/01// PY - 2011 DA - January 2011 PB - United States National Center for Education Statistics KW - Banking and public and private finance - Taxation and tax policy KW - Education and education policy - Educational psychology and learning ability KW - Science and technology policy - Science and science policy and research KW - Education and education policy - Education personnel and population KW - Assessment KW - Academic achievement KW - Students KW - Science KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870998690?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:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Early+Childhood+Longitudinal+Study%2C+Birth+Cohort+%28ECLS-B%29%3A+Methodology+Report+for+the+9-Month+Data+Collection+%282001-02%29.+Volume+2%3A+Sampling.+NCES+2005-147&rft.au=Bethel%2C+James%3BGreen%2C+James+L.%3BNord%2C+Christine%3BKalton%2C+Graham%3BWest%2C+Jerry&rft.aulast=Bethel&rft.aufirst=James&rft.date=2005-06-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/nationsreportcard/pdf/main2009/2011451.pdf LA - English DB - PAIS Index N1 - Date revised - 2011-06-07 N1 - Publication note - United States National Center for Education Statistics, 2011 N1 - SuppNotes - NCES 2011451 N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 8, Public Schools AN - 860367130; ED516686 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Charlotte was 141. This was higher than the average score of 134 for public school students in large cities. The percentage of students in Charlotte who performed at or above the NAEP "Proficient" level was 22 percent in 2009. This percentage was greater than large cities (17 percent). The percentage of students in Charlotte who performed at or above the NAEP "Basic" level was 52 percent in 2009. This percentage was greater than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011 PY - 2011 DA - 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367130?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 8, Public Schools AN - 860367121; ED516687 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Cleveland was 121. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Cleveland who performed at or above the NAEP "Proficient" level was 6 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Cleveland who performed at or above the NAEP "Basic" level was 26 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011 PY - 2011 DA - 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367121?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Boston Public Schools. Grade 4, Public Schools AN - 860367072; ED516716 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Boston was 139. This was higher than the average score of 135 for public school students in large cities. The percentage of students in Boston who performed at or above the NAEP "Proficient" level was 18 percent in 2009. This percentage was not significantly different from large cities (20 percent). The percentage of students in Boston who performed at or above the NAEP "Basic" level was 62 percent in 2009. This percentage was greater than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011 PY - 2011 DA - 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367072?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools AN - 860367027; ED516683 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Austin was 149. This was higher than the average score of 134 for public school students in large cities. The percentage of students in Austin who performed at or above the NAEP "Proficient" level was 33 percent in 2009. This percentage was greater than large cities (17 percent). The percentage of students in Austin who performed at or above the NAEP "Basic" level was 61 percent in 2009. This percentage was greater than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452," see ED516654.] Y1 - 2011 PY - 2011 DA - 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367027?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 8, Public Schools AN - 860367018; ED516684 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Baltimore was 113. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Baltimore who performed at or above the NAEP "Proficient" level was 4 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Baltimore who performed at or above the NAEP "Basic" level was 20 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452", see ED516654.] Y1 - 2011 PY - 2011 DA - 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367018?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools AN - 860367005; ED516692 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Austin was 147. This was higher than the average score of 135 for public school students in large cities. The percentage of students in Austin who performed at or above the NAEP "Proficient" level was 31 percent in 2009. This percentage was greater than large cities (20 percent). The percentage of students in Austin who performed at or above the NAEP "Basic" level was 65 percent in 2009. This percentage was greater than large cities (56 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452," see ED516654.] Y1 - 2011 PY - 2011 DA - 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 - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Elementary School Science KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367005?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 8, Public Schools AN - 860366452; ED516688 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Detroit was 113. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Detroit who performed at or above the NAEP "Proficient" level was 3 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Detroit who performed at or above the NAEP "Basic" level was 20 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452," see ED516654.] Y1 - 2011 PY - 2011 DA - 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366452?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 8, Public Schools AN - 860366178; ED516682 AB - Guided by a new framework, the National Assessment of Educational Progress (NAEP) science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Atlanta was 127. This was lower than the average score of 134 for public school students in large cities. The percentage of students in Atlanta who performed at or above the NAEP "Proficient" level was 10 percent in 2009. This percentage was smaller than large cities (17 percent). The percentage of students in Atlanta who performed at or above the NAEP "Basic" level was 33 percent in 2009. This percentage was smaller than large cities (44 percent). [For the main report, "The Nation's Report Card: Science 2009. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2011-452," see ED516654.] Y1 - 2011 PY - 2011 DA - 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 - Middle Schools KW - Science Education KW - Low Income Groups KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - Comparative Analysis KW - Sciences KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - Metropolitan Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860366178?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Mississippi. Grade 4, Public Schools AN - 854551647; ED515413 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Mississippi was 133. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Mississippi who performed at or above the NAEP "Proficient" level was 17 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Mississippi who performed at or above the NAEP "Basic" level was 54 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/854551647?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. California. Grade 8, Public Schools AN - 851229556; ED515473 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in California was 137. This was lower than the average score of 149 for public school students in the nation. The percentage of students in California who performed at or above the NAEP "Proficient" level was 20 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in California who performed at or above the NAEP "Basic" level was 48 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229556?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Louisiana. Grade 8, Public Schools AN - 851229540; ED515421 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Louisiana was 139. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Louisiana who performed at or above the NAEP "Proficient" level was 20 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 51 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229540?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. North Carolina. Grade 8, Public Schools AN - 851229516; ED515480 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in North Carolina was 144. This was lower than the average score of 149 for public school students in the nation. The percentage of students in North Carolina who performed at or above the NAEP "Proficient" level was 24 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in North Carolina who performed at or above the NAEP "Basic" level was 56 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229516?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Wyoming. Grade 4, Public Schools AN - 851229511; ED515514 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Wyoming was 156. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Wyoming who performed at or above the NAEP "Proficient" level was 37 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Wyoming who performed at or above the NAEP "Basic" level was 80 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229511?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Ohio. Grade 4, Public Schools AN - 851229484; ED515424 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Ohio was 157. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Ohio who performed at or above the NAEP "Proficient" level was 41 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Ohio who performed at or above the NAEP "Basic" level was 79 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229484?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Maryland. Grade 4, Public Schools AN - 851229482; ED515431 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Maryland was 150. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Maryland who performed at or above the NAEP "Proficient" level was 33 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in Maryland who performed at or above the NAEP "Basic" level was 72 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229482?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Mississippi. Grade 8, Public Schools AN - 851229474; ED515434 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Mississippi was 132. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Mississippi who performed at or above the NAEP "Proficient" level was 15 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Mississippi who performed at or above the NAEP "Basic" level was 41 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229474?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Florida. Grade 8, Public Schools AN - 851229469; ED515439 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Florida was 146. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Florida who performed at or above the NAEP "Proficient" level was 25 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Florida who performed at or above the NAEP "Basic" level was 57 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 2011 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 - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229469?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. South Dakota. Grade 4, Public Schools AN - 851229464; ED515418 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in South Dakota was 157. This was higher than the average score of 149 for public school students in the nation. The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 40 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 81 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229464?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Arkansas. Grade 4, Public Schools AN - 851229459; ED515367 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Arkansas was 146. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Arkansas who performed at or above the NAEP "Proficient" level was 29 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Arkansas who performed at or above the NAEP "Basic" level was 69 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 4 KW - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229459?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Michigan. Grade 4, Public Schools AN - 851229456; ED515518 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Michigan was 150. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Michigan who performed at or above the NAEP "Proficient" level was 34 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in Michigan who performed at or above the NAEP "Basic" level was 72 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229456?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Arizona. Grade 8, Public Schools AN - 851229400; ED515430 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Arizona was 141. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 22 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 54 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229400?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Hawaii. Grade 4, Public Schools AN - 851229381; ED515506 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Hawaii was 140. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Hawaii who performed at or above the NAEP "Proficient" level was 25 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Hawaii who performed at or above the NAEP "Basic" level was 63 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229381?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Virginia. Grade 4, Public Schools AN - 851229376; ED515527 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Virginia was 162. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Virginia who performed at or above the NAEP "Proficient" level was 46 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Virginia who performed at or above the NAEP "Basic" level was 84 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229376?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Utah. Grade 8, Public Schools AN - 851229366; ED515477 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Utah was 158. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Utah who performed at or above the NAEP "Proficient" level was 39 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Utah who performed at or above the NAEP "Basic" level was 72 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229366?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Idaho. Grade 4, Public Schools AN - 851229358; ED515509 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Idaho was 154. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 35 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 79 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229358?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. South Carolina. Grade 4, Public Schools AN - 851229352; ED515525 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in South Carolina was 149. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in South Carolina who performed at or above the NAEP "Proficient" level was 33 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in South Carolina who performed at or above the NAEP "Basic" level was 72 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229352?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Oklahoma. Grade 8, Public Schools AN - 851229351; ED515411 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Oklahoma was 146. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Oklahoma who performed at or above the NAEP "Proficient" level was 25 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Oklahoma who performed at or above the NAEP "Basic" level was 60 percent in 2009. This percentage was not significantly different from the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229351?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. DoDEA. Grade 8, Public Schools AN - 851229279; ED515470 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Department of Defense Education Activity (DoDEA) was 162. This was higher than the average score of 149 for public school students in the nation. The percentage of students in DoDEA who performed at or above the NAEP "Proficient" level was 40 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in DoDEA who performed at or above the NAEP "Basic" level was 78 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229279?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. South Dakota. Grade 8, Public Schools AN - 851229273; ED515522 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in South Dakota was 161. This was higher than the average score of 149 for public school students in the nation. The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 40 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 77 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229273?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Minnesota. Grade 8, Public Schools AN - 851229271; ED515472 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Minnesota was 159. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Minnesota who performed at or above the NAEP "Proficient" level was 40 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Minnesota who performed at or above the NAEP "Basic" level was 74 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229271?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Oregon. Grade 8, Public Schools AN - 851229265; ED515485 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Oregon was 154. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Oregon who performed at or above the NAEP "Proficient" level was 35 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Oregon who performed at or above the NAEP "Basic" level was 68 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229265?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Iowa. Grade 8, Public Schools AN - 851229260; ED515479 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Iowa was 156. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Iowa who performed at or above the NAEP "Proficient" level w as 35 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 72 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229260?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Delaware. Grade 4, Public Schools AN - 851229257; ED515502 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Delaware was 153. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Delaware who performed at or above the NAEP "Proficient" level was 34 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in Delaware who performed at or above the NAEP "Basic" level was 77 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229257?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. West Virginia. Grade 8, Public Schools AN - 851229222; ED515476 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in West Virginia was 145. This was lower than the average score of 149 for public school students in the nation. The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 22 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 58 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229222?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. New Hampshire. Grade 4, Public Schools AN - 851229218; ED515491 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in New Hampshire was 163. This was higher than the average score of 149 for public school students in the nation. The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 47 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in New Hampshire who performed at or above the NAEP "Basic" level was 88 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229218?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Pennsylvania. Grade 4, Public Schools AN - 851229211; ED515436 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Pennsylvania was 154. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 38 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 76 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229211?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Nevada. Grade 4, Public Schools AN - 851229202; ED515521 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Nevada was 141. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Nevada who performed at or above the NAEP "Proficient" level was 23 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Nevada who performed at or above the NAEP "Basic" level was 64 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 Education KW - Grade 4 KW - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229202?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Ohio. Grade 8, Public Schools AN - 851229198; ED515419 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Ohio was 158. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Ohio who performed at or above the NAEP "Proficient" level was 37 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Ohio who performed at or above the NAEP "Basic" level was 73 percent in Basic 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229198?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. New Hampshire. Grade 8, Public Schools AN - 851229184; ED515513 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in New Hampshire was 160. This was higher than the average score of 149 for public school students in the nation. The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 39 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in New Hampshire who performed at or above the NAEP "Basic" level was 77 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229184?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Georgia. Grade 4, Public Schools AN - 851229175; ED515417 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation,position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Georgia was 144. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Georgia who performed at or above the NAEP "Proficient" level was 27 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Georgia who performed at or above the NAEP "Basic" level was 66 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229175?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Colorado. Grade 8, Public Schools AN - 851229087; ED515524 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Colorado was 156. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Colorado who performed at or above the NAEP "Proficient" level was 36 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Colorado who performed at or above the NAEP "Basic" level was 70 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229087?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. New Mexico. Grade 8, Public Schools AN - 851229084; ED515428 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in New Mexico was 143. This was lower than the average score of 149 for public school students in the nation. The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 21 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 55 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229084?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Maryland. Grade 8, Public Schools AN - 851229079; ED515503 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Maryland was 148. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Maryland who performed at or above the NAEP "Proficient" level was 28 percent in 2009. This percentage was not significantly different from the nation (29 percent). The percentage of students in Maryland who performed at or above the NAEP "Basic" level was 60 percent in 2009. This percentage was not significantly different from the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229079?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Tennessee. Grade 8, Public Schools AN - 851229075; ED515483 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Tennessee was 148. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Tennessee who performed at or above the NAEP "Proficient" level was 28 percent in 2009. This percentage was not significantly different from the nation (29 percent). The percentage of students in Tennessee who performed at or above the NAEP "Basic" level was 61 percent in 2009. This percentage was not significantly different from the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229075?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Oklahoma. Grade 4, Public Schools AN - 851229069; ED515505 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Oklahoma was 148. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Oklahoma who performed at or above the NAEP "Proficient" level was 28 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Oklahoma who performed at or above the NAEP "Basic" level was 73 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229069?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Massachusetts. Grade 4, Public Schools AN - 851229028; ED515511 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Massachusetts was 160. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 45 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 83 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229028?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Maine. Grade 4, Public Schools AN - 851229022; ED515499 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Maine was 160. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Maine who performed at or above the NAEP "Proficient" level was 42 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Maine who performed at or above the NAEP "Basic" level was 85 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 4 KW - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229022?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Indiana. Grade 8, Public Schools AN - 851229015; ED515501 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation,position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Indiana was 152. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Indiana who performed at or above the NAEP "Proficient" level w as 32 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Indiana who performed at or above the NAEP "Basic" level was 67 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851229015?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Pennsylvania. Grade 8, Public Schools AN - 851228994; ED515515 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Pennsylvania was 154. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 35 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 68 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228994?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Indiana. Grade 4, Public Schools AN - 851228949; ED515481 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation,position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Indiana was 153. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Indiana who performed at or above the NAEP "Proficient" level was 35 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in Indiana who performed at or above the NAEP "Basic" level was 78 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228949?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Rhode Island. Grade 8, Public Schools AN - 851228947; ED515493 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Rhode Island was 146. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 26 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Rhode Island who performed at or above the NAEP "Basic" level was 59 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228947?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Illinois. Grade 8, Public Schools AN - 851228925; ED515414 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Illinois was 148. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Illinois who performed at or above the NAEP "Proficient" level was 28 percent in 2009. This percentage was not significantly different from the nation (29 percent). The percentage of students in Illinois who performed at or above the NAEP "Basic" level was 61 percent in 2009. This percentage was not significantly different from the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228925?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Connecticut. Grade 8, Public Schools AN - 851228921; ED515429 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Connecticut was 155. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 35 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 69 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228921?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Utah. Grade 4, Public Schools AN - 851228889; ED515516 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Utah was 154. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Utah who performed at or above the NAEP "Proficient" level was 38 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Utah who performed at or above the NAEP "Basic" level was 77 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 4 KW - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228889?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451 AN - 851228853; ED515259 AB - The National Assessment of Educational Progress (NAEP) in science was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. Because of the recent changes to the assessment, the results from 2009 cannot be compared to those from previous assessment years; however, they provide a current snapshot of what the nation's fourth-, eighth-, and twelfth-graders know and can do in science that will serve as the basis for comparisons on future science assessments. National and state samples of 156,500 fourth-graders and 151,100 eighth-graders, and a national sample of 11,100 twelfth-graders, responded to questions designed to measure their knowledge and abilities in physical science, life science, and Earth and space sciences. Results varied for students of different racial/ethnic groups. At grades 4 and 8, White students had higher average scores than other racial/ethnic groups, and Asian/Pacific Islander students scored higher than Black, Hispanic, and American Indian/Alaska Native students (table A). At grade 12, there was no significant difference in scores for White and Asian/Pacific Islander students, and both groups scored higher on average than other racial/ethnic groups. Male students scored higher on average than female students at all three grades. Students' performance on the science assessment also differed based on the location of the schools they attended. At grades 4 and 8, students attending schools in city locations scored lower on average than students in schools in other locations. At grade 12, the average score for students in city schools was lower than the score for students attending suburban schools, but was not significantly different from the scores for students in town and rural locations. Appendix tables are included. (Contains 48 figures, 21 tables and 2 footnotes.) Y1 - 2011/01// PY - 2011 DA - January 2011 SP - 82 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 - Science Education KW - Elementary School Students KW - Science Curriculum KW - Gender Differences KW - Academic Achievement KW - Scores KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Ethnic Groups KW - Science Achievement KW - Student Evaluation KW - High School Students KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228853?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. New Jersey. Grade 4, Public Schools AN - 851228842; ED515422 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in New Jersey was 155. This was higher than the average score of 149 for public school students in the nation. The percentage of students in New Jersey who performed at or above the NAEP "Proficient" level was 39 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in New Jersey who performed at or above the NAEP "Basic" level was 78 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228842?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Connecticut. Grade 4, Public Schools AN - 851228840; ED515500 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation,position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Connecticut was 156. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 40 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 78 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228840?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Florida. Grade 4, Public Schools AN - 851228839; ED515438 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. In 2009, the average score of fourth-grade students in Florida was 151. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Florida who performed at or above the NAEP "Proficient" level was 32 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in Florida who performed at or above the NAEP "Basic" level was 75 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228839?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Maine. Grade 8, Public Schools AN - 851228838; ED515420 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Maine was 158. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Maine who performed at or above the NAEP "Proficient" level w as 35 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Maine who performed at or above the NAEP "Basic" level was 73 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228838?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Louisiana. Grade 4, Public Schools AN - 851228836; ED515482 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Louisiana was 141. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Louisiana who performed at or above the NAEP "Proficient" level was 25 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 63 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228836?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Arkansas. Grade 8, Public Schools AN - 851228061; ED515474 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Arkansas was 144. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Arkansas who performed at or above the NAEP "Proficient" level was 24 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Arkansas who performed at or above the NAEP "Basic" level was 58 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228061?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. New Mexico. Grade 4, Public Schools AN - 851228033; ED515519 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in New Mexico was 142. This was lower than the average score of 149 for public school students in the nation. The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 24 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 63 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851228033?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Alabama. Grade 8, Public Schools AN - 851227587; ED515425 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Alabama was 139. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Alabama who performed at or above the NAEP "Proficient" level was 19 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Alabama who performed at or above the NAEP "Basic" level was 51 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851227587?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. South Carolina. Grade 8, Public Schools AN - 851227568; ED515426 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in South Carolina was 143. This was lower than the average score of 149 for public school students in the nation. The percentage of students in South Carolina who performed at or above the NAEP "Proficient" level was 23 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in South Carolina who performed at or above the NAEP "Basic" level was 55 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851227568?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Colorado. Grade 4, Public Schools AN - 851225975; ED515433 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation,position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Colorado was 155. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Colorado who performed at or above the NAEP "Proficient" level was 39 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Colorado who performed at or above the NAEP "Basic" level was 77 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225975?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Iowa. Grade 4, Public Schools AN - 851225963; ED515504 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Iowa was 157. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 41 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 80 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225963?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Missouri. Grade 8, Public Schools AN - 851225957; ED515478 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Missouri was 156. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Missouri who performed at or above the NAEP "Proficient" level w as 36 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Missouri who performed at or above the NAEP "Basic" level was 71 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225957?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. New Jersey. Grade 8, Public Schools AN - 851225941; ED515423 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in New Jersey was 155. This was higher than the average score of 149 for public school students in the nation. The percentage of students in New Jersey who performed at or above the NAEP "Proficient" level was 34 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in New Jersey who performed at or above the NAEP "Basic" level was 70 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225941?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Illinois. Grade 4, Public Schools AN - 851225935; ED515441 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation,position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Illinois was 148. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Illinois who performed at or above the NAEP "Proficient" level was 32 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in Illinois who performed at or above the NAEP "Basic" level was 69 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225935?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Alabama. Grade 4, Public Schools AN - 851225928; ED515366 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Alabama was 143. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Alabama who performed at or above the NAEP "Proficient" level was 27 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Alabama who performed at or above the NAEP "Basic" level was 65 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225928?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Idaho. Grade 8, Public Schools AN - 851225812; ED515370 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Idaho was 158. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 37 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 72 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225812?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Washington. Grade 8, Public Schools AN - 851225809; ED515440 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Washington was 155. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 34 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 69 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225809?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Wisconsin. Grade 4, Public Schools AN - 851225806; ED515427 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Wisconsin was 157. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Wisconsin who performed at or above the NAEP "Proficient" level was 41 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Wisconsin who performed at or above the NAEP "Basic" level was 79 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225806?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Tennessee. Grade 4, Public Schools AN - 851225751; ED515496 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Tennessee was 148. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Tennessee who performed at or above the NAEP "Proficient" level was 33 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in Tennessee who performed at or above the NAEP "Basic" level was 70 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 4 KW - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225751?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Texas. Grade 4, Public Schools AN - 851225749; ED515526 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Texas was 148. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Texas who performed at or above the NAEP "Proficient" level was 29 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Texas who performed at or above the NAEP "Basic" level was 70 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225749?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Georgia. Grade 8, Public Schools AN - 851225744; ED515494 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Georgia was 147. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Georgia who performed at or above the NAEP "Proficient" level was 27 percent in 2009. This percentage was not significantly different from the nation (29 percent). The percentage of students in Georgia who performed at or above the NAEP "Basic" level was 58 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225744?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. North Dakota. Grade 8, Public Schools AN - 851225742; ED515487 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in North Dakota was 162. This was higher than the average score of 149 for public school students in the nation. The percentage of students in North Dakota who performed at or above the NAEP "Proficient" level was 42 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in North Dakota who performed at or above the NAEP "Basic" level was 80 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Middle School Students KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Secondary School Science KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225742?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Montana. Grade 4, Public Schools AN - 851225736; ED515437 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Montana was 160. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Montana who performed at or above the NAEP "Proficient" level was 43 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Montana who performed at or above the NAEP "Basic" level was 85 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225736?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Rhode Island. Grade 4, Public Schools AN - 851225735; ED515495 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Rhode Island was 150. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 34 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in Rhode Island who performed at or above the NAEP "Basic" level was 74 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225735?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. West Virginia. Grade 4, Public Schools AN - 851225691; ED515498 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in West Virginia was 148. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 28 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 73 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225691?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Hawaii. Grade 8, Public Schools AN - 851225679; ED515368 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Hawaii was 139. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Hawaii who performed at or above the NAEP "Proficient" level was 17 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Hawaii who performed at or above the NAEP "Basic" level was 50 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Grade 8 KW - Middle Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225679?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Science 2009 State Snapshot Report. Washington. Grade 4, Public Schools AN - 851225253; ED515471 AB - Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Washington was 151. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 35 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 74 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Y1 - 2011/01// PY - 2011 DA - January 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 - Science Education KW - Science Curriculum KW - Elementary School Students KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Instruction KW - Racial Differences KW - Comparative Analysis KW - Grades (Scholastic) KW - Elementary School Science KW - Public Schools KW - Curriculum Development KW - Ethnic Groups KW - Statistical Analysis KW - Science Achievement KW - Student Evaluation KW - Science Tests KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851225253?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Effects of computer versus paper administration of an adult functional writing assessment AN - 1125270408; 201214403 AB - This study investigated the comparability of paper and computer versions of a functional writing assessment administered to adults 16 and older. Three writing tasks were administered in both paper and computer modes to volunteers in the field test of an assessment of adult literacy in 2008. One set of analyses examined mode effects on scoring by comparing scores for adults' original handwritten responses to scores for their transcribed word-processed versions. Differences in overall or individual criterion scores were either statistically or practically nonsignificant. A second analysis examined differences in performance between adults who received paper versus computer versions of the same task. A third analysis examined whether the differences between administration modes were moderated by demographic variables or by computer experience. Results showed that adults performed better overall and on most aspects of the writing tasks when writing on paper than on computer. The effects of administration mode varied by employment status for one task, by race/ethnicity, age and word-processor experience for another task, and remained the same for all subgroups for the third task. These results suggest that, depending upon the writing tasks, a computer mode of administration may disadvantage some subgroups (e.g., unemployed) more than others (e.g., employed). [Copyright Elsevier Inc.] JF - Assessing Writing AU - Chen, Jing AU - White, Sheida AU - McCloskey, Michael AU - Soroui, Jaleh AU - Chun, Young AD - National Center for Education Statistics, 1990 K St. NW, 9th floor, Washington, DC 20006, USA jing.chen@ed.gov Y1 - 2011/01// PY - 2011 DA - January 2011 SP - 49 EP - 71 VL - 16 IS - 1 SN - 1075-2935, 1075-2935 KW - Writing Ability (98560) KW - Writing Tests (98850) KW - Test Validity and Reliability (88800) KW - Adults (00600) KW - article KW - 4121: applied linguistics; writing: instruction, acquisition, processes, and testing UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1125270408?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=Assessing+Writing&rft.atitle=Effects+of+computer+versus+paper+administration+of+an+adult+functional+writing+assessment&rft.au=Chen%2C+Jing%3BWhite%2C+Sheida%3BMcCloskey%2C+Michael%3BSoroui%2C+Jaleh%3BChun%2C+Young&rft.aulast=Chen&rft.aufirst=Jing&rft.date=2011-01-01&rft.volume=16&rft.issue=1&rft.spage=49&rft.isbn=&rft.btitle=&rft.title=Assessing+Writing&rft.issn=10752935&rft_id=info:doi/ LA - English DB - Linguistics and Language Behavior Abstracts (LLBA) N1 - Date revised - 2012-11-01 N1 - Last updated - 2016-09-27 N1 - CODEN - ASWRFM N1 - SubjectsTermNotLitGenreText - Writing Tests (98850); Test Validity and Reliability (88800); Writing Ability (98560); Adults (00600) ER - TY - BOOK T1 - Reading Framework for the 2009 National Assessment of Educational Progress -- Abridged AN - 1010653700; 2011-205892 AB - The 2009 National Assessment of Educational Progress in Reading, the ongoing nationwide indicator of what students know and can do, regularly collects achievement information on this vital skill. It measures meaning vocabulary and reading comprehension by having students read passages of English text and answer questions about what they have read. Tables, Figures. JF - United States Department of Education, 2011, 8 pp. AU - National Assessment Governing Board Y1 - 2011///0, PY - 2011 DA - 0, 2011 PB - United States Department of Education KW - Education and education policy - Education personnel and population KW - Education and education policy - Education KW - Education and education policy - Educational psychology and learning ability KW - Educational policy KW - United States Education department KW - Academic achievement KW - Students KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010653700?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+Governing+Board&rft.aulast=National+Assessment+Governing+Board&rft.aufirst=&rft.date=2011-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Reading+Framework+for+the+2009+National+Assessment+of+Educational+Progress+--+Abridged&rft.title=Reading+Framework+for+the+2009+National+Assessment+of+Educational+Progress+--+Abridged&rft.issn=&rft_id=info:doi/ L2 - http://www.edpubs.gov/document/ed005299b.pdf?ck=974 LA - English DB - PAIS Index N1 - Date revised - 2012-05-01 N1 - Publication note - United States Department of Education, 2011 N1 - Last updated - 2016-09-28 ER - TY - BOOK T1 - Reading 2011: National Assessment of Educational Progress at Grades 4 and 8 AN - 1010641803; 2011-205926 AB - This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in reading 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, 2011, 102 pp. AU - Institute of Education Sciences, National Center for Educational Statistics Y1 - 2011///0, PY - 2011 DA - 0, 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 KW - Education and education policy - Adult, technical, and vocational education KW - Education and education policy - Education personnel and population KW - Education and education policy - Schools KW - Schools KW - Educational attainment KW - Students KW - Literacy KW - Education, Primary KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010641803?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=2011-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Reading+2011%3A+National+Assessment+of+Educational+Progress+at+Grades+4+and+8&rft.title=Reading+2011%3A+National+Assessment+of+Educational+Progress+at+Grades+4+and+8&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/nationsreportcard/pdf/main2011/2012457.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 - BOOK T1 - The Nation's Report Card: Findings in Brief -- Reading and Mathematics, 2011 AN - 1010641798; 2011-205925 AB - This brief report summarizes the major findings from the 2011 National Assessment of Educational Progress (NAEP) reading and mathematics assessments. The assessments were administered at grades 4 and 8, and the report includes information on students in public and private schools in the nation as well as public school students in the 50 states, the District of Columbia, and the Department of Defense schools. Tables, Figures. JF - United States National Center for Education Statistics, 2011, 15 pp. AU - Institute of Education Sciences, National Center for Educational Statistics Y1 - 2011///0, PY - 2011 DA - 0, 2011 PB - United States National Center for Education Statistics KW - Education and education policy - Adult, technical, and vocational education KW - Science and technology policy - Mathematics KW - Education and education policy - Curriculum KW - Education and education policy - Education policy and school administration KW - Education and education policy - Schools KW - Education and education policy - Education personnel and population KW - Schools KW - Curriculum KW - Educational attainment KW - Students KW - Literacy KW - Mathematics KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010641798?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=2011-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=The+Nation%27s+Report+Card%3A+Findings+in+Brief+--+Reading+and+Mathematics%2C+2011&rft.title=The+Nation%27s+Report+Card%3A+Findings+in+Brief+--+Reading+and+Mathematics%2C+2011&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/nationsreportcard/pdf/main2011/2012459.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 - Findings in Brief N1 - Last updated - 2016-09-28 ER - TY - BOOK T1 - The Nation's Report Card: Trial Urban District Assessment -- Mathematics, 2011 AN - 1010641664; 2011-205913 AB - This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment (TUDA) in mathematics. Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 assessment. Student performance is reported as average scale scores and as percentages of students who attained the achievement levels set by the National Assessment Governing Board. District results are compared to results for all students attending public schools in the nation and large cities (ie, cities with populations of 250,000 or more) overall and by race/ethnicity and eligibility for free/reduced-price school lunch. Tables, Appendixes. JF - United States National Center for Education Statistics, 2011, 130 pp. AU - Institute of Education Sciences, National Center for Educational Statistics Y1 - 2011///0, PY - 2011 DA - 0, 2011 PB - United States National Center for Education Statistics KW - Social conditions and policy - Urban conditions KW - Education and education policy - Education personnel and population KW - Education and education policy - Schools KW - Science and technology policy - Mathematics KW - Education and education policy - Educational psychology and learning ability KW - Population groups, population policy, and demographics - Demography and census KW - United States Education department KW - Academic achievement KW - Schools KW - Urban conditions KW - Population KW - Students KW - Mathematics KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1010641664?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=2011-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=The+Nation%27s+Report+Card%3A+Trial+Urban+District+Assessment+--+Mathematics%2C+2011&rft.title=The+Nation%27s+Report+Card%3A+Trial+Urban+District+Assessment+--+Mathematics%2C+2011&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/nationsreportcard/pdf/dst2011/2012452.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 2012452; US Department of Education N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - 29th Annual Report to Congress on the Implementation of the "Individuals with Disabilities Education Act," 2007. Volume 1 AN - 860367350; ED516264 AB - The "29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007" focuses on key state performance data in accordance with recommendations of the President's Commission on Excellence in Special Education. Volume 1 focuses on the children and students being served under "IDEA" ("Individuals with Disabilities Education Act") nationally and provides profiles of individual states' special education environments. Volume 2 of the report contains the state-reported data tables for "IDEA", Part B, developed from the Office of Special Education Programs' (OSEP's) Data Analysis System (DANS). Part B of "IDEA" provides funds to states to assist them in providing a free appropriate public education (FAPE) to children ages 3 through 21 with disabilities who are in need of special education and related services. Volume 3 of the report contains the state-reported data tables for "IDEA", Part C. Part C 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 to age 3 with disabilities and their families. This "29th Annual Report to Congress" follows the 2006--i.e., the 28th annual report--in sequence and continues to focus on "IDEA" results and accountability. It is the first annual report to have three volumes. In the 28th and previous editions, volume 2 consisted of data tables and data notes for Parts B and C. With the 2007 or 29th annual report, volume 2 now contains only Part B data tables and data notes, and volume 3 contains data tables and data notes for Part C. This division was done to accommodate the increased length of the report. Volume 1 of the "2007 Annual Report to Congress" is comparable to the 2006 or 28th annual report throughout the first three sections. Sections IV and V are new to this edition and were added to provide information on two programs established with the 2004 "IDEA" reauthorization. A summary of the five sections that make up volume 1 of this report is presented. Appendices include: (1) Data Notes for "IDEA", Part C; and (2) Data Notes for "IDEA", Part B. (Contains 46 tables and 38 figures.) [For the related reports, see "29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007. Volume 2" (ED516249); "29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007. Volume 3" (ED516253); and "2007 Annual Report to Congress on the Individuals with Disabilities Education Act, Part D" (ED516260).] Y1 - 2010/12// PY - 2010 DA - December 2010 SP - 476 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 - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Special Education KW - Improvement Programs KW - Academic Achievement KW - State Regulation KW - Accessibility (for Disabled) KW - Program Implementation KW - Disabilities KW - Public Education KW - Data Analysis KW - Audits (Verification) KW - Graduation Rate KW - Trend Analysis KW - Longitudinal Studies KW - Annual Reports KW - School Statistics KW - Educational Improvement KW - Achievement Gains KW - Enrollment Rate KW - Educational Environment KW - Federal Legislation KW - Early Intervention KW - Population Distribution KW - Educational Assessment KW - Related Services (Special Education) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367350?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Tracking Students to 200 Percent of Normal Time: Effect on Institutional Graduation Rates. Issue Brief. NCES 2011-221 AN - 822507443; ED513986 AB - The 1990 Student Right-to-Know Act requires institutions to annually disclose graduation rates. To assist institutions in meeting this responsibility, the Integrated Postsecondary Education Data System (IPEDS) has collected institutional graduation rate data since 1997. Institutions eligible for federal student aid (Title IV funding) are required to calculate and report completion or graduation rates for a cohort of students entering that institution and to disclose these rates to all students and prospective students. The cohort is defined as first-time, full-time, degree- or certificate-seeking students, and the completion rate is calculated as the total number of completers within "150 percent of normal time" divided by the number of students in the cohort. Using this definition, an eligible cohort member in a 4-year institution who finished a bachelor's degree at that same institution in 6 or fewer years and an eligible cohort member in a 2-year institution who completed an associate's degree at that same institution in 3 or fewer years would be counted as completers. Beginning in 2008, to comply with the Higher Education Opportunity Act of 2008, IPEDS added a new survey component, called Graduation Rate 200, which collects graduation rates at 200 percent of normal time. This time frame corresponds to completing a bachelor's degree in 8 years and an associate's degree in 4 years. The purpose of this Issue Brief is to report whether this additional time results in higher institutional graduation rates. The author also examines whether the longer time frame particularly changes reported rates for Historically Black Colleges and Universities (HBCUs) or institutions with high Hispanic enrollment (HHE), because previous research has reported lower than average graduation rates for these institutions in the 4-year public and private not-for-profit private sectors. Specifically, this Issue Brief addresses three questions: (1) Are graduation rates reported at 200 percent of normal time higher than those reported at 150 percent of normal time? (2) How does this difference compare with the increase in rates between 150 percent and 100 percent of normal time? (3) Does the longer time frame yield bigger gains in graduation rates for HBCUs and HHEs compared with all other institutions within a given sector? (Contains 1 table, 1 figure and 7 endnotes.) AU - Horn, Laura Y1 - 2010/12// PY - 2010 DA - December 2010 SP - 4 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Two Year Colleges KW - Time to Degree KW - Student Financial Aid KW - Bachelors Degrees KW - Black Colleges KW - Community Colleges KW - Enrollment KW - Hispanic American Students KW - Academic Persistence KW - Associate Degrees KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/822507443?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. Executive Summary. NCEE 2011-4004 AN - 822507045; ED514093 AB - To help improve research-based knowledge of effective instruction for low-literate ESL (English as a second language) learners, the National Center for Education Evaluation and Regional Assistance of ED's (U.S. Department of Education's) Institute of Education Sciences contracted with the American Institutes of Research (AIR) to conduct a Study of the Impact of a Reading Intervention for Low-Literate Adult ESL Learners. The intervention studied was the basal reader "Sam and Pat, Volume I," published by Thomson-Heinle (2006). "Sam and Pat" was selected as the focus of the study because it offers an approach to literacy development that is systematic, direct, sequential, and multi-sensory. The study produced the following key results: (1) More reading instruction was observed in "Sam and Pat" classes, while more English language instruction was observed in control classes; (2) Although students made gains in reading and English language skills, no differences in reading and English language outcomes were found between students in the "Sam and Pat" group and students in the control group; and (3) There were no impacts of "Sam and Pat" on reading and English language outcomes for five of six subgroups examined. For students with relatively lower levels of literacy at the start of the study, there was some suggestive evidence of a positive impact on reading outcomes. (Contains 1 table, 2 figures, and 5 footnotes.) [For the main report, see ED514094.] AU - Condelli, Larry AU - Cronen, Stephanie AU - Bos, Johannes AU - Tseng, Fannie AU - Altuna, Jacklyn Y1 - 2010/12// PY - 2010 DA - December 2010 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 - Adult Basic Education KW - Instructional Effectiveness KW - Language Skills KW - Intervention KW - Second Language Learning KW - English (Second Language) KW - Outcomes of Education KW - Adult Learning KW - Second Language Instruction KW - Control Groups KW - Basal Reading KW - Reading Instruction KW - Low Achievement KW - Literacy UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/822507045?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Highlights from PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context. NCES 2011-004 AN - 822506948; ED513640 AB - The Program for International Student Assessment (PISA) is an international assessment that measures the performance of 15-year-olds in reading literacy, mathematics literacy, and science literacy. Coordinated by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of 34 member countries, PISA was first implemented in 2000 and is conducted every 3 years. PISA 2009 was the fourth cycle of the assessment. Each PISA data collection effort assesses one of the three subject areas in depth (considered the major subject area), although all three are assessed in each cycle (the other two subjects are considered minor subject areas for that assessment year). Assessing all three areas allows participating countries to have an ongoing source of achievement data in every subject area while rotating one area as the main focus over the years. In the fourth cycle of PISA, reading was the subject area assessed in depth, as it was in 2000 (figure 1). Sixty countries and 5 other education systems participated as partners in PISA 2009 (figure 2 and table 1). This report focuses on the performance of U.S. students in the major subject area of reading literacy as assessed in PISA 2009. Achievement results for the minor subject areas of mathematics and science literacy in 2009 are also presented. Appendices include: (1) Sample Reading Texts and Items From PISA 2009; (2) Technical Notes; (3) U.S. PISA 2009 Steering Committee; and (4) Comparing PISA and NAEP. (Contains 8 tables, 8 figures, 7 exhibits, and 11 footnotes.) AU - Fleischman, Howard L. AU - Hopstock, Paul J. AU - Pelczar, Marisa P. AU - Shelley, Brooke E. Y1 - 2010/12// PY - 2010 DA - December 2010 SP - 72 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Program for International Student Assessment KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 10 KW - Grade 11 KW - High Schools KW - Secondary Education KW - Institutional Characteristics KW - Measures (Individuals) KW - Gender Differences KW - Student Characteristics KW - Mathematics Achievement KW - Scores KW - Academic Achievement KW - Educational Trends KW - National Competency Tests KW - Outcomes of Education KW - Problem Solving KW - Comparative Analysis KW - Reading Achievement KW - International Organizations KW - Foreign Countries KW - Science Achievement KW - Student Evaluation KW - High School Students KW - Scientific Literacy KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/822506948?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: 1972-2008. Compendium Report. NCES 2011-012 AN - 822506928; ED513692 AB - This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2008, provides data about trends in dropout and completion rates over the last three and a half decades (1972-2008), and examines the characteristics of high school dropouts and high school completers in 2008. Four rates are presented to provide a broad picture of high school dropouts and completers in the United States, with the event dropout rate, the status dropout rate, the status completion rate, and the averaged freshman graduation rate each contributing unique information. Data presented in this report are drawn from the annual October Current Population Survey (CPS), the annual Common Core of Data (CCD) collections, and the annual General Education Development Testing Service (GEDTS) statistical reports. Appendices include: (1) Technical Notes; (2) Glossary; and (3) Standard Error Tables. (Contains 28 tables, 6 figures, and 28 footnotes.) AU - Chapman, Chris AU - Laird, Jennifer AU - KewalRamani, Angelina Y1 - 2010/12// PY - 2010 DA - December 2010 SP - 104 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 Schools KW - Secondary Education KW - Low Income Groups KW - High School Graduates KW - Student Characteristics KW - Dropout Rate KW - Educational Trends KW - Educational Attainment KW - Dropouts KW - High School Equivalency Programs KW - Ethnic Groups KW - Enrollment KW - Family Income KW - High School Students KW - Tables (Data) KW - Graduation Rate KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/822506928?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Statistical Methods for Protecting Personally Identifiable Information in Aggregate Reporting. SLDS Technical Brief 3. NCES 2011-603 AN - 822506533; ED514095 AB - Over the last decade, increased attention on education has led to an expansion in the amount of information on students and their schools and school districts reported to parents and the general public (20 U.S.C. Section 6311). States now report student outcomes based on assessments of student achievement in specific subjects and grade levels for all students, as well as for subgroups defined by gender, race and ethnicity, English proficiency status, migrant status, disability status, and economic status. Typically, the data are reported as the percentage distribution of students in a subgroup across achievement levels. These reports are issued at the state, district, and school levels. Additional outcome measures, such as data on attendance, dropout rates, and graduation rates, are also reported frequently. Individual states have adopted minimum group size reporting rules, with the minimum number of students ranging from 5 to 30 and a modal category of 10 (used by 39 states in the most recent results available on state websites in late winter of 2010). Each state has adopted additional practices to protect personally identifiable information about its students in reported results. These practices include various forms of suppression, top and bottom coding of values at the ends of a distribution, and limiting the amount of detail reported for the underlying counts. This Technical Brief includes a summary of key definitions, a brief discussion of background information, and a review and analysis of current practices to illustrate that some practices work better than others in protecting personally identifiable information reported from student education records. (Contains 15 tables and 6 footnotes.) For Technical Brief 2, "Data Stewardship: Managing Personally Identifiable Information in Electronic Student Education Records," see ED513095.] Y1 - 2010/12// PY - 2010 DA - December 2010 SP - 31 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Family Educational Rights and Privacy Act 1974 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Prevention KW - Federal Legislation KW - Reports KW - Best Practices KW - Confidentiality KW - Statistical Analysis KW - Statistical Data KW - Disclosure KW - Student Records UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/822506533?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. NCEE 2011-4003 AN - 822506498; ED514094 AB - To help improve research-based knowledge of effective instruction for low-literate ESL (English as a second language) learners, the National Center for Education Evaluation and Regional Assistance of ED's (U.S. Department of Education's) Institute of Education Sciences contracted with the American Institutes of Research (AIR) to conduct a Study of the Impact of a Reading Intervention for Low-Literate Adult ESL Learners. The intervention studied was the basal reader "Sam and Pat, Volume I," published by Thomson-Heinle (2006). "Sam and Pat" was selected as the focus of the study because it offers an approach to literacy development that is systematic, direct, sequential, and multi-sensory. The study produced the following key results: (1) More reading instruction was observed in "Sam and Pat" classes, while more English language instruction was observed in control classes; (2) Although students made gains in reading and English language skills, no differences in reading and English language outcomes were found between students in the "Sam and Pat" group and students in the control group; and (3) There were no impacts of "Sam and Pat" on reading and English language outcomes for five of six subgroups examined. Appendices include: (1) Assessment Selection, Administration, and Scoring; (2) Supplemental Tables and Figures for Chapter 2; (3) Classroom Observation Methods and Instrument; (4) Power Calculations and Impact Estimation Methods; (5) Supplemental Tables for Chapter 3; and (6) Supplemental Tables for Chapter 4. (Contains 44 tables, 12 figures, and 33 footnotes.) [For the executive summary, see ED514093.] AU - Condelli, Larry AU - Cronen, Stephanie AU - Bos, Johannes AU - Tseng, Fannie AU - Altuna, Jacklyn Y1 - 2010/12// PY - 2010 DA - December 2010 SP - 125 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Adult Basic Education KW - Instructional Effectiveness KW - Language Skills KW - Intervention KW - Second Language Learning KW - English (Second Language) KW - Outcomes of Education KW - Adult Learning KW - Second Language Instruction KW - Control Groups KW - Basal Reading KW - Reading Instruction KW - Low Achievement UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/822506498?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2009 State Snapshot Report. Arkansas. Grade 12 Public Schools AN - 860370015; ED516512 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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' student achievement in mathematics. In 2009, the average score of twelfth-grade students in Arkansas was 146. This was lower than the average score of 152 for public school students in the nation. The percentage of students in Arkansas who performed at or above the NAEP "Proficient" level was 16 percent in 2009. This percentage was smaller than the nation (25 percent). The percentage of students in Arkansas who performed at or above the NAEP "Basic " level was 59 percent in 2009. This percentage was smaller than the nation (63 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Gender Differences KW - Mathematics Achievement KW - Scores KW - Secondary School Mathematics KW - Racial Differences KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Ethnic Groups KW - Mathematics Tests KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860370015?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Iowa. Grade 12, Public Schools AN - 860370011; ED516545 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in reading. In 2009, 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 percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 39 percent in 2009. This percentage was not significantly different from the nation (37 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 79 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 12 KW - High Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Gender Differences KW - Scores KW - Racial Differences KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860370011?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Idaho. Grade 12, Public Schools AN - 860370001; ED516546 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in reading. In 2009, the average score of twelfth-grade students in Idaho was 290. This was higher than the average score of 287 for public school students in the nation. The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 39 percent in 2009. This percentage was not significantly different from the nation (37 percent). The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 78 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Gender Differences KW - Scores KW - Racial Differences KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860370001?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. New Hampshire. Grade 12, Public Schools AN - 860369994; ED516549 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in reading. In 2009, the average score of twelfth-grade students in New Hampshire was 293. This was higher than the average score of 287 for public school students in the nation. The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 44 percent in 2009. This percentage was greater than the nation (37 percent). The percentage of students in New Hampshire who performed at or above the NAEP "Basic" level was 79 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Gender Differences KW - Scores KW - Racial Differences KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860369994?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2009 State Snapshot Report. South Dakota. Grade 12, Public Schools AN - 860369159; ED516540 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 paper presents the results for South Dakota's student achievement in mathematics. In 2009, the average score of twelfth-grade students in South Dakota was 160. This was higher than the average score of 152 for public school students in the nation. The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 29 percent in 2009. This percentage was greater than the nation (25 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 77 percent in 2009. This percentage was greater than the nation (63 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Gender Differences KW - Mathematics Achievement KW - Scores KW - Secondary School Mathematics KW - Racial Differences KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Ethnic Groups KW - Mathematics Tests KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860369159?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Florida. Grade 12, Public Schools AN - 860369148; ED516544 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in reading. In 2009, the average score of twelfth-grade students in Florida was 283. This was lower than the average score of 287 for public school students in the nation. The percentage of students in Florida who performed at or above the NAEP "Proficient" level was 32 percent in 2009. This percentage was smaller than the nation (37 percent). The percentage of students in Florida who performed at or above the NAEP "Basic" level was 70 percent in 2009. This percentage was not significantly different from the nation (73 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Gender Differences KW - Scores KW - Racial Differences KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860369148?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2009 State Snapshot Report. Florida. Grade 12, Public Schools AN - 860368577; ED516514 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in mathematics. In 2009, the average score of twelfth-grade students in Florida was 148. This was lower than the average score of 152 for public school students in the nation. The percentage of students in Florida who performed at or above the NAEP "Proficient" level was 19 percent in 2009. This percentage was smaller than the nation (25 percent). The percentage of students in Florida who performed at or above the NAEP "Basic" level was 59 percent in 2009. This percentage was smaller than the nation (63 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Gender Differences KW - Mathematics Achievement KW - Scores KW - Secondary School Mathematics KW - Racial Differences KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Ethnic Groups KW - Mathematics Tests KW - Statistical Analysis KW - Student Evaluation KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860368577?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2009 State Snapshot Report. Illinois. Grade 12, Public Schools AN - 860368496; ED516537 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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' student achievement in mathematics. In 2009, the average score of twelfth-grade students in Illinois 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 Illinois who performed at or above the NAEP "Proficient" level was 26 percent in 2009. This percentage was not significantly different from the nation (25 percent). The percentage of students in Illinois who performed at or above the NAEP "Basic" level was 67 percent in 2009. This percentage was not significantly different from the nation (63 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Gender Differences KW - Mathematics Achievement KW - Scores KW - Secondary School Mathematics KW - Racial Differences KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Ethnic Groups KW - Mathematics Tests KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860368496?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. South Dakota. Grade 12, Public Schools AN - 860368484; ED516551 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in reading. In 2009, 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 percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 40 percent in 2009. This percentage was greater than the nation (37 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 82 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Gender Differences KW - Scores KW - Racial Differences KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860368484?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2009 State Snapshot Report. Iowa. Grade 12, Public Schools AN - 860368282; ED516515 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in mathematics. In 2009, 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 percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 25 percent in 2009. This percentage was not significantly different from the nation (25 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 71 percent in 2009. This percentage was greater than the nation (63 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 12 KW - High Schools KW - Secondary Education KW - Gender Differences KW - Mathematics Achievement KW - Scores KW - Secondary School Mathematics KW - Racial Differences KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Ethnic Groups KW - Mathematics Tests KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860368282?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2009 State Snapshot Report. West Virginia. Grade 12, Public Schools AN - 860368114; ED516541 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in reading. In 2009, the average score of twelfth-grade students in West Virginia was 141. This was lower than the average score of 152 for public school students in the nation. The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 13 percent in 2009. This percentage was smaller than the nation (25 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 52 percent in 2009. This percentage was smaller than the nation (63 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Gender Differences KW - Mathematics Achievement KW - Scores KW - Secondary School Mathematics KW - Racial Differences KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Ethnic Groups KW - Mathematics Tests KW - Statistical Analysis KW - Student Evaluation KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860368114?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Illinois. Grade 12, Public Schools AN - 860367969; ED516547 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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' student achievement in reading. In 2009, the average score of twelfth-grade students in Illinois was 292. This was higher than the average score of 287 for public school students in the nation. The percentage of students in Illinois who performed at or above the NAEP "Proficient" level was 40 percent in 2009. This percentage was not significantly different from the nation (37 percent). The percentage of students in Illinois who performed at or above the NAEP "Basic" level was 78 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Gender Differences KW - Scores KW - Racial Differences KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Statistical Analysis KW - Student Evaluation KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367969?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2009 State Snapshot Report. New Hampshire. Grade 12, Public Schools AN - 860367597; ED516538 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in mathematics. In 2009, the average score of twelfth-grade students in New Hampshire was 160. This was higher than the average score of 152 for public school students in the nation. The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 32 percent in 2009. This percentage was greater than the nation (25 percent). The percentage of students in New Hampshire who performed at or above the NAEP "Basic" level was 74 percent in 2009. This percentage was greater than the nation (63 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Gender Differences KW - Mathematics Achievement KW - Scores KW - Secondary School Mathematics KW - Racial Differences KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Ethnic Groups KW - Mathematics Tests KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367597?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Connecticut. Grade 12, Public Schools AN - 860367590; ED516543 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in reading. In 2009, the average score of twelfth-grade students in Connecticut was 292. This was higher than the average score of 287 for public school students in the nation. The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 43 percent in 2009. This percentage was greater than the nation (37 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 78 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Gender Differences KW - Scores KW - Racial Differences KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367590?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. West Virginia. Grade 12, Public Schools AN - 860367563; ED516552 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in reading. In 2009, the average score of twelfth-grade students in West Virginia was 279. This was lower than the average score of 287 for public school students in the nation. The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 29 percent in 2009. This percentage was smaller than the nation (37 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 68 percent in 2009. This percentage was smaller than the nation (73 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Gender Differences KW - Scores KW - Racial Differences KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Statistical Analysis KW - Student Evaluation KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367563?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Massachusetts. Grade 12, Public Schools AN - 860367497; ED516548 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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' student achievement in reading. In 2009, the average score of twelfth-grade students in Massachusetts was 295. This was higher than the average score of 287 for public school students in the nation. The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 46 percent in 2009. This percentage was greater than the nation (37 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 80 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Gender Differences KW - Scores KW - Racial Differences KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367497?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Mathematics 2009 State Snapshot Report. Connecticut. Grade 12, Public Schools AN - 860367218; ED516513 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in mathematics. In 2009, the average score of twelfth-grade students in Connecticut was 156. This was higher than the average score of 152 for public school students in the nation. The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 29 percent in 2009. This percentage was greater than the nation (25 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 69 percent in 2009. This percentage was greater than the nation (63 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Gender Differences KW - Mathematics Achievement KW - Scores KW - Secondary School Mathematics KW - Racial Differences KW - Mathematics KW - Comparative Analysis KW - Public Schools KW - Ethnic Groups KW - Mathematics Tests KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367218?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. New Jersey. Grade 12, Public Schools AN - 860367156; ED516550 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 student achievement in reading. In 2009, the average score of twelfth-grade students in New Jersey 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 New Jersey who performed at or above the NAEP "Proficient" level was 39 percent in 2009. This percentage was not significantly different from the nation (37 percent). The percentage of students in New Jersey who performed at or above the NAEP "Basic" level was 74 percent in 2009. This percentage was not significantly different from the nation (73 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.] Y1 - 2010/11// PY - 2010 DA - November 2010 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 - Grade 12 KW - High Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Gender Differences KW - Scores KW - Racial Differences KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Statistical Analysis KW - Student Evaluation KW - Report Cards KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/860367156?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Thirty-Five Years of Progress in Educating Children with Disabilities through "IDEA" AN - 854553053; ED515893 AB - At the celebration of the 35th anniversary of P.L. 94-142 this year, significant national progress has been made in ensuring the civil rights and providing equal access to education for all children with disabilities. During the 2007-08 school year, "IDEA"-mandated programs and services were provided to more than 6 million children and youths with disabilities and more than 320,000 infants and toddlers with disabilities and their families. These programs and services are provided in each of the 50 states, eight territories, District of Columbia, and in schools supported by the Bureau of Indian Affairs. During these last 35 years, IDEA also has developed a national infrastructure of supports that are improving results for millions of children with disabilities, as well as their nondisabled friends and classmates. Notably, many of the educational approaches, techniques, and practices employed by the nation's best teachers are the direct result of IDEA investments in rigorous education research, training, and technical assistance. Teachers can employ these approaches, techniques, and practices with confidence that they are likely to be effective. Today, due largely to the provision of "IDEA"-supported programs and services together with "IDEA" support for research, training, and dissemination, children with disabilities are achieving at levels that would not have been imagined in previous decades. This paper provides examples of the county's accomplishments over the past 35 years. Y1 - 2010/11// PY - 2010 DA - November 2010 SP - 20 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 - Education for All Handicapped Children Act KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Postsecondary Education KW - Culturally Relevant Education KW - Special Education KW - College Bound Students KW - Educational Legislation KW - Access to Education KW - Mainstreaming KW - Civil Rights KW - Equal Education KW - Educational History KW - Outcomes of Education KW - Educational Methods KW - Federal Legislation KW - Disabilities KW - Early Intervention KW - Graduation Rate KW - Technical Assistance KW - Education Work Relationship KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/854553053?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Persistence and Attainment of 2003-04 Beginning Postsecondary Students: After 6 Years. First Look. NCES 2011-151 AN - 822507553; ED513453 AB - This "First Look" presents findings from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), which collected information over a period of 6 years that describes the enrollment and employment experiences of a national sample of undergraduates who began their postsecondary education for the first time in the 2003-04 academic year. The focus of the tables in this report is on rates of certificate and degree completion among students of different backgrounds starting their postsecondary education at different types of institutions. BPS:04/09 is the third in a series of studies of beginning postsecondary students that have previously covered the years 1990-94 (BPS: 90/94) and 1996-2001 (BPS: 96/01). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. As a result only selected findings are presented. These findings have been chosen to demonstrate the range of information available when using BPS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Appendices include: (1) Glossary; and (2) BPS:04/09 Technical Notes and Methodology. (Contains 15 tables and 16 footnotes.) [To access "Persistence and Attainment of 2003-04 Beginning Postsecondary Students: After Three Years. First Look. NCES 2007-169", see ED497838.] AU - Radford, Alexandria Walton AU - Berkner, Lutz AU - Wheeless, Sara C. AU - Shepherd, Bryan Y1 - 2010/11// PY - 2010 DA - November 2010 SP - 66 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Beginning Postsecondary Students Long Study KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Undergraduate Students KW - School Holding Power KW - National Surveys KW - Educational Attainment KW - College Transfer Students KW - Longitudinal Studies KW - Employment Experience KW - Enrollment KW - Academic Persistence KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/822507553?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Transforming American Education: Learning Powered by Technology. National Education Technology Plan, 2010 AN - 815957694; ED512681 AB - This report presents the Administration's National Education Technology Plan. This plan calls for applying the advanced technologies used in everyone's daily personal and professional lives to the entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement. The model of learning described in this plan calls for engaging and empowering personalized learning experiences for learners of all ages. The model stipulates that educators focus what and how they teach to match what people need to know and how they learn. It calls for using state-of-the-art technology and Universal Design for Learning (UDL) concepts to enable, motivate, and inspire all students to achieve, regardless of background, languages, or disabilities. It calls for ensuring that professional educators are well connected to the content and resources, data and information, and peers and experts they need to be highly effective. And it calls for leveraging the power of technology to support continuous and lifelong learning. The National Education Technology Plan presents five goals with recommendations for states, districts, the federal government, and other stakeholders. Each goal addresses one of the five essential components of learning powered by technology: Learning, Assessment, Teaching, Infrastructure, and Productivity. The plan also calls for "grand challenge" research and development initiatives to solve crucial long-term problems that stakeholders believe should be funded and coordinated at a national level. Appendices include: (1) How This Plan Was Developed; (2) Contributors; and (3) Acknowledgments. (Contains 4 figures.) [For the accompanying draft report, "Transforming American Education: Learning Powered by Technology. National Educational Technology Plan, 2010. Draft", see ED509205.] Y1 - 2010/11// PY - 2010 DA - November 2010 SP - 124 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Postsecondary Education KW - Stakeholders KW - Student Improvement KW - Learning KW - Federal Aid KW - Lifelong Learning KW - Access to Education KW - Government Role KW - Educational Finance KW - School Districts KW - Academic Achievement KW - Learning Experience KW - Instruction KW - Federal Government KW - Research and Development KW - Technology Planning KW - State Government KW - Technology Uses in Education KW - Best Practices KW - Educational Change KW - Teachers KW - Educational Assessment KW - Productivity KW - Educational Technology UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/815957694?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2008-09. Statistical Analysis Report. NCES 2011-301 AN - 815956964; ED512593 AB - This report describes the characteristics of the 100 largest public elementary and secondary school districts in the United States and its jurisdictions. These districts are defined as the 100 largest according to the size of their student population. The information in this report was provided by state education agency officials to the National Center for Education Statistics (NCES) for inclusion in the Common Core of Data (CCD). The report uses data from the 2008-09 school year and includes student membership and staff in public schools and school districts in the 50 states and the District of Columbia, Puerto Rico, the Bureau of Indian Education, the Department of Defense dependents schools (overseas and domestic), and the four outlying areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands). This report also includes graduate counts, high school dropout rates, and graduation rates for the 2007-08 school year and revenues and expenditures for fiscal year (FY) 2008. Highlights of the report include the following: (1) The 100 largest public school districts, representing less than 1 percent of all school districts in the United States and jurisdictions, were responsible for the education of 22 percent of all public school students (table 1); (2) The 100 largest public school districts employed 22 percent of the United States and jurisdictions' public school full-time-equivalent (FTE) teaching positions and contained 17 percent of all public schools and 20 percent of 2007-08 school year public high school completers (table 1); (3) The 100 largest public school districts had larger average school enrollments compared to the average for all school districts (673 vs. 514) as well as a higher median pupil/teacher ratio (15.3 vs. 15.0) (table 1); (4) The majority of students in the 100 largest school districts were Hispanic or Black (63 percent) (table 2). The percentage of students in the 100 largest school district was 26 percent, compared to 17 percent of students in all school districts, and the percentage who were Hispanic was 37 percent, compared to 22 percent of students in all school districts; (5) In FY 2008, current expenditures per pupil in the 100 largest public school districts ranged from lows of $6,363 in the Granite District, Utah, and $6,734 in the Puerto Rico Department of Education to highs of $23,298 in Boston, Massachusetts, and $22,071 in the New York City Public Schools, New York (table A-14); and (6) Three states--California, Florida, and Texas--accounted for 45 out of the 100 largest public school districts (table D-3). Appendices include: (1) Basic Tables; (2) Methodology; (3) Glossary; and (4) Supplementary Tables. (Contains 25 tables, 1 figure and 16 footnotes.) [To view the 2007-2008 report, see ED511027.] AU - Sable, Jennifer AU - Plotts, Chris AU - Mitchell, Lindsey Y1 - 2010/11// PY - 2010 DA - November 2010 SP - 83 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - District of Columbia KW - Puerto Rico KW - American Samoa KW - Guam KW - Northern Mariana Islands KW - Virgin Islands KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - High School Graduates KW - Student Characteristics KW - Dropout Rate KW - School Districts KW - Income KW - School District Size KW - Expenditures KW - Public Schools KW - Enrollment KW - American Indian Education KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/815956964?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Employees in Postsecondary Institutions, Fall 2009, and Salaries of Full-Time Instructional Staff, 2009-10. First Look. NCES 2011-150 AN - 815956944; ED512565 AB - This "First Look" presents findings from the Human Resources (HR) Component of the Integrated Postsecondary Education Data System (IPEDS) winter 2009-10 data collection. The HR component consists of the following three sections: Employees by Assigned Position (EAP) and Fall Staff (S) for fall 2009 and Salaries (SA) for academic year 2009-10. All three sections of the HR component were required for the winter 2009-10 collection. The HR data were collected through the IPEDS web-based data collection system. The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. As a result only selected findings are presented. These 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. Appendices include: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 16 tables and 11 footnotes.)[To access the Fall 2008 report, see ED507174.] AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2010/11// PY - 2010 DA - November 2010 SP - 56 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 - Tenure KW - Employment Level KW - Ethnicity KW - Gender Differences KW - Employment Statistics KW - Response Rates (Questionnaires) KW - Employees KW - National Surveys KW - Racial Differences KW - Teacher Employment Benefits KW - School Statistics KW - Teacher Salaries KW - Part Time Employment KW - Occupational Surveys KW - College Faculty KW - Student Financial Aid KW - Paraprofessional School Personnel KW - Academic Rank (Professional) KW - School Personnel KW - Data Collection KW - School Surveys KW - Fringe Benefits UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/815956944?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455 AN - 815956847; ED512824 AB - This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading and mathematics at grade 12. Results for students in the nation and, for the first time, in the 11 states that volunteered to participate in the 2009 state pilot program are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Results for student demographic groups (e.g., race/ethnicity, gender, and highest level of parental education) are included, as well as sample assessment questions with examples of student responses. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation rates of students with disabilities and English language learners, and additional state-level results. Nationally representative samples of twelfth-graders from 1,670 public and private schools across the nation participated in the 2009 National Assessment of Educational Progress (NAEP). Approximately 52,000 students were assessed in reading, and 49,000 students were assessed in mathematics. National reading results from the 2009 assessment are compared to results from five earlier assessment years going back to 1992. The 2009 mathematics results are compared to those from 2005 when a change in the mathematics framework for the assessment necessitated a new trend line for that subject at grade 12. Highlights of the national results in 2009 show that the overall average reading score for twelfth-graders was 2 points higher than in 2005, but 4 points lower than in 1992. There were no significant changes from 1992 to 2009 in the reading score gaps between White and Black students or between White and Hispanic students. In mathematics, the overall average score was 3 points higher in 2009 than in 2005. There was no significant change from 2005 in the mathematics score gaps between White and Black students or between White and Hispanic students. In the 11 participating states, average reading scores in seven states were higher than the score for the nation, and scores for three states were lower. In mathematics, the average scores for six states were higher than the nation, and scores for three states were lower. (Contains 29 tables and 24 figures.) Y1 - 2010/11// PY - 2010 DA - November 2010 SP - 92 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - Participation Rates KW - United States KW - Arkansas KW - Massachusetts KW - Connecticut KW - New Hampshire KW - Florida KW - New Jersey KW - Idaho KW - South Dakota KW - Illinois KW - West Virginia KW - Iowa KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - High Schools KW - Secondary Education KW - Parent Background KW - Scores KW - Academic Achievement KW - Educational Trends KW - School Involvement KW - Pilot Projects KW - Educational Attainment KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Disabilities KW - Achievement Gap KW - Limited English Speaking KW - Trend Analysis KW - Gender Differences KW - Mathematics Achievement KW - Student Participation KW - Second Language Learning KW - Racial Differences KW - Ethnic Groups KW - Tables (Data) KW - High School Students KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/815956847?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Health Science One and Two: First Two Years of Instruction AN - 889927647; ED521925 AB - The development of skill standards for Health Science was a result of a collaborative effort involving the Nevada Department of Education and a writing team with extensive experience in both teaching and in the field. The skill standards presented in this report features a framework for students interested in pursuing careers in healthcare and support the STEM initiative in Nevada. Each program should provide students with the opportunity to explore a variety of careers and leadership opportunities through career and technical student organizations like Health Occupation Students of America (HOSA). The variety of content standards allows a program to customize the needs of their students, the community and their district to meet the needs of the heath care industry. The content and performance standards are driven by the National Health Care Foundation Standards and the Career Clusters Pathways for Health Science/Law and Public Safety. A student considered successful in the completion of all the performance indicators in Level 1 and 2 should be able to obtain a passing score on the National Health Science Assessment. The final section of this document shows the correlation of the standards to several academic standard areas. These standards do meet and exceed the requirements of the Nevada Life Science and Health Standards. Where correlation with an academic standard exists, students in a health science program perform learning activities that support, either directly or indirectly, achievement of one or more academic standards. AU - Hodge, John AU - Nichols, Michele AU - Camp, Cynthia AU - Hartwick, Erin AU - Mortensen, Jennifer AU - Beck, Laurie AU - LaNeve, Shannon AU - Sutter, Nancy AU - Ryan, Dennis AU - Wright, Carla AU - Castro, Patricia AU - Bell, Hilary AU - Sella, Gina AU - Smith, Vicki AU - Wyatt, Garry Y1 - 2010/10/08/ PY - 2010 DA - 2010 Oct 08 SP - 49 PB - Nevada Department of Education. 700 East Fifth Street, Carson City, NV 89701. KW - Nevada KW - Performance Indicators KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Secondary Education KW - Safety KW - STEM Education KW - National Standards KW - Health Occupations KW - Occupational Information KW - Job Skills KW - Career Development KW - Alignment (Education) KW - Vocational Education KW - Career Planning KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889927647?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - A Study of States' Monitoring and Improvement Practices under the Individuals with Disabilities Education Act. NCSER 2011-3001 AN - 822506912; ED513497 AB - The Study of Monitoring and Improvement Practices under the Individuals with Disabilities Education Act (IDEA) examined how states monitored the implementation of IDEA by local special education and early intervention services programs. State monitoring and improvement practices in 2004-05 and 2006-07 were the focus of the study. Prior to the mid-1970's, Congress found that the special education needs of the 8 million children with disabilities were not being met (Education of All Handicapped Children Act of 1975) (P.L. 94-142). To meet the educational needs of these children, Congress, in 1975, enacted the Education for All Handicapped Children Act (EHA). In 2004, the Office of Special Education Programs (OSEP) contracted with Westat to conduct a 5-year study of states' monitoring and improvement practices under IDEA. Until 2004, there had been no independent and systematic examination of monitoring systems across the states. In OSEP's view, such an examination of monitoring systems could inform its efforts to provide monitoring guidance to states and, thus, enable it to better carry out its responsibilities under the act. The study had the following three objectives: (1) To provide a description of the nature and scope of states' monitoring systems; (2) To describe states' monitoring systems at two points in time; and (3) To create a framework to describe state monitoring systems. In 2006, the study was transferred from OSEP to the National Center for Special Education Research (NCSER) within the Institute of Education Sciences (IES). However, the primary purpose of this report remains to provide OSEP with information on states' Part B and Part C monitoring systems. This report presents the findings from the study. Chapter 2 provides a brief history of the IDEA monitoring requirement as it relates to this study; chapter 3 provides a discussion of how a framework for state monitoring was developed; chapter 4 describes the methods for obtaining information about states' Part B and Part C monitoring systems; chapter 5 presents the findings from the site visit data collection efforts; and chapter 6 presents a summary of the key findings from the study. Appendices include: (1) List of Acronyms; (2) Framework Key Characteristics and Elements; (3) Element Rating Instructions; (4) Site Visit Documentation Checklist; (5) Site Visit Interview Probes; (6) Reliability of the Site Visit Data Collection; (7) Description of Rasch Analysis; and (8) Development of Component Scores. (Contains 45 tables, 6 figures and 54 footnotes.) AU - Bollmer, Julie AU - Cronin, Roberta AU - Brauen, Marsha AU - Howell, Bethany AU - Fletcher, Philip AU - Gonin, Rene AU - Jenkins, Frank Y1 - 2010/10// PY - 2010 DA - October 2010 SP - 210 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - Individuals with Disabilities Education Act KW - Education for All Handicapped Children Act KW - Rasch Scaled Scores KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Program Administration KW - Item Response Theory KW - Special Education KW - Educational Legislation KW - Educational Needs KW - Educational Improvement KW - Models KW - Outcomes of Education KW - Evaluation Methods KW - Rating Scales KW - Federal Legislation KW - Program Implementation KW - Disabilities KW - Public Education KW - Early Intervention KW - Mail Surveys KW - Compliance (Legal) KW - Data Collection KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/822506912?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders. Executive Summary. NCEE 2011-4002 AN - 815959262; ED512553 AB - National achievement data show that elementary school students in the United States, particularly those from low socioeconomic backgrounds, have weak math skills (National Center for Education Statistics 2009). In fact, data show that, even before they enter elementary school, children from disadvantaged backgrounds are behind their more advantaged peers in basic competencies such as number-line ordering and magnitude comparison (Rathburn and West 2004). Furthermore, after a year of kindergarten, disadvantaged students still have less extensive knowledge of mathematics than their more affluent peers (Denton and West 2002). This study examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate elementary math instruction--7 curricula make up 91 percent of those used by K-2 educators, according to a 2008 survey (Resnick et al. 2010). Little rigorous evidence exists to support one approach over another, however, which means that research does not provide educators with much useful information when choosing a math curriculum to use. The key findings in this report include the following: (1) Teachers used their assigned curriculum, and the instructional approaches of the four curriculum groups differed as expected; (2) Math instruction varied in other notable ways across the curriculum groups; (3) In terms of student math achievement, the curriculum used by the study schools mattered; and (4) The curriculum used in different contexts also mattered, and some of these findings are consistent with findings based on all students whereas others are not. (Contains 1 figure and 6 endnotes.) [For the full report, see ED512551.] AU - Agodini, Roberto AU - Harris, Barbara AU - Thomas, Melissa AU - Murphy, Robert AU - Gallagher, Lawrence Y1 - 2010/10// PY - 2010 DA - October 2010 SP - 18 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 - Grade 1 KW - Grade 2 KW - Primary Education KW - Elementary School Mathematics KW - Instructional Effectiveness KW - Elementary School Students KW - Mathematics Instruction KW - Inservice Teacher Education KW - Mathematics Achievement KW - Elementary School Teachers KW - Curriculum Implementation KW - Disadvantaged Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/815959262?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders. NCEE 2011-4001 AN - 815957064; ED512551 AB - National achievement data show that elementary school students in the United States, particularly those from low socioeconomic backgrounds, have weak math skills (National Center for Education Statistics 2009). In fact, data show that, even before they enter elementary school, children from disadvantaged backgrounds are behind their more advantaged peers in basic competencies such as number-line ordering and magnitude comparison (Rathburn and West 2004). Furthermore, after a year of kindergarten, disadvantaged students still have less extensive knowledge of mathematics than their more affluent peers (Denton and West 2002). This study examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate elementary math instruction--7 curricula make up 91 percent of those used by K-2 educators, according to a 2008 survey (Resnick et al. 2010). Little rigorous evidence exists to support one approach over another, however, which means that research does not provide educators with much useful information when choosing a math curriculum to use. The key findings in this report include the following: (1) Teachers used their assigned curriculum, and the instructional approaches of the four curriculum groups differed as expected; (2) Math instruction varied in other notable ways across the curriculum groups; (3) In terms of student math achievement, the curriculum used by the study schools mattered; and (4) The curriculum used in different contexts also mattered, and some of these findings are consistent with findings based on all students whereas others are not. Appendices include: (1) Data Collection and Response Rates; (2) Teacher-Reported Frequency of Implementing Other Curriculum-Specific Activities; (3) Glossary of Curriculum-Specific Terms; and (4) Constructing the Analyses Samples and Estimating Curriculum Effects. (Contains 82 tables, 7 figures and 97 footnotes.) [For the executive summary, see ED512553.] AU - Agodini, Roberto AU - Harris, Barbara AU - Thomas, Melissa AU - Murphy, Robert AU - Gallagher, Lawrence Y1 - 2010/10// PY - 2010 DA - October 2010 SP - 250 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 - Grade 1 KW - Grade 2 KW - Primary Education KW - Elementary School Mathematics KW - Instructional Effectiveness KW - Elementary School Students KW - Mathematics Instruction KW - Inservice Teacher Education KW - Mathematics Achievement KW - Elementary School Teachers KW - Curriculum Implementation KW - Disadvantaged Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/815957064?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Student Financing of Graduate and First-Professional Education: 2007-08. Web Tables. NCES 2011-172 AN - 815956718; ED512811 AB - In 2007-08, about 3 million students were enrolled in graduate or first-professional degree programs in the United States. These students exhibited wide variation both demographically and in the types of programs and institutions they attended. They pursued degrees in all types of fields, from the physical and life sciences to the arts and humanities to law and medicine. Some worked while they were enrolled while others did not. How these students financed their graduate studies in 2007-08 is the focus of these Web Tables, which are divided into three sections: The tables in Section 1 include the types of financial aid received by graduate and first-professional students, shown by students' enrollment and demographic characteristics. This section includes the percentages of graduate students who received grants, loans, assistantships, or other types of aid and the average amounts they received. Tables in Section 2 show the percentage of graduate and first-professional students who received aid from federal, state, institutional, or private sources, along with the average amounts received from each source. These are also shown by enrollment and demographic characteristics. The tables in Section 3 are dedicated to employment among graduate students. The percentage of graduate and first-professional students who worked while enrolled, average hours worked per week, and the role in which students saw themselves (i.e., as students who work to meet expenses or as employees who study) are explored in this section. The estimates presented in these tables were generated from the 2007-08 National Postsecondary Student Aid Survey (NPSAS:08), a comprehensive, nationally representative survey of how students finance their postsecondary education conducted by the National Center for Education Statistics (NCES). NPSAS also includes a broad array of demographic and enrollment characteristics. A glossary is included. (Contains 3 endnotes and 64 tables.) AU - Cataldi, Emily Forrest AU - Ho, Phoebe Y1 - 2010/10// PY - 2010 DA - October 2010 SP - 168 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 - Intellectual Disciplines KW - Student Employment KW - Graduate Study KW - Graduate Students KW - Student Loan Programs KW - Student Characteristics KW - Debt (Financial) KW - Tuition KW - Demography KW - Student Financial Aid KW - Classification KW - Paying for College KW - Self Concept KW - Enrollment KW - Professional Education KW - Statistical Data UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/815956718?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children. Report from the Social and Character Development Research Program. NCER 2011-2001 AN - 762467334; ED512329 AB - The Institute of Education Sciences (IES) and the Division of Violence Prevention in the National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (CDC) collaborated to conduct a rigorous impact evaluation of programs aimed at improving students' behavior. For this evaluation, such programs were termed Social and Character Development (SACD) programs. Seven programs were evaluated, and all were coherent in that their activities were integrated and logically organized based on a theory of action (that differed among the programs), school-based in that they were implemented in the schools by school personnel, and universal in that they were to be implemented for all students in all elementary classrooms in a school. This report provides the results from the evaluation of the seven SACD programs on one cohort of students as they moved from third through fifth grades starting in fall 2004 and ending in spring 2007. The evaluation examined the effects on these students of the seven programs, together and separately, after 1, 2, and 3 school years and also estimated the impact on students' growth in social and character development over the 3 years. Chapter 1 discusses the evaluation of the programs when considered together and provides summary results for each program. Chapters 2 through 8 detail the findings for each of the programs individually. Appendices include: (1) Analysis of Cohorts 1 and 2, which examines whether the addition of the smaller second cohort of students to the study affected the results; and (2) Technical Notes on the Development of Outcome Measures, Selection of Covariates, Construction of Sample Weights, and Sensitivity Analyses. A glossary is included. (Contains 239 tables, 1 figure, and 51 footnotes.) [This report was prepared by the Social and Character Development Research Consortium for the National Center for Education Research, Institute of Education Science with Mathematica Policy Research, Inc.] AU - Ruby, Allen AU - Doolittle, Emily Y1 - 2010/10// PY - 2010 DA - October 2010 SP - 656 PB - National Center for Education Research. , P.O. Box 1398, Jessup, MD 20794. KW - New York KW - North Carolina KW - Tennessee KW - Oregon KW - Maryland KW - Minnesota KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 3 KW - Grade 4 KW - Grade 5 KW - Family Characteristics KW - Institutional Characteristics KW - Program Effectiveness KW - Elementary School Students KW - Teacher Characteristics KW - Student Characteristics KW - Academic Achievement KW - Learner Engagement KW - Professional Development KW - Community Characteristics KW - Personality Development KW - Outcomes of Education KW - School Activities KW - Educational Environment KW - Interpersonal Competence KW - Social Development KW - Program Evaluation KW - Student Behavior KW - Effect Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/762467334?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - High School Longitudinal Study of 2009 (HSLS:09) Base-Year Field Test Report. Working Paper Series. NCES 2011-01 AN - 762466381; ED512407 AB - This report examines the results of the field test for the base year of the High School Longitudinal Study of 2009 (HSLS:09). The general purposes of the field test were, in anticipation of the base-year full-scale effort, to test instruments, forms, and procedures; to experiment with different approaches to questionnaire content and survey methodology; and to evaluate the overall study design. The HSLS:09 field test faced a number of challenges. In varying degrees, these challenges will require further strategies and efforts be applied in the main study. Specific recommendations are summarized in this report, challenge by challenge. Appendices include: (1) HSLS:09 Sampling Plan for Main Study and Field Test; (2) HSLS:09 Field Test Codebook; (3) HSLS:09 Assessment Pilot Report; (4) HSLS:09 Technical Review Panel Participants and Meeting Minutes; (5) HSLS:09 Field Test Letters, Permission Forms, and Scripts; (6) HSLS:09 Mathematics Assessment Specifications:Final Working Version; (7) HSLS:09 Field Test Classical Item Statistics; (8) HSLS:09 Field Test Item Parameter Estimates; (9) HSLS:09 Student Instrument Scale Reliability Analyses; and (10) Questionnaires. (Contains 42 tables, 10 figures and 9 footnotes.) AU - Ingels, Steven J. AU - Herget, Deborah AU - Pratt, Daniel J. AU - Dever, Jill AU - Copello, Elizabeth AU - Leinwand, Steve Y1 - 2010/10// PY - 2010 DA - October 2010 SP - 884 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Longitudinal Study High School Class 1972 KW - California KW - Florida KW - Illinois KW - New York KW - Texas KW - ERIC, Resources in Education (RIE) KW - Grade 10 KW - Grade 11 KW - Grade 12 KW - Grade 9 KW - High Schools KW - Secondary Education KW - Administrators KW - Questionnaires KW - Cooperation KW - Reliability KW - School Counselors KW - Surveys KW - Field Tests KW - Longitudinal Studies KW - Secondary School Teachers KW - Teacher Surveys KW - Mathematics Tests KW - Data Collection KW - Sampling KW - Parents KW - High School Students KW - Student Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/762466381?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Precision Gains from Publically Available School Proficiency Measures Compared to Study-Collected Test Scores in Education Cluster-Randomized Trials. NCEE 2010-4003 AN - 762466295; ED512439 AB - In randomized controlled trials (RCTs) where the outcome is a student-level, study-collected test score, a particularly valuable piece of information is a study-collected baseline score from the same or similar test (a pre-test). Pre-test scores can be used to increase the precision of impact estimates, conduct subgroup analysis, and reduce bias from missing data at follow up. Although administering baseline tests provides analytic benefits, there may be less expensive ways to achieve some of the same benefits, such as using publically available school-level proficiency data. This paper compares the precision gains from adjusting impact estimates for student-level pre-test scores (which can be costly to collect) with the gains associated with using publically available school-level proficiency data (available at low cost), using data from five large-scale RCTs conducted for the Institute of Education Sciences. The study finds that, on average, adjusting for school-level proficiency does not increase statistical precision as well as student-level baseline test scores. Across the cases we examined, the number of schools included in studies would have to nearly double in order to compensate for the loss in precision of using school-level proficiency data instead of student-level baseline test data. (Contains 12 tables, 1 figure and 8 footnotes.) AU - Deke, John AU - Dragoset, Lisa AU - Moore, Ravaris Y1 - 2010/10// PY - 2010 DA - October 2010 SP - 44 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - California Achievement Tests KW - Stanford Achievement Tests KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Research Methodology KW - Mathematics Achievement KW - Academic Achievement KW - Scores KW - Intervention KW - Reading Comprehension KW - Testing KW - Correlation KW - English (Second Language) KW - Pretests Posttests KW - Achievement Gains KW - Outcomes of Education KW - Regression (Statistics) KW - Evaluation KW - Reading Achievement KW - Control Groups KW - Sample Size KW - Effect Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/762466295?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Statistics in Brief. NCES 2010-016 AN - 762466174; ED512148 AB - This Brief is intended to provide descriptive statistics about various aspects of algebra enrollment in the eighth grade. The first analyses describe who is taking algebra in the eighth grade; findings compare eighth-grade course enrollment percentages for students with different demographic, family, geographic, and school characteristics (table 1). The second set of findings looks at eighth-grade algebra enrollment levels in the schools and reports the percentage of students who attend schools with relatively low, medium, and high levels of eighth-grade algebra enrollment by demographic, family, geographic, and school characteristics (table 2). The next set of findings incorporates data collected at the end of fifth grade. Enrollment in algebra or higher is compared by varying levels of fifth-grade mathematics achievement (figure 1), and among students with relatively strong fifth-grade mathematics scores, enrollment is compared by sex and race/ethnicity (figure 2). Enrollment in algebra or higher in eighth grade is also compared for students with varying views about mathematics as self-reported in the fifth grade (figure 3). The final set of findings describe mathematics achievement scores and other student measures from the end of eighth grade for students not yet in algebra and those in algebra or higher. First, the eighth-grade mathematics scores for those in algebra by the eighth grade and those not yet in algebra are broken down by demographic, family, geographic, and school characteristics (table 3), and by fifth-grade mathematics score quintiles (figure 4). Findings are then presented that look at student-reported enjoyment of mathematics (figure 5) and future educational expectations (figure 6) by course enrollment. Standard Error Tables is appended. (Contains 6 tables, 6 figures and 18 footnotes.) AU - Walston, Jill AU - McCarroll, Jill Carlivati Y1 - 2010/10// PY - 2010 DA - October 2010 SP - 20 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 - Elementary Education KW - Grade 5 KW - Grade 8 KW - Middle Schools KW - Family Characteristics KW - Institutional Characteristics KW - Gender Differences KW - Student Characteristics KW - Mathematics Achievement KW - Racial Differences KW - Mathematics Education KW - Comparative Analysis KW - Algebra KW - Student Attitudes KW - Academic Aspiration KW - Enrollment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/762466174?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Access to Educational and Community Activities for Young Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study (PEELS). NCSER 2011-3000 AN - 762456796; ED512459 AB - This report uses data from the Pre-Elementary Education Longitudinal Study (PEELS) to describe access for young children with disabilities in two specific domains: community activities, including extracurricular activities and family recreation, and kindergarten classroom experiences. While PEELS is a broad, descriptive study, the analyses presented in this report are designed to address four questions related to children's access to community and educational activities: (1) In what types of community activities are children with disabilities ages 5 through 7 engaged?; (2) How do specific attributes, such as gender, disability, and household income, and potential barriers, such as access to adequate transportation and safety of neighborhoods, relate to involvement in those activities?; (3) What are the kindergarten experiences of young children with disabilities in terms of access to the general curriculum, enrollment in classes with peers without disabilities, instructional strategies, and full-day/part-day programs?; and (4) How do these kindergarten experiences vary by district size, district wealth, and metropolitan status? In PEELS, 69 percent of parents reported that their child attended a full-day program, and 31 percent of parents reported that their child attended a half-day program, regardless of whether the children were still receiving special education services in kindergarten. For those PEELS children still receiving special education services, 73 percent of teachers indicated that the regular education classroom was the child's main education setting and, on average, children who received special education services in regular education kindergarten had classes in which 82 percent of the children did not have disabilities. As a group, young children who received preschool special education services had different experiences based on the types of districts in which they were enrolled. In terms of district size, a larger proportion of children in very large districts had a regular education classroom as their main setting compared to children in smaller districts, and children in larger districts spent more hours per week in regular education classrooms than children in smaller districts. District wealth was also associated with children's kindergarten experiences. Children in low or very low-wealth districts spent a smaller percentage of time than children in high-wealth districts receiving instructional or therapy services outside their classroom. This report is organized in the following manner. The authors describe in chapter 2 the PEELS study design and methods used in this report. Chapter 3 presents information on access to community activities of young children with disabilities. Chapter 4 focuses on kindergarteners with disabilities and their access to classroom experiences. Appendices include: (1) Diagram of Selection of LEA Sample; (2) Weighting Procedures; (3) Results from PEELS Nonresponse Bias Study; (4) Standard Error Tables; (5) Standard Error Tables for Figures; (6) Analysis Variables Used Throughout Report; and (7) Final Augmented LEA Sample Size. (Contains 75 tables, 5 figures and 22 footnotes.) AU - Carlson, Elaine AU - Bitterman, Amy AU - Daley, Tamara Y1 - 2010/10// PY - 2010 DA - October 2010 SP - 143 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Kindergarten KW - Educational Strategies KW - Elementary Education KW - Barriers KW - Young Children KW - Access to Education KW - Gender Differences KW - School Districts KW - Day Programs KW - Neighborhoods KW - Longitudinal Studies KW - Child Safety KW - School District Size KW - Income KW - Transportation KW - School District Wealth KW - Preschool Education KW - Disabilities KW - Sampling KW - Preschool Children KW - Extracurricular Activities UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/762456796?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Community Service Among a Panel of Beginning College Students: Its Prevalence and Relationship to Having Been Required and to Supporting "Capital" AN - 758109100; 201028085 AB - To meet several information needs in the study of community service, survey data gathered from a nationally representative sample of first-time beginning college students (approximately 9,500), first as freshmen and later as juniors, were analyzed. About half (48%-50%) of the students at both points in time performed community service, of which about one tenth (8%-9%) was required by the student's college program. Having done community service in 2004, whether required or not, showed a statistically reliable relationship to having done community service in 2006. Results suggest that not all types of community service draw on the same "capital" or resources, offering possible directions for future methods to promote general and specific types of community service. [Reprinted by permission of Sage Publications, Inc., copyright the Association for Research on Nonprofit Organizations and Voluntary Action.] JF - Nonprofit and Voluntary Sector Quarterly AU - Griffith, James AD - National Center for Education Statistics GriffithJH@verizon.net Y1 - 2010/10// PY - 2010 DA - October 2010 SP - 884 EP - 900 PB - Sage Publications, Thousand Oaks CA VL - 39 IS - 5 SN - 0899-7640, 0899-7640 KW - community service college students prevalence rate change capital supports KW - Information needs KW - Capital KW - Community service KW - Prevalence KW - Undergraduate students KW - article UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/758109100?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=Nonprofit+and+Voluntary+Sector+Quarterly&rft.atitle=Community+Service+Among+a+Panel+of+Beginning+College+Students%3A+Its+Prevalence+and+Relationship+to+Having+Been+Required+and+to+Supporting+%22Capital%22&rft.au=Griffith%2C+James&rft.aulast=Griffith&rft.aufirst=James&rft.date=2010-10-01&rft.volume=39&rft.issue=5&rft.spage=884&rft.isbn=&rft.btitle=&rft.title=Nonprofit+and+Voluntary+Sector+Quarterly&rft.issn=08997640&rft_id=info:doi/10.1177%2F0899764009338218 LA - English DB - Applied Social Sciences Index & Abstracts (ASSIA) N1 - Date revised - 2010-10-21 N1 - Last updated - 2016-09-27 N1 - CODEN - NVSQEQ N1 - SubjectsTermNotLitGenreText - Community service; Undergraduate students; Capital; Prevalence; Information needs DO - http://dx.doi.org/10.1177/0899764009338218 ER - TY - GEN T1 - The Secretary's Seventh Annual Report on Teacher Quality: A Highly Qualified Teacher in Every Classroom AN - 881463491; ED520813 AB - This seventh report on the quality of America's teacher preparation programs and novice teachers presents data reported to the U.S. Department of Education (the Department) in October 2007 by all 50 states, the District of Columbia, Puerto Rico and the outlying areas, which include American Samoa, the Federated States of Micronesia, Guam, the Marshall Islands, the Northern Mariana Islands, Palau and the Virgin Islands. Section 207 of Title II of the "Higher Education Act" (HEA), as amended in 1998, required states to report on teacher preparation and licensing. Since 2001, the Department has used a web-based state reporting system to collect data on teacher preparation programs and prospective teachers, as well as states' assessment and licensing of teacher candidates. State certification requirements and policy-related information were also collected. While this report focuses on national and summary data, the individual state reports contain additional information (such as data for individual teacher preparation programs). The report is intended to inform aspiring teachers, the education community, institutions of higher education, Congress, researchers and policymakers about the quality of teacher preparation in America. (Contains 19 tables, 18 figures and 13 footnotes.) Y1 - 2010/09// PY - 2010 DA - September 2010 SP - 102 PB - Office of Postsecondary Education. 1990 K Street NW, Washington, DC 20006. KW - ERIC, Resources in Education (RIE) KW - Students KW - Researchers KW - Policymakers KW - Elementary Secondary Education KW - Higher Education KW - Pedagogical Content Knowledge KW - Teacher Certification KW - State Licensing Boards KW - Educational Policy KW - Alternative Teacher Certification KW - Data Collection KW - Beginning Teachers KW - Internet KW - Teacher Effectiveness KW - Educational Quality KW - Teacher Education Programs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881463491?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Science Framework for the 2011 National Assessment of Educational Progress AN - 815957606; ED512554 AB - The National Assessment of Educational Progress (NAEP) and its reports are a key measure in informing the nation on how well the goal of scientific literacy for all students is being met. The "Science Framework for the 2011 National Assessment of Educational Progress" sets forth the design of the NAEP Science Assessment. The 2011 NAEP Science Assessment will use the same framework used in 2009. The 2009 NAEP Science Assessment started a new NAEP science trend (i.e., measure of student progress in science), and the 2011 NAEP Science Report Card will include student performance trends from 2009 to 2011. Trends in student science achievement were reported from 1996 to 2005 as well. However, the trend from 1996 to 2005 was not continued due to major differences between the 2005 and 2009 frameworks. The new framework represents a unique opportunity to build on key developments in science standards, assessments, and research. This document is intended to inform the general public, educators, policymakers, and others about what students are expected to know and be able to do in science as part of The Nation's Report Card, a program of the U.S. Department of Education (ED) that reports on NAEP findings. This report contains the following chapters: (1) Overview; (2) Science Content; (3) Science Practices; and (4) Overview of the Assessment Design. Appendices include: (1) Steering Committee Guidelines; (2) NAEP Science Achievement Level Descriptions; (3) Sample Items and Scoring Guides; and (4) Group 2 Small-Scale Special Studies. A bibliography is included. (Contains 21 exhibits.) Y1 - 2010/09// PY - 2010 DA - September 2010 SP - 175 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 - Policymakers KW - Elementary Secondary Education KW - Science Education KW - Scientific Concepts KW - Guidelines KW - Academic Achievement KW - Scoring KW - Scientific Principles KW - Governing Boards KW - National Competency Tests KW - Inquiry KW - National Standards KW - Instructional Program Divisions KW - Scientific Research KW - Science Achievement KW - Student Evaluation KW - Educational Assessment KW - Test Construction KW - Competition KW - Scientific Literacy KW - Science Tests KW - Educational Research KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/815957606?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Writing Framework for the 2011 National Assessment of Educational Progress AN - 815957553; ED512552 AB - The purpose of the 2011 NAEP (National Assessment of Educational Progress) Writing Framework is to describe how the new NAEP Writing Assessment is designed to measure students' writing at grades 4, 8, and 12. As the ongoing national indicator of the academic achievement of students in the United States, NAEP regularly collects information on representative samples of students in those three grades. Given expanding contexts for writing in the 21st century, the 2011 NAEP Writing Framework is designed to support the assessment of writing as a purposeful act of thinking and expression used to accomplish many different goals. Although NAEP cannot assess all contexts for student writing, the results of the 2011 NAEP Writing Assessment will offer new opportunities to understand students' ability to make effective choices in relation to a specified purpose and audience for their writing in an "on-demand" writing situation. In addition, the assessment results will provide important information about the role and impact of new technologies on writing in K-12 education and the extent to which students at grade 12 are prepared to meet postsecondary expectations. On the 2011 NAEP Writing Assessment, students will have the flexibility to make rhetorical choices that help shape the development and organization of ideas and the language of their responses. Using age- and grade-appropriate writing tasks, the assessment will evaluate writers' ability to achieve three purposes common to writing in school and in the workplace: "to persuade"; "to explain"; and "to convey experience, real or imagined". Because understanding the nature of one's audience is fundamental to successful communication, writing tasks will specify or clearly imply an audience, and writers will be asked to use approaches that effectively address that audience. This report contains the following chapters: (1) Overview; (2) Content of the 2011 NAEP Writing Assessment; (3) Design of the 2011 NAEP Writing Assessment; (4) Evaluation of Responses on the 2011 NAEP Writing Assessment; and (5) Reporting Results of the 2011 NAEP Writing Assessment. Appendices include: (1) Glossary of Terms; (2) Example Tasks; (3) Preliminary Holistic Scoring Guide for "To Persuade", "To Explain", and "To Convey Experience, Real or Imagined"; (4) 2011 NAEP Writing Preliminary Achievement Level Descriptions; (5) NAEP Writing Special Study; (6) 2011 NAEP Writing Assessment References; and (7) Organizations Contacted to Review Initial 2011 NAEP Writing Framework Recommendations. (Contains 18 exhibits. Y1 - 2010/09// PY - 2010 DA - September 2010 SP - 108 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 - Holistic Evaluation KW - Writing Processes KW - Writing Skills KW - Writing Tests KW - Scoring KW - National Competency Tests KW - Audiences KW - Writing Achievement KW - Writing Evaluation KW - Test Construction KW - Computer Assisted Testing UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/815957553?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Reading Framework for the 2011 National Assessment of Educational Progress AN - 815957330; ED512549 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 constructed-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 2011 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 2011 National Assessment of Educational Progress", presents the conceptual base for, and discusses the content of, the assessment. It is intended for a broad audience. This report contains three chapters: (1) Overview; (2) Content and Design of NAEP in Reading; and (3) Reporting Results. Appendices include: (1) Glossary of Terms; (2) NAEP Reading Achievement Level Definitions; and (3) Special Studies: NAEP Reading Framework. A bibliography is included. (Contains 6 footnotes and 12 exhibits.)[To view the 2009 report, see ED502953.] Y1 - 2010/09// PY - 2010 DA - September 2010 SP - 88 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 - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Vocabulary Development KW - Responses KW - Academic Achievement KW - Exhibits KW - Reading Comprehension KW - English (Second Language) KW - Models KW - Evaluation KW - Reading Achievement KW - Cognitive Processes KW - Federal Legislation KW - Multiple Choice Tests KW - Disabilities UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/815957330?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - An Evaluation of the Data from the Teacher Compensation Survey: School Year 2006-07. Research and Development Report. NCES 2010-329 AN - 762466431; ED511938 AB - Teachers are the largest component of school spending, with more funding being allocated to teacher salaries than to any other education expense (Loeb, Miller, and Strunk 2009). Teacher and staff salaries and benefits consume up to 80 percent of current expenditures (Aud et al. 2010). Yet, there is not a wealth of data on teacher compensation. National data on teachers are limited to periodic sample surveys or to simple counts at the district or school level. Comparable teachers' compensation data across districts and states are needed in order to address a wide variety of education policy issues. In response to the need for individual teacher-level data to address these and other policy issues, the National Center for Education Statistics (NCES) developed the Teacher Compensation Survey (TCS), an administrative records universe survey that collects total compensation, teacher status, and demographic data about all public school teachers from multiple states. In 2007, NCES launched the pilot TCS data collection, with seven states volunteering to provide administrative records for school year (SY) 2005-06. In the second year of the data collection, the TCS expanded to 17 states reporting SY 2006-07 data. The TCS data collection is a research and development effort to see if it is possible to collect and publish teacher-level data from the administrative records residing in state education agencies (SEAs). This report provides an overview of the TCS data collection for SY 2006-07; a comparison of state administrative records of the TCS with other sources of data; and a discussion of the data availability and quality, as well as limitations, of the TCS. This report also includes findings and descriptive statistics for SY 2006-07. Appendices include: (1) Glossary; (2) Data Plan Responses; and (3) State Notes. (Contains 28 tables, 4 figures, 1 exhibit, and 8 footnotes.) AU - Cornman, Stephen Q. AU - Johnson, Frank AU - Zhou, Lei AU - Honegger, Steven AU - Noel, Amber M. Y1 - 2010/09// PY - 2010 DA - September 2010 SP - 84 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 - Gender Differences KW - Ethnicity KW - Educational Administration KW - Educational Finance KW - Race KW - School Districts KW - Surveys KW - Public School Teachers KW - Research and Development KW - Educational Attainment KW - Teacher Employment Benefits KW - Teacher Salaries KW - Demography KW - Expenditures KW - State Departments of Education KW - Teacher Certification KW - Teaching Experience KW - Educational Policy KW - Data Collection KW - Teacher Qualifications UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/762466431?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Comparisons across Time of the Outcomes of Youth with Disabilities up to 4 Years after High School. A Report of Findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). NCSER 2010-3008 AN - 762465771; ED512149 AB - In an effort to document the secondary school experiences and postsecondary outcomes of students with disabilities over the last two decades, the U.S. Department of Education (ED) sponsored two longitudinal research studies 15 years apart. The first study, the National Longitudinal Transition Study (NLTS) generated nationally representative information about secondary-school-age youth who were receiving special education services in 1985. To assess the status of youth with disabilities in the early 21st century, ED commissioned the National Longitudinal Transition Study-2 (NLTS2) to generate nationally representative information about secondary-school-age youth who were receiving special education services in 2000. NLTS2 addresses many of the same issues as NLTS, but extends its scope. This report focuses on the subset of youth represented in NLTS and NLTS2 who had been out of high school up to 4 years. Appendices include: (1) NLTS and NLTS2 Sampling, Data Collection, and Analysis Procedures; and (2) Additional Analyses. (Contains 46 tables, 20 figures and 75 footnotes.) AU - Newman, Lynn AU - Wagner, Mary AU - Cameto, Renee AU - Knokey, Anne-Marie AU - Shaver, Debra Y1 - 2010/09// PY - 2010 DA - September 2010 SP - 163 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Postsecondary Education KW - Secondary Education KW - High School Graduates KW - Job Satisfaction KW - Employment Level KW - Crime KW - Independent Living KW - African Americans KW - Young Adults KW - Employment KW - Income KW - Dropouts KW - Whites KW - Comparative Analysis KW - Hispanic Americans KW - Educational Experience KW - Disabilities KW - Enrollment KW - Work Environment KW - Parents KW - Sex KW - Marriage KW - Longitudinal Studies KW - Citizen Participation KW - Money Management KW - Employment Experience KW - Wages KW - Fringe Benefits UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/762465771?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Study of Teacher Preparation in Early Reading Instruction. NCEE 2010-4036 AN - 762456680; ED512150 AB - A component of the "No Child Left Behind" Act (NCLB) (PL 107-110) is its emphasis on the importance of systematic and explicit instruction in early reading using practices that are grounded in scientific research. The Reading First legislation (Title I, Part B, Subpart 1) within NCLB is designed to support state and local education agencies so that they can in turn base their early reading instruction on scientific research and focus on five "essential components" of early reading instruction, as defined by the legislation and informed by the National Reading Panel: (1) phonemic awareness; (2) phonics; (3) vocabulary development; (4) reading fluency, particularly oral reading skills; and (5) reading comprehension strategies. This report responds to a congressional mandate in the Reading First legislation for "a measurement of how well students preparing to enter the teaching profession are prepared to teach the essential components of reading instruction" (No Child Left Behind Act, 2001, Section 1205(c)(8)). The study plan included a survey about teacher education programs and an assessment of pre-service teachers' knowledge about the essential components of early reading instruction. Appended are: (1) Pre-Service Teacher Program Survey; (2) Program Survey Variables and Assessment Items; (3) Program Survey and Knowledge Assessment Pilot Testing; (4) Recruitment; (5) Demographic Information Gathered through Program Survey; (6) Data Cleaning Procedures; (7) Psychometric Analysis of the Program Survey Scales Measuring Coursework Emphasis on, Filed Experience Exposure to, and Feelings of Preparedness to Teach the Essential Components; (8) Descriptive Statistics for Program Survey Items; (9) Knowledge Assessment Scoring, Scale, Distractor, and Forms Analysis; (10) Knowledge Assessment Means Tables; (11) Hierarchical Linear Model Used to Answer the Primary and Secondary Research Questions; and (12) Administration of The Knowledge Assessment to Experts and Novices. (Contains 58 tables, 12 figures and 48 footnotes.) [This report was prepared for the Institute of Education Sciences under Contract No. ED-04-CO-0062/0001.] AU - Salinger, Terry AU - Mueller, Lorin AU - Song, Mengli AU - Jin, Ying AU - Zmach, Courtney AU - Toplitz, Michele AU - Partridge, Mark AU - Bickford, Adam Y1 - 2010/09// PY - 2010 DA - September 2010 SP - 140 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 - Practitioners KW - Policymakers KW - Higher Education KW - Postsecondary Education KW - Institutional Characteristics KW - Program Effectiveness KW - Education Courses KW - Phonics KW - Student Characteristics KW - Preservice Teacher Education KW - Vocabulary KW - Reading Comprehension KW - Beginning Reading KW - Student Attitudes KW - Reading Instruction KW - Reading Fluency KW - Preservice Teachers KW - Phonemic Awareness KW - College Outcomes Assessment KW - Field Experience Programs KW - School Surveys KW - Student Surveys KW - Teacher Education Programs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/762456680?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Profile of Undergraduate Students: 2007-08. Web Tables. NCES 2010-205 AN - 757168160; ED511773 AB - These tables provide comprehensive information on undergraduates who were enrolled in U.S. postsecondary institutions during the 2007-08 academic year. Estimates for enrolled students are presented by attendance status, degree program, undergraduate major, average grades, student characteristics, financial aid status and credit card debt, work, community service, voting, disability status, and distance and remedial education. These tables are similar to those produced for the 1995-96, 1999-2000, and 2003-04 National Postsecondary Student Aid Study (NPSAS) undergraduate profiles, and they are grouped into six sections: Section 1 focuses on postsecondary enrollment and attendance, displaying estimates for all undergraduates by institution level, control and type, student class level, attendance status, distance from home, community college attendance, and participation in distance education. Section 2 provides percentage distributions of all undergraduates by degree program, undergraduate major, and average grades. Section 3 presents estimates by student characteristics, including sex, race/ethnicity, age, dependency status, income, marital status, responsibility for dependents, high school completion status, local residence while enrolled, citizenship status, and parents' education. Section 4 looks at financial aid and credit card debt. The analysis summarizes financial aid among all, dependent, and independent undergraduates, as well as the percentage of students with credit cards in their own name and, for those who carried a balance, the average and median monthly balance. Section 5 explores students' work, community service participation, and voting behavior. Estimates are reported by the number of hours spent working while enrolled, the amount and type of community service, and whether students were registered to vote and had ever voted. Section 6 presents estimates of undergraduate enrollment by students' disability status and remedial education coursetaking. A glossary is included. (Contains 68 tables and 2 endnotes.) AU - Staklis, Sandra Y1 - 2010/09// PY - 2010 DA - September 2010 SP - 170 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Citizenship KW - Postsecondary Education KW - Undergraduate Students KW - Student Characteristics KW - College Attendance KW - Part Time Students KW - Debt (Financial) KW - Distance Education KW - Student Financial Aid KW - Marital Status KW - Profiles KW - Enrollment KW - Full Time Students KW - Statistical Data KW - Remedial Instruction KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757168160?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Profile of Undergraduate Students: Trends from Selected Years, 1995-96 to 2007-08. Web Tables. NCES 2010-220 AN - 757167946; ED511775 AB - From 1995-96 to 2007-08, the number of students enrolled in undergraduate education in the United States grew from about 16.7 million to 21 million. These Web Tables provide information on undergraduates during the 1995-96, 1999-2000, 2003-04, and 2007-08 academic years. Estimates are presented for all undergraduates and for undergraduates who attended public 2- and 4-year, private nonprofit, and for-profit institutions by student and enrollment characteristics, hours worked while enrolled, and community service activities. The tables are grouped into three sections. Section 1 presents estimates by selected student characteristics. The tables look at undergraduates' enrollment by age, gender, race/ethnicity, dependency status, marital status and parenthood, income, citizenship, type of high school attended, and parent education. Section 2 focuses on undergraduates' postsecondary enrollment and attendance. The tables display estimates by institution and program level, attendance intensity, in-state attendance, participation in distance education, remedial coursetaking, and attendance at more than one institution. Undergraduate major fields of study are presented for undergraduates who attended public and nonprofit 4-year institutions or were in an associate's degree program at a public 2-year institution. Section 3 looks at undergraduates' work and community service. The tables provide information about students' work intensity while enrolled, average and median hours worked per week, primary role as a student or an employee, participation in community service activities, and the average and median hours volunteered per month. A glossary is included. (Contains 30 tables and 2 endnotes.) AU - Staklis, Sandra AU - Chen, Xianglei Y1 - 2010/09// PY - 2010 DA - September 2010 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 - Student Employment KW - Postsecondary Education KW - Undergraduate Students KW - Parent Background KW - Student Characteristics KW - Undergraduate Study KW - College Attendance KW - Distance Education KW - Marital Status KW - Enrollment Trends KW - Service Learning KW - Community Services UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757167946?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Hospitality and Tourism Education Skill Standards: Grade 12 AN - 889930236; ED521926 AB - The standards in this document are for Hospitality and Tourism programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. Minimally, the student will complete a two-year program to achieve all standards. The Hospitality and Tourism Standards Writing Team followed the nationally-recognized certification programs established by the American Hotel and Lodging Association. The standards are organized as follows: Content Standards are general statements that identify major areas of knowledge, understanding and the skills students are expected to learn in key subject and career areas by the end of the program. Following each content standard are a number of performance standards. Performance standards identify the more specific components of each content standard and define the expected abilities of students within each content standard. Each performance standard is supported by performance indicators. Performance indicators are very specific criteria statements for determining whether a student exceeds the standard, meets the standard, or whose performance approaches the standard. All performance indicators are organized into three categories according to degree of difficulty: Exceeds Standard; Meets Standard; or Approaches Standard. Any student considered successful in the completion of a particular performance standard will have successfully demonstrated all performance indicators in the "Meets" and "Approaches" sections for the performance standard. Furthermore, any knowledge and/or performance assessments should be based on the indicators in those sections. Content standard 3.0 addresses employability skills, where students must demonstrate proficiency in workplace readiness, career development, and lifelong learning. The competencies in this section are centered around the 21st Century Skills initiative and designed to be completed by the student over the course of his/her high school career. The final section of the document shows where the performance standards and performance indicators support the state academic standards for math, science, and English Language Arts (ELA). Where correlation with an academic standard exists, students in the hospitality and tourism program perform learning activities that support, either directly or indirectly, achievement of one or more academic standards. AU - Underwood, Ryan AU - Spann, Lynda AU - Erickson, Karin AU - Povilaitis, Judy AU - Menditto, Louis AU - Jones, Terri AU - Sario, Vivienne AU - Verbeck, Kimberlee AU - Jacobi, Katherine AU - Michnal, Kenneth AU - Shelton-Meader, Sheree AU - Richens, Greg AU - Jones, Karin Erickson AU - Tighe, Denise AU - Wilhelm, Lee AU - Scott, Melissa Y1 - 2010/08/13/ PY - 2010 DA - 2010 Aug 13 SP - 40 PB - Nevada Department of Education. 700 East Fifth Street, Carson City, NV 89701. KW - Nevada KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Grade 12 KW - High Schools KW - Science Education KW - Performance Based Assessment KW - Tourism KW - Program Effectiveness KW - Course Content KW - Hospitality Occupations KW - Competence KW - Lifelong Learning KW - Academic Achievement KW - Language Arts KW - Correlation KW - Mathematics Skills KW - English KW - Job Skills KW - Knowledge Level KW - Career Development KW - State Standards KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889930236?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Supplemental Figures, Tables, and Standard Error Tables for Student Financing of Undergraduate Education: 2007-08. Sticker, Net, and Out-of-Pocket Prices AN - 762466669; ED511827 AB - This paper presents the supplemental figures, tables, and standard error tables for the report "Student Financing of Undergraduate Education: 2007-08. Web Tables. NCES 2010-162." (Contains 6 figures and 10 tables.) [For the main report, see ED511828.] Y1 - 2010/08// PY - 2010 DA - August 2010 SP - 16 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Two Year Colleges KW - Undergraduate Students KW - Student Loan Programs KW - Undergraduate Study KW - Grants KW - Educational Finance KW - Error of Measurement KW - Tuition KW - Student Financial Aid KW - Paying for College KW - Enrollment KW - Statistical Data KW - Tables (Data) KW - Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/762466669?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - BOOK T1 - Trends in Undergraduate Stafford Loan Borrowing: 1989-90 to 2007-08 AN - 758118079; 2010-610017 AB - These tables show undergraduate Stafford loan borrowing rates and average Stafford loan amounts from 1989-1990 to 2007-2008, using data from six separate administrations of the National Postsecondary Student Aid Study (NPSAS): NPSAS:90, NPSAS:93, NPSAS:96, NPSAS:2000, NPSAS:04, and NPSAS:08. Estimates are shown separately for undergraduates enrolled in public 4-year, private nonprofit 4-year, public 2-year, and for-profit institutions. Tables, Appendixes. JF - United States National Center for Education Statistics, Aug 2010, 103 pp. AU - United States Department of Education Y1 - 2010/08// PY - 2010 DA - August 2010 PB - United States National Center for Education Statistics KW - Education and education policy - Education financing and facilities KW - Education and education policy - Education personnel and population KW - Economic conditions and policy - Economic theory KW - Education and education policy - Colleges and universities KW - United States KW - Cost KW - Colleges, Junior KW - College students KW - Student loans KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/758118079?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=2010-08-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Trends+in+Undergraduate+Stafford+Loan+Borrowing%3A+1989-90+to+2007-08&rft.title=Trends+in+Undergraduate+Stafford+Loan+Borrowing%3A+1989-90+to+2007-08&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2010/2010183.pdf LA - English DB - PAIS Index N1 - Date revised - 2010-10-12 N1 - Publication note - United States National Center for Education Statistics, 2010 N1 - SuppNotes - NCES 2010183 N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - Trends in Undergraduate Stafford Loan Borrowing: 1989-90 to 2007-08. Web Tables. NCES 2010-183 AN - 757170923; ED511631 AB - These tables show undergraduate Stafford loan borrowing rates and average Stafford loan amounts from 1989-90 to 2007-08, using data from six separate administrations of the National Postsecondary Student Aid Study (NPSAS): NPSAS:90, NPSAS:93, NPSAS:96, NPSAS:2000, NPSAS:04, and NPSAS:08. The estimates that appear in these tables reflect the newly reweighted data for the NPSAS:96, NPSAS:2000, and NPSAS:04 surveys. The Stafford loan data for those years were reweighted so that they could be compared with NPSAS:08. This publication is the first that contains the reweighted Stafford loan estimates for those survey years. A glossary is included. (Contains 88 tables and 5 endnotes.) AU - Wei, Christina Chang Y1 - 2010/08// PY - 2010 DA - August 2010 SP - 103 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 - Two Year Colleges KW - Institutional Characteristics KW - Undergraduate Students KW - Self Supporting Students KW - Federal Aid KW - Student Loan Programs KW - Student Characteristics KW - College Seniors KW - Part Time Students KW - Private Colleges KW - Public Colleges KW - Income KW - Student Financial Aid KW - Proprietary Schools KW - Federal Programs KW - Full Time Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757170923?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - What Characteristics of Bullying, Bullying Victims, and Schools Are Associated with Increased Reporting of Bullying to School Officials? Issues & Answers. REL 2010-No. 092 AN - 757170365; ED511593 AB - This study tested 51 characteristics of bullying victimization, bullying victims, and bullying victims' schools to determine which were associated with reporting to school officials. It found that 11 characteristics in two categories--bullying victimization and bullying victims--showed a statistically significant association with reporting. The study also notes the high percentage (64 percent) of respondents who experienced bullying but did not report it. Eleven characteristics were found to have a statistically significant association with reporting of bullying victimization, specifically: (1) Eight characteristics of bullying victimization were statistically associated with increased reporting: bullying involving injury, physical threats, destruction of property, actual physical contact (pushing, shoving, and the like), greater frequency, multiple types, more than one location, and at least one occurrence on a school bus. Seven characteristics did not appear to be associated with reporting: bullying that involved making fun of the victim or calling the victim names, excluding the victim, spreading rumors about the victim, and forcing the victim to do things he or she did not want to do, and bullying that occurred in the school building, on school grounds, or somewhere else. (2) Three characteristics of bullying victims were found to have statistically significant relationships with reporting. Grade level was significantly and negatively associated with reporting, and being involved in a fight during the school year and being afraid of attack and avoiding certain school areas or activities were significantly and positively associated with reporting. Victim characteristics that did not appear to be associated with reporting included gender, race/ethnicity, household region, and academic performance. (3) No characteristic of bullying victims' schools--including general characteristics, school culture, and school security and safety--was found to have a statistically significant association with reporting. The results should be interpreted as exploratory associations between the reporting of bullying and various student and school characteristics and not as confirmations of causal relationships. Appended to this report are: (1) Previous Research on Bullying; and (2) Data Source and Methodology. (Contains 15 tables, 2 figures, 1 box, and 7 notes. AU - Petrosino, Anthony AU - Guckenburg, Sarah AU - DeVoe, Jill AU - Hanson, Thomas Y1 - 2010/08// PY - 2010 DA - August 2010 SP - 45 PB - Regional Educational Laboratory Northeast & Islands. , 55 Chapel Street, Newton, MA 02458. KW - United States (Northeast) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Geographic Location KW - Institutional Characteristics KW - Parochial Schools KW - Anxiety KW - Injuries KW - Student Characteristics KW - Academic Achievement KW - School Safety KW - School Culture KW - Violence KW - Public Schools KW - Student School Relationship KW - Preadolescents KW - Victims of Crime KW - Incidence KW - Private Schools KW - Adolescents KW - Bullying UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757170365?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Student Financing of Undergraduate Education: 2007-08. Web Tables. NCES 2010-162 AN - 757166356; ED511828 AB - In 2007-08, approximately 21 million students were enrolled in undergraduate postsecondary education in the United States. These Web Tables provide a comprehensive source of information on financial aid that was awarded to undergraduate students during the 2007-08 academic year. Included are estimates of tuition, price of attendance, and financial aid, shown by the enrollment and demographic characteristics of students. The tables are similar to those produced for the 1995-96, 1999-2000, and 2003-04 National Postsecondary Student Aid Study (NPSAS) reports on student financing of undergraduate education, and are grouped into five separate sections. Section 1 displays the percentile distribution among all undergraduates for family income, tuition, and price of attendance. These distributions were used to create the categories for these variables in the subsequent sections. Section 2 shows undergraduates' average tuition and fees and average price of attendance. The price of attendance includes books and supplies, room and board (or housing and meal allowances for off-campus students), transportation, and other personal living expenses. Section 3 looks at the various types of financial aid that undergraduates received--federal, state, and institutional aid and combined amounts--by type of institution attended. Section 4 shows net tuition (tuition and fees minus all grants), net price of attendance (price minus all grants), the out-of-pocket net price (price minus all aid), and financial need. Section 5 examines students' dependency and attendance status, residence, race/ethnicity, gender, citizenship, family income, and their distribution by the type of institution attended. A glossary is included. (Contains 2 endnotes and 123 tables.) [For the accompanying report, "Supplemental Figures, Tables, and Standard Error Tables for Student Financing of Undergraduate Education: 2007-08. Sticker, Net, and Out-of-Pocket Prices," see ED511827.] AU - Wei, Christina Chang Y1 - 2010/08// PY - 2010 DA - August 2010 SP - 294 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 - Institutional Characteristics KW - Two Year Colleges KW - Undergraduate Students KW - Federal Aid KW - Student Loan Programs KW - Student Characteristics KW - Undergraduate Study KW - Grants KW - Educational Finance KW - Public Colleges KW - Private Colleges KW - National Surveys KW - Dependents KW - Tuition KW - State Aid KW - Fees KW - Demography KW - Student Financial Aid KW - Paying for College KW - Family Income KW - Tax Credits KW - Tables (Data) KW - Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757166356?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: Fall 2009, Degrees and Other Awards Conferred: 2008-09, and 12-Month Enrollment: 2008-09. First Look. NCES 2010-161 AN - 754911484; ED511504 AB - This "First Look" presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2009 data collection, which included three survey components: Institutional Characteristics for the 2009-10 academic year, Completions covering the period July 1, 2008, through June 30, 2009, and 12-Month Enrollment covering academic year 2008-09. The data on which this report is based are available to researchers and the public through the IPEDS Data Center and the College Navigator. Both of these sources can be found at http://nces.ed.gov/ipeds. This "First Look" report is based on the collection of data from more than 6,700 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. Tabulations in this report focus on selected data items collected in fall 2009 from 6,822 Title IV institutions and administrative offices in the United States. Table 1 also includes the 154 Title IV institutions in the other jurisdictions. Unless otherwise indicated, imputed data were included in the tabulations in place of missing data for institutions that did not report values for the necessary items. The selected items in this report, as well as the other items collected in fall 2009, are available through the IPEDS Data Center. Several tables in this "First Look" display trends over time. In table 4, the time points displayed were chosen to demonstrate the range of data available from IPEDS for trend analysis, not to emphasize any particular period of change. In tables 5 and 6, the time period of three years was chosen to reflect the same period as the College Affordability Index (CAI). The CAI, which is calculated over a three year period, is the ratio of the percentage change in tuition and required fees for full-time, first-time undergraduate students to the percentage change in the Consumer Price Index. No comparison of tables 5 and 6 to the CAI is intended. Instead, tables 5 and 6 provide an additional, complementary source of information on the change in the price of attendance for full-time, first-time undergraduate students. Appended to this report is the survey methodology and a glossary of IPEDS terms. (Contains 13 tables and 10 footnotes.)[For the 2008 report see ED506744.] AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2010/08// PY - 2010 DA - August 2010 SP - 49 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 - Graduate Study KW - Undergraduate Students KW - Ethnicity KW - Gender Differences KW - Undergraduate Study KW - Student Characteristics KW - Race KW - Private Colleges KW - Public Colleges KW - Tuition KW - Fees KW - Academic Degrees KW - Proprietary Schools KW - Graduation KW - College Programs KW - Professional Education KW - Full Time Students KW - Enrollment KW - Student Costs KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/754911484?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Teacher Attrition and Mobility: Results from the 2008-09 Teacher Follow-Up Survey. First Look. NCES 2010-353 AN - 754906075; ED511305 AB - The Teacher Follow-up Survey (TFS) is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year's Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach. The objective of TFS is to provide information about teacher mobility and attrition among elementary and secondary school teachers who teach in grades K-12 in the 50 states and the District of Columbia. In pursuit of this objective, TFS examines the characteristics of those who stay in the teaching profession and those who leave, including retirees. By collecting information on respondents' attitudes about the teaching profession and job satisfaction (along with demographic data), TFS can address questions such as the following: (1) What percentage of teachers leaves the profession between one year and the next?; (2) What factors contribute to teachers' decisions to move to another school or to leave the profession?; (3) How many teachers move from one school to another?; and (4) Where do teachers go when they move or leave? The 2008-09 TFS was completed by about 4,750 current and former teachers. Of these respondents, about 2,600 were still teaching at the same school in the 2008-09 school year as in the previous year ("stayers"); 890 were still teaching in 2008-09, but at a different school than in the previous year ("movers"); and 1,260 had left the teaching profession in the previous year ("leavers"). Because the purpose of this report is to introduce new NCES (National Center for Education Statistics) 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 TFS rather than to discuss all of the observed differences. Appendices include: (1) Standard Error Tables; (2) Methodology and Technical Notes; and (3) Description of Variables. (Contains 22 tables and 1 exhibit.) AU - Keigher, Ashley Y1 - 2010/08// PY - 2010 DA - August 2010 SP - 53 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 - Teacher Transfer KW - Teacher Retirement KW - Career Change KW - Job Satisfaction KW - Teaching (Occupation) KW - Teacher Attitudes KW - Elementary School Teachers KW - Secondary School Teachers KW - Teacher Surveys KW - Faculty Mobility KW - Public Schools KW - Followup Studies KW - Teacher Persistence KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/754906075?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Elementary and Secondary School Student Enrollment and Staff Counts from the Common Core of Data: School Year 2008-09. First Look. NCES 2010-347 AN - 754905836; ED511128 AB - This report presents findings on the numbers of public school students and staff in the United States and other jurisdictions in school year 2008-09, 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. Because the purpose of this report is to introduce new 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 when using the CCD rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Data in this report, taken from the State Nonfiscal Survey of Public Elementary/Secondary Education, may differ from data in other CCD reports based on data from the Local Education Agency Universe Survey and the Public Elementary/Secondary School Universe Survey. Data were reported by all states, the District of Columbia, Puerto Rico, the U.S. Virgin Islands, and the Bureau of Indian Education in the 2008-09 CCD collection through the ED"Facts" system; the Department of Defense dependents schools (overseas and domestic) and the Commonwealth of the Northern Mariana Islands reported directly to the CCD. American Samoa and Guam did not report data for the 2008-09 school year. The State Nonfiscal Survey of Public Elementary/Secondary Education presents counts of students by grade and by grade and race/ethnicity. The survey also presents counts of full-time-equivalent (FTE) teachers, aides, support staff, and administrators in public schools and school districts. SEAs participate in the CCD voluntarily, following standard definitions for the data items they report. In some cases, SEAs may be unable to report a data item, or may not be able to report a data item in exact accordance with a CCD definition. When states were unable to report key data items, values for these items were collected from alternate sources, imputed, or adjusted. Appendices include: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 4 tables and 4 footnotes.) AU - Sable, Jennifer AU - Plotts, Chris Y1 - 2010/08// PY - 2010 DA - August 2010 SP - 26 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - District of Columbia KW - Puerto Rico KW - State Nonfiscal Survey of Public Elem Sec Educ KW - Virgin Islands KW - Northern Mariana Islands KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Librarians KW - Nongraded Instructional Grouping KW - Full Time Equivalency KW - School Districts KW - Elementary School Teachers KW - Secondary School Teachers KW - American Indians KW - Whites KW - Data KW - White Students KW - Public Schools KW - Enrollment KW - Data Collection KW - Pacific Islanders KW - Alaska Natives KW - Ethnicity KW - Surveys KW - Public School Teachers KW - Asian American Students KW - State Departments of Education KW - Teacher Student Ratio KW - African American Students KW - Hispanic American Students KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/754905836?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Numbers and Types of Public Elementary and Secondary Local Education Agencies from the Common Core of Data: School Year 2008-09. First Look. NCES 2010-346 AN - 754905220; ED511122 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 2008-09 school year, using data from the Local Education Agency 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 to the National Center for Education Statistics through the U.S. Department of Education's ED"Facts" data collection system. Because the purpose of this report is to introduce new 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 when using the CCD rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Appendices include: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 5 tables and 3 footnotes.) AU - Keaton, Patrick Y1 - 2010/08// PY - 2010 DA - August 2010 SP - 30 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 - State Boards of Education KW - Institutional Characteristics KW - Unions KW - School Demography KW - School Districts KW - Federal Government KW - Intermediate Administrative Units KW - Charter Schools KW - Public Agencies KW - Regional Programs KW - Public Education KW - Grouping (Instructional Purposes) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/754905220?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2007-08 (Fiscal Year 2008). First Look. NCES 2010-323 AN - 754904981; ED511396 AB - This publication contains data on revenues and expenditures per pupil made by school districts for school year 2007-08. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for charter schools are reported separately. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data. Revenues and expenditures for the 100 largest school districts are included, as well as federal revenues by program. Appended are methodology and technical notes and a Common Core of Data glossary. For total revenues and expenditures for public education made by states and the nation, readers should refer to the state-level "Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2007-08" NCES 2010-326 (ED506358). (Contains 8 tables and 1 related data file.) AU - Honegger, Steven D. Y1 - 2010/08// PY - 2010 DA - August 2010 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 - Charter Schools KW - Federal Aid KW - Expenditure per Student KW - Educational Finance KW - Public Education KW - School Districts KW - Tables (Data) KW - Income KW - School District Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/754904981?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Documentation to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2008-09, Version 1a. NCES 2010-351 AN - 1826540640; ED566138 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 (101,805 in 2008- 09) and agencies (18,103 in 2008-09) 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 includes all settings in which free public education is provided to children. In the 2008-09 CCD Local Education Agency Universe Survey, there are 18,350 records, one for each public elementary and secondary education agency in the 50 states, the District of Columbia, Puerto Rico, the DoD schools (overseas and domestic), the BIE, and the four outlying areas. After adjustments for closed agencies are removed from the count, 18,103 agencies remain. Of these 18,103 agencies, 14,059 are regular local school districts, 1,414 are supervisory unions or regional educational centers, 264 are state-operated agencies, 2,171 are charter school agencies, and 195 are federally operated or other agencies. American Samoa and Guam did not report 2008-09 CCD data. The information for American Samoa and Guam in this file was carried over from the 2007-08 data. 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, Federal Information Processing Standards (FIPS) 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, low/high grade span offered, 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, and support staff fields. This document contains a user's guide and four appendices as follows: (1) Record Layout for the Common Core of Data Local Education Agency Universe Survey: School Year 2008-09; (2) Value Distribution, Field Frequencies, and Data Tables for the Common Core of Data Local Education Agency Universe Survey: School Year 2008-09; (3) Glossary for the Common Core of Data: School Year 2008-09; and (4) State Notes for the Common Core of Data: School Year 2008-09. AU - Sable, Jennifer AU - Plotts, Christopher Y1 - 2010/08// PY - 2010 DA - August 2010 SP - 78 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - American Samoa KW - Guam KW - Northern Mariana Islands KW - Puerto Rico KW - Virgin Islands KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Rural Schools KW - Guidelines KW - School Districts KW - Surveys KW - Urban Schools KW - School Statistics KW - Suburban Schools KW - State Departments of Education KW - Data KW - Public Schools KW - English Language Learners KW - School Personnel KW - Individualized Education Programs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826540640?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Design Document for 12th Grade NAEP Preparedness Research Judgmental Standard Setting Studies: Setting Standards on the National Assessment of Educational Progress in Reading and Mathematics for 12th Grade Preparedness AN - 762467283; ED511949 AB - The National Assessment Governing Board adopted a Program of Preparedness Research in March 2009. Several categories of research studies were recommended to produce results for reporting 12th grade preparedness for the 2009 grade 12 National Assessment of Educational Progress (NAEP) in reading and mathematics. The categories included content alignment studies, statistical relationship studies, judgmental standard-setting studies, and surveys. The Governing Board will conduct a series of judgmental standard-setting studies to produce preparedness reference points on the NAEP scale for entry into job training programs and for placement in college credit-bearing courses. The purpose of this design document is to describe the procedures for the conduct of judgmental standard setting on the 2009 NAEP for grade 12 reading and mathematics. Specifically, the standard-setting activity is described in relation to the reading and mathematics skills and knowledge needed to qualify (a) for placement in entry-level credit-bearing postsecondary courses or (b) for placement in training programs in each of five occupations to be determined by the Governing Board. The design document describes the process to be implemented and the types of staff required to do the work. A modified bookmark method will be used as the judgmental standard-setting methodology. The goal is to maximize the comparability across the judgmental studies within and across the postsecondary activities. It is likely that more than one vendor will be required to implement the complete set of studies planned, and the information in this design document will allow the Governing Board to contract with multiple vendors to conduct comparable standard-setting activities for higher education and multiple occupational training programs. The design document is organized into three major sections: (1) Standard-setting Process; (2) Information Processing; and (3) Validity Evidence. Appendices include: (1) Sample Agenda for Judgmental Standard Setting; (2) Definition of 12th Grade Student Preparedness; (3) Example of Impact Data Questionnaire; (4) Examples of Process Evaluation Questionnaires; and (5) List of Twenty Potential Occupations. (Contains 19 figures and 2 tables.) Y1 - 2010/07// PY - 2010 DA - July 2010 SP - 92 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 - Grade 12 KW - High Schools KW - Higher Education KW - Postsecondary Education KW - Secondary Education KW - Workshops KW - Questionnaires KW - Standard Setting KW - Readiness KW - Validity KW - Mathematics Achievement KW - Job Training KW - Research Design KW - National Competency Tests KW - Student Placement KW - Reading Achievement KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/762467283?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Enhanced Reading Opportunities Study Final Report: The Impact of Supplemental Literacy Courses for Struggling Ninth-Grade Readers. NCEE 2010-4021 AN - 757167021; ED511811 AB - According to the National Assessment of Educational Progress (NAEP), just over 70 percent of students nationally arrive in high school with reading skills that are below "proficient"--defined as demonstrating competency over challenging subject matter. Of these students, nearly half do not exhibit even partial mastery of the knowledge and skills that are fundamental to proficient work at grade level. These limitations in literacy skills are a major source of course failure, high school dropout, and poor performance in postsecondary education. While research is beginning to emerge about the special needs of striving adolescent readers, very little is known about effective interventions aimed at addressing these needs. To help fill this gap and to provide evidence-based guidance to practitioners, the U.S. Department of Education initiated the Enhanced Reading Opportunities (ERO) study--a demonstration and rigorous evaluation of supplemental literacy programs targeted to ninth-grade students whose reading skills are at least two years below grade level. As part of this demonstration, 34 high schools from 10 school districts implemented one of two reading interventions: Reading Apprenticeship Academic Literacy (RAAL), designed by WestEd, and Xtreme Reading, designed by the University of Kansas Center for Research on Learning. These programs were implemented in the study schools for two school years. The U.S. Department of Education's (ED) Office of Elementary and Secondary Education (OESE) funded the implementation of these programs, and its Institute of Education Sciences (IES) was responsible for oversight of the evaluation. MDRC--a nonprofit, nonpartisan education and social policy research organization--conducted the evaluation in partnership with the American Institutes for Research (AIR) and Survey Research Management (SRM). The goal of the reading interventions--which consist of a year-long course that replaces a ninth-grade elective class--is to help striving adolescent readers develop the strategies and routines used by proficient readers, thereby improving their reading skills and ultimately, their academic performance in high school. The first two reports for the study evaluated the programs' impact on the two most proximal outcomes targeted by the interventions--students' reading skills and their reading behaviors at the end of ninth grade. This report--which is the final of three reports for this evaluation--examines the impact of the ERO programs on the more general outcomes that the programs hope to affect--students' academic performance in high school (grade point average [GPA], credit accumulation, and state test scores) as well as students' behavioral outcomes (attendance and disciplinary infractions). These academic and behavioral outcomes are examined during the year in which they were enrolled in the ERO programs (ninth grade), as well as the following school year (tenth grade for most students). Appendices include: (1) The ERO Programs and the ERO Teachers; (2) ERO Student Survey Measures; (3) ERO Implementation Fidelity; (4) State Tests Included in the ERO Study; (5) Response Analysis and Baseline Comparison Tables; (6) Technical Notes for Impact Findings; (7) Statistical Power and Minimum Detectable Effect Size; (8) Supplementary Impact Findings; (9) Baseline and Impact Findings, by Cohort; (10) The Association Between Reading Outcomes and Academic Performance in High School; (11) Variation in Impacts Across Sites and Cohorts; (12) Program Costs; and (13) Poststudy Adolescent Literacy Programming in the ERO Schools: Methodology and Additional Findings. (Contains 97 tables, 23 figures, 2 boxes, and 185 footnotes.) [This paper was written with Edmond Wong. For the first-year report, see ED499778. For the second report, see ED503380.] AU - Somers, Marie-Andree AU - Corrin, William AU - Sepanik, Susan AU - Salinger, Terry AU - Levin, Jesse AU - Zmach, Courtney Y1 - 2010/07// PY - 2010 DA - July 2010 SP - 417 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 10 KW - Grade 9 KW - High Schools KW - State Programs KW - Measurement KW - Program Effectiveness KW - Credits KW - Academic Achievement KW - Intervention KW - Attendance KW - National Competency Tests KW - Reading Programs KW - Discipline Problems KW - Enrichment Activities KW - Grade Point Average KW - Educational Assessment KW - Student Behavior KW - Reading Difficulties KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757167021?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Evaluation of the Comprehensive Technical Assistance Centers. Interim Report. NCEE 2010-4033 AN - 757166982; ED511810 AB - This first of two reports presents early findings from the National Evaluation of the Comprehensive Technical Assistance Centers (Comprehensive Centers), a federally funded program that provides technical assistance to states in connection with the No Child Left Behind (NCLB) Act of 2001. The law authorizing the Comprehensive Centers, the Educational Technical Assistance Act of 2002, mandated that a national evaluation of the program be conducted by the Institute of Education Sciences (IES). The legislation indicated that the evaluation should "include an analysis of the services provided...[and] the extent to which each of the comprehensive centers meets the objectives of its respective plan, and whether such services meet the educational needs of State educational agencies, local educational agencies, and schools in the region." The program evaluation is conducted by Branch Associates, Inc., Decision Information Resources, Inc., and Policy Studies Associates, Inc. This report addresses the first of the evaluation's three rounds of data collection, pertaining to the Centers' work of July 2006 through June 2007. It describes the program design and, drawing upon data provided by the Centers and their clients, program operations. It also describes assessments of Center activities and resources, reporting on quality as judged by panels of subject-matter experts, and on relevance, usefulness, and contributions to capacity as judged by practitioners (namely, state-level managers and also clients who participated directly in Center activities or received Center products). A final report will provide parallel findings for 2007-08 and 2008-09. In addition, it will present findings from case studies of capacity building at the state level and any changes in findings over time. Appendices include: (1) Comprehensive Center Lead Grantee and Subgrantee Organizations; (2) Study Sample; (3) Describing Center Operations; (4) Survey of Senior State Managers; and (5) Ratings of Q Relevance, and Usefulness. (Contains 58 exhibits, 6 tables and 70 footnotes.) AU - Turnbull, Brenda J. AU - White, Richard N. AU - Sinclair, Elizabeth AU - Riley, Derek AU - Sipe, Cynthia L. AU - Pistorino, Carol Y1 - 2010/07// PY - 2010 DA - July 2010 SP - 217 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 Effectiveness KW - Program Design KW - State Action KW - Case Studies KW - Task Analysis KW - School Districts KW - Exhibits KW - Organizational Objectives KW - Needs Assessment KW - Educational Needs KW - Federal Legislation KW - Program Implementation KW - Program Development KW - Program Evaluation KW - Administrative Organization KW - Technical Assistance KW - Research Administration UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757166982?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Effectiveness of Mandatory-Random Student Drug Testing. NCEE 2010-4025 AN - 754911500; ED511054 AB - To help assess the effects of school-based random drug testing programs, the U.S. Department of Education's Institute of Education Sciences (IES) contracted with RMC Research Corporation and Mathematica Policy Research to conduct an experimental evaluation of the Mandatory-Random Student Drug Testing (MRSDT) programs in 36 high schools within seven districts that received Office of Safe and Drug-Free Schools (OSDFS) grants in 2006. This report describes the implementation of the MRSDT programs and their impacts on students-focusing primarily on student-reported substance use but also examining other outcomes. The study's key findings indicate that Consistent with the goals of the program, students subject to MRSDT reported less substance use than comparable students in high schools without MRSDT. Specifically, student-reported past-30-day use of substances tested under their districts' MRSDT policies was lower in schools implementing MRSDT than in schools without such policies. A similar, though not statistically significant, pattern was observed on other student-reported substance use measures. However, the MRSDT program had no "spillover effects" on the substance use reported by students who were not subject to testing and had no effect on any group of students' reported intentions to use substances in the future. Contrary to concerns raised about the possible unintentional negative consequences of random drug testing, the MRSDT program had no effect on the proportion of students participating in activities subject to drug testing or on students' attitudes toward school and perceived consequences of substance use. Finally, there was some evidence that impacts of the MRSDT program were related to the ways in which the programs were implemented. Both testing for a larger number of substances and testing for alcohol and tobacco were significantly correlated with lower substance use in the treatment schools relative to the control schools. However, it was not possible to distinguish between these two factors due to the fact that districts tested for a larger number of substances were also those districts that tested for alcohol or tobacco. Impacts were not significantly related to other implementation characteristics examined. Appended are: (1) Random Assignment; (2) Obtaining Parental Consent; (3) Sample Sizes and Response Analysis; (4) Diagnostic Analyses; (5) Outcome Measures; (6) Estimating Impacts; (7) Assessing the Robustness of the Impacts; (8) Impacts on Individual Substances; (9) Impacts on Student Subgroups; and (10) Study Instruments. (Contains 81 tables, 9 figures, and 26 footnotes.) AU - James-Burdumy, Susanne AU - Goesling, Brian AU - Deke, John AU - Einspruch, Eric Y1 - 2010/07// PY - 2010 DA - July 2010 SP - 328 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Drinking KW - Program Effectiveness KW - Measures (Individuals) KW - Substance Abuse KW - Drug Use Testing KW - Grants KW - Educational Attitudes KW - Measurement Techniques KW - Comparative Analysis KW - Smoking KW - Parent Responsibility KW - Student Attitudes KW - Program Implementation KW - Parent Participation KW - Program Evaluation KW - Sample Size KW - High School Students KW - Drug Use UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/754911500?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 2008-09. First Look. NCES 2010-345 AN - 742880487; ED510766 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 2008-09 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 to the National Center for Education Statistics through the U.S. Department of Education's ED"Facts" collection system. Because the purpose of this report is to introduce new 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 when using the CCD rather than to discuss all of the observed differences. The Public Elementary/Secondary School Universe Survey reports the numbers and types of schools. Information about schools includes the type of school, its status (new, continuing, closed, etc.), and whether it is a charter school, magnet school, and/or Title I school. The survey also reports 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.) AU - Chen, Chen-Su Y1 - 2010/07// PY - 2010 DA - July 2010 SP - 35 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act Title I KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Low Income Groups KW - Special Education KW - Federal Aid KW - Rural Schools KW - Magnet Schools KW - Urban Schools KW - School Statistics KW - Secondary Schools KW - School Closing KW - Suburban Schools KW - Charter Schools KW - Public Schools KW - Teacher Student Ratio KW - Nontraditional Education KW - Vocational Education KW - Tables (Data) KW - Disadvantaged Schools KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742880487?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 2007 School Crime Supplement to the National Crime Victimization Survey. NCES 2010-319 AN - 742874440; ED510885 AB - Student victimization in schools is a major concern of educators, policymakers, administrators, parents, and students. Understanding the scope of the criminal victimization of students, as well as the factors associated with it, is an essential step in developing solutions to address the issues of school crime and violence. This report uses data from the 2007 School Crime Supplement (SCS) to examine student criminal victimization and the characteristics of crime victims and nonvictims. It also provides findings on student reports of the presence of gangs and weapons and the availability of drugs at school, student reports of bullying and cyberbullying, and fear and avoidance behaviors of crime victims and nonvictims at school. The results of this report are presented in five sections. The first two sections discuss the prevalence and type of student criminal victimization at school and selected characteristics of victims, including their demographic characteristics and school type. The third section explores crime victim and nonvictim reports of conditions of school climate, such as the presence of gangs and weapons and the availability of drugs. The fourth section examines criminal victimization and student reports of bullying and cyberbullying at school. The fifth section examines criminal victimization and student reports of security measures taken at school to secure school buildings and the use of designated personnel and the enforcement of administrative procedures at school to ensure student safety. The sixth section examines fear and avoidance behaviors of crime victims and nonvictims, such as skipping class or avoiding specific places at school. Five appendixes are included: (1) Technical Notes; (2) Standard Error Tables; (3) Selected Items From the 2007 National Crime Victimization Survey Basic Screen Questionnaire (NCVS-1); (4) Selected Items From the 2007 National Crime Victimization Survey Crime Incident Report (NCVS-2); and (5) 2007 School Crime Supplement to the National Crime Victimization Survey Instrument. 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. (Contains 16 tables, 5 figures, 16 tables, and 13 footnotes.)[To review "Student Victimization in U.S. Schools: Results from the 2005 School Crime Supplement to the National Crime Victimization Survey. NCES 2009-306" please see ED503000.] AU - DeVoe, Jill Fleury AU - Bauer, Lynn Y1 - 2010/07// PY - 2010 DA - July 2010 SP - 75 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Researchers KW - Policymakers KW - Crime KW - Fear KW - Response Rates (Questionnaires) KW - Error of Measurement KW - Surveys KW - School Security KW - Antisocial Behavior KW - Criminals KW - Multivariate Analysis KW - Weapons KW - Educational Environment KW - Juvenile Gangs KW - Victims of Crime KW - Interviews KW - Drug Use KW - Adolescents KW - Bullying UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742874440?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains. NCEE 2010-4004 AN - 742873443; ED511026 AB - This paper addresses likely error rates for measuring teacher and school performance in the upper elementary grades using value-added models applied to student test score gain data. Using realistic performance measurement system schemes based on hypothesis testing, we develop error rate formulas based on OLS and Empirical Bayes estimators. Simulation results suggest that value-added estimates are likely to be noisy using the amount of data that are typically used in practice. Type I and II error rates for comparing a teacher's performance to the average are likely to be about 25 percent with three years of data and 35 percent with one year of data. Corresponding error rates for overall false positive and negative errors are 10 and 20 percent, respectively. Lower error rates can be achieved if schools are the performance unit. The results suggest that policymakers must carefully consider likely system error rates when using value-added estimates to make high-stakes decisions regarding educators. Appendices include: (1) Comparing the HLM and EVAAS Models; and (2) Obtaining Realistic ICC Values. (Contains 11 tables, 2 figures, and 6 footnotes.) AU - Schochet, Peter Z. AU - Chiang, Hanley S. Y1 - 2010/07// PY - 2010 DA - July 2010 SP - 64 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 - Performance Based Assessment KW - Scores KW - Educational Testing KW - Achievement Gains KW - Teacher Effectiveness KW - Scoring Formulas KW - Teacher Evaluation KW - Bayesian Statistics KW - Statistical Analysis KW - Error Patterns KW - Student Evaluation KW - Hypothesis Testing UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742873443?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2007-08. Statistical Analysis Report. NCES 2010-349 AN - 742872887; ED511027 AB - This report describes the characteristics of the 100 largest public elementary and secondary school districts in the United States and its jurisdictions. These districts are defined as the 100 largest according to the size of their student population. The information in this report was provided by state education agency officials to the National Center for Education Statistics (NCES) for inclusion in the Common Core of Data (CCD). The report uses data from the 2007-08 school year and includes student membership and staff in public schools and school districts in the 50 states and the District of Columbia, Puerto Rico, the Bureau of Indian Education, the Department of Defense dependents schools (overseas and domestic), and the four outlying areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands). This report also includes graduate counts, high school dropout rates, and graduation rates for the 2006-07 school year and revenues and expenditures for fiscal year (FY) 2007. Highlights of the report include the following: (1) The 100 largest public school districts, representing less than 1 percent (0.6 percent) of all school districts in the United States and jurisdictions, were responsible for the education of 22 percent of all public school students (table 1); (2) The 100 largest public school districts employed 21 percent of the United States and jurisdictions' public school full-time-equivalent (FTE) teachers and contained 17 percent of all public schools and 20 percent of 2006-07 school year public high school completers (table 1); (3) The 100 largest public school districts had larger average school enrollments compared to the average for all school districts (677 vs. 513) as well as a higher median pupil/teacher ratio (15.4 vs. 15.2) (table 1); (4) The majority of students in the 100 largest school districts were Hispanic or Black (63 percent) (table 2). The percentage of students in the 100 largest public school districts who were Hispanic was 37 percent, compared to 22 percent of students in all school districts. The percentage of students in the 100 largest school districts who were Black was 26 percent, compared to 17 percent of students in all school districts; (5) In FY 2007, current expenditures per pupil in the 100 largest public school districts ranged from lows of $6,250 in the Puerto Rico Department of Education and $5,886 in the Alpine District, Utah to highs of $21,801 in Boston, Massachusetts and $20,162 in the New York City Public Schools, New York (table A-14); and (6) Three states--California, Florida, and Texas--accounted for 45 out of the 100 largest public school districts (table D-3). Appendices include: (1) Basic Tables; (2) Methodology; (3) Glossary; and (4) Supplementary Tables. (Contains 23 tables, 1 figure and 14 footnotes. AU - Plotts, Chris AU - Sable, Jennifer Y1 - 2010/07// PY - 2010 DA - July 2010 SP - 81 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - District of Columbia KW - Puerto Rico KW - American Samoa KW - Guam KW - Northern Mariana Islands KW - Virgin Islands KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Student Characteristics KW - Dropout Rate KW - School Districts KW - Dropouts KW - School District Size KW - Expenditures KW - Public Schools KW - Statistical Analysis KW - Enrollment KW - American Indian Education KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742872887?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Status and Trends in the Education of Racial and Ethnic Groups. NCES 2010-015 AN - 742860200; ED510909 AB - "Status and Trends in the Education of Racial and Ethnic Groups" examines the educational progress and challenges of students in the United States by race/ethnicity. This report shows that over time, the numbers of students of each race/ethnicity who have completed high school and continued their education in college have increased. Despite these gains, the rate of progress has varied, and differences persist among Whites, Blacks, Hispanics, Asians, Native Hawaiians or Other Pacific Islanders, American Indians/Alaska Natives and students of two or more races in their performance on key indicators of educational performance. The report begins with demographic information (chapter 1) and then is organized roughly according to the chronology of an individual's education, starting with indicators on preprimary, elementary, and secondary education (chapter 2), student achievement (chapter 3) and persistence in education (chapter 4), behaviors that can affect educational experience (chapter 5), participation in postsecondary education (chapter 6), and outcomes of education (chapter 7). Guide to Sources is appended. (Contains 65 tables, 52 figures and 33 footnotes.) AU - Aud, Susan AU - Fox, Mary Ann AU - KewalRamani, Angelina Y1 - 2010/07// PY - 2010 DA - July 2010 SP - 181 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Higher Education KW - Postsecondary Education KW - Secondary Education KW - Family Characteristics KW - Substance Abuse KW - Hawaiians KW - Unemployment KW - Advanced Placement KW - Academic Achievement KW - Educational Trends KW - Educational Attainment KW - American Indians KW - Outcomes of Education KW - Demography KW - Comparative Analysis KW - Reading Achievement KW - White Students KW - Minority Groups KW - Preschool Education KW - Enrollment Trends KW - Educational Experience KW - Enrollment KW - Academic Persistence KW - Student Behavior KW - Pacific Islanders KW - Alaska Natives KW - Advanced Courses KW - College Entrance Examinations KW - Special Needs Students KW - Ethnicity KW - After School Programs KW - Educational Indicators KW - Mathematics Achievement KW - Race KW - School Safety KW - Pregnancy KW - Student Financial Aid KW - Public Agencies KW - Asian Americans KW - African American Students KW - Hispanic American Students KW - Educational Status Comparison UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742860200?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Guidance on School Improvement Grants under Section 1003(g) of the Elementary and Secondary Education Act of 1965. Revised AN - 1826540544; ED565878 AB - The School Improvement Grants (SIG) program is authorized by section 1003(g) of the Elementary and Secondary Education Act of 1965 (ESEA). Under section 1003(g)(1) of the ESEA, the Secretary must "award grants to States to enable the States to provide subgrants to local educational agencies for the purpose of providing assistance for school improvement consistent with section 1116." From a grant received pursuant to that provision, a State educational agency (SEA) must subgrant at least 95 percent of the funds it receives to its local educational agencies (LEAs) for school improvement activities. In awarding such subgrants, an SEA must "give priority to the local educational agencies with the lowest-achieving schools that demonstrate: (1) the greatest need for such funds; and (2) the strongest commitment to ensuring that such funds are used to provide adequate resources to enable the lowest-achieving schools to meet the goals under school and local educational improvement, corrective action, and restructuring plans under section 1116." The regulatory requirements expand upon these provisions, further defining LEAs with the "greatest need" for SIG funds and the "strongest commitment" to ensuring that such funds are used to raise substantially student achievement in the persistently lowest-achieving schools in the State. This guidance includes revisions and additional questions to previously published guidance reports. Y1 - 2010/06/29/ PY - 2010 DA - 2010 Jun 29 SP - 78 PB - Office of Elementary and Secondary Education. 400 Maryland Ave SW, Washington, DC 20202. KW - Elementary Secondary Education Act KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Federal Aid KW - Educational Legislation KW - Improvement Programs KW - Grants KW - Accountability KW - Educational Improvement KW - Eligibility KW - School Closing KW - Models KW - State Departments of Education KW - School Turnaround KW - Fidelity KW - Federal Legislation KW - School Councils KW - Federal Programs KW - Educational Change KW - Guidance KW - Definitions UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826540544?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Principal Attrition and Mobility: Results from the 2008-09 Principal Follow-Up Survey. First Look. NCES 2010-337 AN - 762466963; ED511937 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 about similar movements among school principals. In order to inform discussions and decisions among policymakers, researchers, and parents, the 2008-09 Principal Follow-up Survey (PFS) was initiated as a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools in the 50 states and the District of Columbia. Collected in school year 2008-09, the PFS was designed as a component of the 2007-08 Schools and Staffing Survey (SASS) and was sponsored by NCES of the Institute of Education Sciences within the U.S. Department of Education. Conducted by the U.S. Census Bureau, data collection for the 2008-09 PFS began in March 2009, when paper questionnaires were mailed to schools, and ended in June 2009. Although the collection contained a telephone follow-up, the information was collected primarily through the following mailed questionnaires: the Principal Status Form for Public Schools (form SASS-30A) and the School Head/Principal Status Form for Private Schools (form SASS-30B). The 2008-09 PFS assessed how many school principals in the 2007-08 school year still worked as a principal in the same school in the 2008-09 school year, how many had moved to become a principal in another school, and how many had left the principalship altogether. Schools that returned the 2007-08 SASS principal questionnaires were included in the PFS sample. The sample included about 7,460 public schools, 130 BIE schools, and 1,890 private schools. The unit response rates varied from 97 percent for private schools to 99 percent for public and BIE schools. Appendix table B-2 contains the unit and overall response rates for each of the PFS and SASS public, private, and BIE principal surveys. More information about the data files can be found in appendix B. The PFS questionnaires can be found in the appendix D. 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 PFS rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. Appendices include: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Variables; and (4) 2008-09 Principal Status Forms. (Contains 25 tables and 6 footnotes. AU - Battle, Danielle Y1 - 2010/06// PY - 2010 DA - June 2010 SP - 60 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 - Institutional Characteristics KW - Job Satisfaction KW - Questionnaires KW - Administrator Role KW - Principals KW - Response Rates (Questionnaires) KW - Error of Measurement KW - Occupational Mobility KW - Administrator Characteristics KW - Work Experience KW - Labor Turnover KW - Educational Environment KW - Public Schools KW - Followup Studies KW - American Indian Education KW - Sampling KW - Work Environment KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/762466963?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - BOOK T1 - National Indian Education Study 2009 -- Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8 AN - 758117673; 2010-610028 AB - The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the US. This report presents the results for Part II of the study focusing on the educational experiences of fourth- and eighth-grade AI/AN students based on survey data collected as part of the 2009 National Assessment of Educational Progress (NAEP). Tables, Figures. JF - United States National Center for Education Statistics, Jun 2010, 61 pp. AU - National Center for Education Statistics Y1 - 2010/06// PY - 2010 DA - June 2010 PB - United States National Center for Education Statistics KW - Population groups, population policy, and demographics - Native races 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 - Indians KW - Education KW - Statistics KW - Surveys KW - Inuit KW - Students KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/758117673?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:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Paying+for+College%3A+Changes+Between+1990+and+2000+for+Full-Time+Dependent+Undergraduates.+Findings+from+The+Condition+of+Education+2004+NCES+2004%3F075&rft.au=Choy%2C+Susan+P.&rft.aulast=Choy&rft.aufirst=Susan&rft.date=2004-06-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/nationsreportcard/pdf/studies/2010463.pdf LA - English DB - PAIS Index N1 - Date revised - 2010-10-12 N1 - Publication note - United States National Center for Education Statistics, 2010 N1 - SuppNotes - NCES 2010-463 N1 - Last updated - 2016-09-28 ER - TY - BOOK T1 - National Indian Education Study -- Part I: Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2009 Reading and Mathematics Assessments AN - 758117235; 2010-610027 AB - The National Indian Education Study (NIES), conducted under the direction of the National Center for Education Statistics on behalf of the US Department of Education's Office of Indian Education, is a two-part study designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the US. This report presents the results for Part I of the study focusing on the performance of AI/AN fourth- and eighth-graders on the 2009 National Assessment of Educational Progress in reading and mathematics. Tables, Figures, Appendixes. JF - United States National Center for Education Statistics, Jun 2010, 98 pp. AU - National Center for Education Statistics Y1 - 2010/06// PY - 2010 DA - June 2010 PB - United States National Center for Education Statistics KW - Population groups, population policy, and demographics - Native races KW - Education and education policy - Education KW - Education and education policy - Education personnel and population KW - Education and education policy - Statistics, research, research methods, and research support KW - United States KW - Indians KW - Statistics KW - Inuit KW - Performance KW - Students KW - Education, Primary KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/758117235?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=2010-06-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=National+Indian+Education+Study+--+Part+I%3A+Performance+of+American+Indian+and+Alaska+Native+Students+at+Grades+4+and+8+on+NAEP+2009+Reading+and+Mathematics+Assessments&rft.title=National+Indian+Education+Study+--+Part+I%3A+Performance+of+American+Indian+and+Alaska+Native+Students+at+Grades+4+and+8+on+NAEP+2009+Reading+and+Mathematics+Assessments&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/nationsreportcard/pdf/studies/2010462.pdf LA - English DB - PAIS Index N1 - Date revised - 2010-10-12 N1 - Publication note - United States National Center for Education Statistics, 2010 N1 - SuppNotes - NCES 2010-462 N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - Public School Graduates and Dropouts from the Common Core of Data: School Year 2007-08. First Look. NCES 2010-341 AN - 742871027; ED510044 AB - This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9 through 12 for public schools in school year 2007-08. The counts of graduates, dropouts, and enrollments by grade are from the National Center for Education Statistics (NCES) Common Core of Data (CCD) nonfiscal surveys of public elementary/secondary education. The data for this collection were reported to NCES through the U. S. Department of Education's ED"Facts" data collection system by state education agencies (SEAs). Although data from six sequential school years are presented in tables 3 and 7, only comparisons between the 2007-08 and 2006-07 school years are presented in the text. This report includes counts of high school graduates for school year 2007-08 for 49 states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands. Data for high school graduates were missing from CCD reports for South Carolina, the Bureau of Indian Education, the U.S. Department of Defense domestic and overseas dependents schools, American Samoa, the Commonwealth of the Northern Mariana Islands, and Guam. Graduate counts were reported by race/ethnicity for 48 states, the District of Columbia, Puerto Rico, and the U.S. Virgin Islands. Delaware did not report graduate counts by race/ethnicity. The AFGR could not be calculated by race/ethnicity for Nevada as enrollments by race/ethnicity were not reported for the 2004-05 school year. This report includes 2007-08 school year dropout data for 49 states, the District of Columbia and the U.S. Virgin Islands. The high frequency of missing data resulted in the suppression of dropout counts from Vermont. The reported dropout counts for Puerto Rico produced unrealistically low dropout rates and were therefore suppressed (see Appendix A for more details). The Bureau of Indian Education, the Department of Defense domestic and overseas dependents schools, American Samoa, the Northern Marianas, and Guam did not report dropouts. Selected findings include: (1) Across the United States, excluding South Carolina, a total of 2,965,286 public school students received a high school diploma in 2007-08, resulting in an Averaged Freshman Graduation Rate (AFGR) of 74.9 percent; (2) Across all reporting states, the Averaged Freshmen Graduation Rate (AFGR) was highest for Asian/Pacific Islander students (91.4 percent); (3) A comparison of data from 2007-08 to data from the prior school year, 2006-07, shows a percentage point or greater increase in the Averaged Freshmen Graduation Rate (AFGR) for 16 states and the District of Columbia; (4) There were 613,379 dropouts from high school (grades 9 through 12) with an overall event dropout rate of 4.1 percent across all 49 reporting states and the District of Columbia in 2007-08; (5) Across all reporting states, the dropout rates increased as grade level increased; (6) Across all 47 states that were able to report high school dropouts by race/ethnicity the dropout rate was lowest for Asian/Pacific Islanders at 2.4 percent; (7) Comparisons between high school dropout rates in the 2006-07 and 2007-08 school years could be made for 48 states and the District of Columbia; and (8) Across the 47 states that were able to report high school dropouts by gender, the dropout rate was higher for males than for females at 4.6 percent and 3.5 percent, respectively. Methodology and Technical Notes is appended. (Contains 8 tables and 7 footnotes.) AU - Stillwell, Robert Y1 - 2010/06// PY - 2010 DA - June 2010 SP - 34 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - District of Columbia KW - Puerto Rico KW - Virgin Islands KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Geographic Location KW - Ethnicity KW - Educational Indicators KW - Dropout Rate KW - Race KW - Asian American Students KW - Dropouts KW - Data KW - Graduation KW - Public Schools KW - High Schools KW - American Indian Education KW - Tables (Data) KW - Pacific Islanders KW - Graduation Rate KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742871027?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Evaluation of Charter School Impacts: Final Report. NCEE 2010-4029 AN - 742869457; ED510573 AB - Adding to the growing debate and evidence base on the effects of charter schools, this evaluation was conducted in 36 charter middle schools in 15 states. It compares the outcomes of 2,330 students who applied to these schools and were randomly assigned by lotteries to be admitted (lottery winners) or not admitted (lottery losers) to the schools. Both sets of students were tracked over two years and data on student achievement, academic progress, behavior, and attitudes were collected. The study is the first large-scale randomized trial of the effectiveness of charter schools in varied types of communities and states. Among the key findings were that, on average, charter middle schools that held lotteries were neither more nor less successful than traditional public schools in improving math or reading test scores, attendance, grade promotion, or student conduct within or outside of school. Being admitted to a study charter school did significantly improve both students' and parents' satisfaction with school. Charter middle schools' impact on student achievement varied significantly across schools. Charter middle schools in urban areas--as well as those serving higher proportions of low-income and low achieving students--were more effective (relative to their nearby traditional public schools) than were other charter schools in improving math test scores. Some operational features of charter middle schools were associated with less negative impacts on achievement. These features include smaller enrollments and the use of ability grouping in math or English classes. There was no significant relationship between achievement impacts and the charter schools' policy environment. Because the study could only include charter middle schools that held lotteries, the results do not necessarily apply to the full set of charter middle schools in the U.S. Appended are: (1) Selecting the Charter School and Student Samples; (2) Calculation of Sample Weights; (3) Outcome Measures for the Impact Analysis; (4) Analytic Methods; (5) Supplemental Materials for Chapter III; (6) Supplemental Tables for Chapter IV; and (7) Supplemental Tables for Chapter V. (Contains 78 tables, 29 figures, and 164 footnotes.) [For the study snapshot of this full report, see ED510574.] AU - Gleason, Philip AU - Clark, Melissa AU - Tuttle, Christina Clark AU - Dwoyer, Emily Y1 - 2010/06// PY - 2010 DA - June 2010 SP - 259 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Middle Schools KW - Institutional Characteristics KW - Program Effectiveness KW - Reading Tests KW - Context Effect KW - Small Schools KW - Admission Criteria KW - Academic Achievement KW - Competitive Selection KW - Longitudinal Studies KW - Outcomes of Education KW - Charter Schools KW - Satisfaction KW - Student Attitudes KW - Urban Areas KW - Mathematics Tests KW - Parent Attitudes KW - Weighted Scores KW - Ability Grouping KW - Admission (School) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742869457?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Indian Education Study--Part I: Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2009 Reading and Mathematics Assessments. NCES 2010-462 AN - 742864858; ED510598 AB - The National Indian Education Study (NIES) is administered as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow more in-depth reporting on the achievement and experiences of American Indian/Alaska Native (AI/AN) students. It fulfills a mandate of Executive Order 13336 issued in 2004 calling for closer examination of the educational experiences and progress of AI/AN students as well as the promotion of research opportunities and collaboration with tribal communities. This report, the first in a two-part series in 2009, presents results on the achievement of AI/AN fourth- and eighth-graders in reading and mathematics. Results are reported for AI/AN students in the nation and for 12 states with relatively large populations of AI/AN students. The performance of AI/AN students is compared to that of other race/ethnicity groups as well as among AI/AN students based on gender, eligibility for the National School Lunch Program, region of the country, type of school location, and the proportion of AI/AN students in the schools they attend. Results from the 2009 assessments are also compared to the results from 2007 and 2005. Part II of the NIES, which is reported separately, provides information on the educational experiences of the fourth- and eighth-grade American Indian and Alaska Native students based on a survey administered as part of the NAEP assessments. (Contains 26 tables and 28 figures.) [For "Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8. Statistical Analysis Report. NCES 2010-463" see ED510597.] AU - Grigg, W. AU - Moran, R. AU - Kuang, M. Y1 - 2010/06// PY - 2010 DA - June 2010 SP - 101 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - United States KW - Alaska KW - Arizona KW - Minnesota KW - Montana KW - New Mexico KW - North Carolina KW - North Dakota KW - Oklahoma KW - Oregon KW - South Dakota KW - Utah KW - Washington KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - Reading Tests KW - Student Improvement KW - Rural Urban Differences KW - Rural Schools KW - Regional Characteristics KW - Scores KW - Urban Schools KW - National Competency Tests KW - American Indians KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Mathematics Tests KW - American Indian Education KW - Alaska Natives KW - Low Income Groups KW - Gender Differences KW - Mathematics Achievement KW - Racial Differences KW - Achievement Gains KW - Suburban Schools KW - Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742864858?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Indian Education Study--Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8. Statistical Analysis Report. NCES 2010-463 AN - 742861715; ED510597 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. This report, the second in a two-part series based on the 2009 NIES survey, describes AI/AN students, their teachers and schools, and the integration of native culture and language in their education. Part I of the series reports on the achievement of AI/AN students in reading and mathematics. (Contains 23 tables and 24 figures.) [For Part I, "Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2009 Reading and Mathematics Assessments. NCES 2010-462" see ED510598.] AU - Mead, N. AU - Grigg, W. AU - Moran, R. AU - Kuang, M. Y1 - 2010/06// PY - 2010 DA - June 2010 SP - 64 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Community KW - Teachers KW - Practitioners KW - Policymakers KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - American Indian Culture KW - School Community Relationship KW - Culturally Relevant Education KW - American Indian Languages KW - Student Characteristics KW - National Surveys KW - American Indians KW - Educational Environment KW - Student School Relationship KW - Family School Relationship KW - Parent Student Relationship KW - Educational Experience KW - Academic Aspiration KW - American Indian Education KW - Student Evaluation KW - Language of Instruction KW - Alaska Natives KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742861715?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Evaluation of the DC Opportunity Scholarship Program: Final Report. NCEE 2010-4018 AN - 742861253; ED510451 AB - The District of Columbia School Choice Incentive Act of 2003, passed by Congress in January 2004, established the first federally funded, private school voucher program in the United States. Since that time, more than 8,400 students have applied for what is now called the DC Opportunity Scholarship Program (OSP), and a rigorous evaluation of the Program, mandated by Congress, has been underway. This last formal report from the ongoing evaluation describes the impacts of the Program at least four years after families who applied and were given the option to move from a public school to a participating private school of their choice. The research priorities for the evaluation were shaped largely by the primary topics of interest specified in the statute. This legislative mandate led the evaluators to focus on the following research questions: (1) What is the impact of the Program on student academic achievement? (2) What is the impact of the Program on other student measures? (3) What effect does the Program have on school safety and satisfaction? (4) What is the effect of attending private versus public schools? (5) To what extent is the Program influencing public schools and expanding choice options for parents in Washington, DC? These research questions are consistent with the topics that scholars and policymakers have identified as important questions of interest surrounding private school scholarship programs. The report found that that the Program had mixed longer-term effects on participating students and their parents, including: (1) No conclusive evidence that the OSP affected student achievement overall, or for the high-priority group of students who applied from "schools in need of improvement"; (2) The Program significantly improved students' chances of graduating from high school, according to parent reports. Overall, 82 percent of students offered scholarships received a high school diploma, compared to 70 percent of those who applied but were not offered scholarships. This graduation rate improvement also held for the subgroup of OSP students who came from "schools in need of improvement."; and (3) Although parents had higher satisfaction and rated schools as safer if their child was offered or used an OSP scholarship, students reported similar ratings for satisfaction and safety regardless of whether they were offered or used a scholarship. Appendices include: (1) Research Methodology; (2) Benjamini-Hochberg Adjustments for Multiple Comparisons; (3) Sensitivity Testing; (4) Relationship Between Attending a Private School and Key Outcomes; (5) Detailed ITT Tables; (6) Exploration of Whether Parents Get What They Seek From School Choice; (7) To What Extent Are Treatment Effects of the OSP Observed Across the Outcome Test-Score Distribution? Quantile Regression Analysis of the OSP; and (8) Intermediate Outcome Measures. (Contains 99 tables, 31 figures, and 61 footnotes.) AU - Wolf, Patrick AU - Gutmann, Babette AU - Puma, Michael AU - Kisida, Brian AU - Rizzo, Lou AU - Eissa, Nada AU - Carr, Matthew Y1 - 2010/06// PY - 2010 DA - June 2010 SP - 214 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - Stanford Achievement Tests KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - High Schools KW - Item Response Theory KW - Scholarships KW - Scores KW - School Safety KW - Educational Attainment KW - Regression (Statistics) KW - Control Groups KW - Public Schools KW - Federal Legislation KW - Educational Environment KW - Participation KW - Enrollment KW - School Choice KW - Sample Size KW - Educational Vouchers KW - Graduation Rate KW - Private Schools KW - Effect Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742861253?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Evaluation of Charter School Impacts: NCEE Study Snapshot. NCEE 2010-4031 AN - 742861013; ED510574 AB - Charter middle schools popular enough to hold admissions lotteries are, on average, no more successful than nearby traditional public schools in boosting student achievement, behavior, and attendance. However, charter schools vary widely; some are more effective and some are less effective than nearby traditional public schools. Those located in large urban areas and those serving disadvantaged students are the most successful. Overall, parents and students who win entry into a charter are more likely to be satisfied with their school than those who do not win and must attend another school. (Contains 3 figures.) [IES develops these briefs to offer short, accessible summaries of complex technical evaluation reports. For the full final report with technical details, Gleason, P., Clark, M., Tuttle, C., and Dwoyer, E. (2010). "The Evaluation of Charter School Impacts" (NCEE 2010-4029), see: ED510573.] Y1 - 2010/06// PY - 2010 DA - June 2010 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 - Middle Schools KW - Institutional Characteristics KW - Program Effectiveness KW - Reading Tests KW - Context Effect KW - Small Schools KW - Admission Criteria KW - Academic Achievement KW - Scores KW - Competitive Selection KW - Outcomes of Education KW - Charter Schools KW - Satisfaction KW - Student Attitudes KW - Urban Areas KW - Mathematics Tests KW - Parent Attitudes KW - Ability Grouping KW - Admission (School) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742861013?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Evaluation of the DC Opportunity Scholarship Program: Final Report. NCEE Study Snapshot. NCEE 2010-4032 AN - 742859130; ED510452 AB - Called the DC Opportunity Scholarship Program (OSP) since its inception, the federally funded program provided scholarships of up to $7,500 for low income residents of the District of Columbia to send their children to participating private schools. Overall, low-income students who were awarded vouchers to attend private schools through the OSP were performing at similar levels in reading and math 4 to 5 years later as students who also applied to the OSP, but were not awarded scholarships. However, students awarded vouchers graduated at significantly higher rates than did their counterparts, according to parent reports. The OSP also had a positive impact on parents' satisfaction with their child's school and their perceptions of the school's safety, but students themselves rated school satisfaction and safety the same whether they received a voucher or not. (Contains 2 figures.) [This snapshot was based from the following study: Wolf, Patrick, Babette Gutmann, Michael Puma, Brian Kisida, Lou Rizzo, Nada Eissa, and Matthew Carr. (2010). "Evaluation of the DC Opportunity Scholarship Program: Final Report." Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance (ED510451).] Y1 - 2010/06// PY - 2010 DA - June 2010 SP - 4 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - Parent Reports KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Program Effectiveness KW - Scholarships KW - Low Income KW - Academic Achievement KW - Scores KW - School Safety KW - Outcomes of Education KW - Participant Satisfaction KW - Federal Legislation KW - Parent Attitudes KW - Program Evaluation KW - Graduation Rate KW - Educational Vouchers KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742859130?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Documentation for the 2007-08 Schools and Staffing Survey. NCES 2010-332 AN - 1826531443; ED565839 AB - The Schools and Staffing Survey (SASS) is conducted by the National Center for Education Statistics (NCES) on behalf of the United States Department of Education in order to collect extensive data on American public and private elementary and secondary schools. SASS provides data on the characteristics and qualifications of teachers and principals, teacher hiring practices, professional development, class size, and other conditions in schools across the nation. SASS is a large-scale sample survey of K-12 school districts, schools, teachers, library media centers, and administrators in the United States. It includes data from public, public charter, private, and Bureau of Indian Education (BIE)-funded school sectors. Therefore, SASS provides a multitude of opportunities for analysis and reporting on elementary and secondary educational issues. This report contains chapters on changes in SASS design, content, and methodology from 2003-04, preparation for the 2007-08 SASS, sample design and implementation, data collection, response rates, data processing, imputation procedures, weighting and variance estimation, a review of the quality of SASS data, SASS data files and merging information, and user notes and cautions. The following are appended: (1) Key Terms for SASS; (2) Questionnaire Availability; (3) Summary of the 2005-06 SASS Methodological Pretest Findings and Recommendations for the 2007-08 SASS; (4) Analysis of Changes to the 2005-06 SASS Pretest Teacher Listing Form and TFS-1(X) and Recommendations for the 2007-08 SASS and 2008-09 TFS; (5) Quality of Address Corrections from FirstData for Schools in the 2005-06 SASS Pretest; (6) Focus Group Findings and Recommendations: Collection of Teacher Compensation Data through SASS; (7) Results of School District Data Collection Study: Potential for Collecting Teacher Salary and Benefit Data; (8) Summary of the 2005-06 SASS Teacher Compensation Pilot Study; (9) Using Administrative Record Data to Assess Self-Reported Wage Items in SASS: The Teacher Compensation Pilot Study, 2006; (10) Focus Group Findings and Recommendations: Principals' Attitudes toward Teacher Evaluation and Dismissal; (11) Summary of Findings and Recommendations: Telephone Interviews with Principals; (12) Teacher Questionnaire Item Development for the 2007-08 SASS; (13) Results of Using a Physical Location Definition for Schools in the 2007-08 SASS; (14) 2007-08 SASS School Sample Allocation Procedure; (15) Report on Results of Special Contact Districts; (16) Changes Made to Variables During the Computer Edit, by Data File; (17) Quality Assurance for Data Capture and Mailout Operations; (18) Imputation Changes to Variables, by Data File; (19) Weighting Adjustment Cells; (20) Frame and Created Variables; and (21) Crosswalk among Items in the 1987-88, 1990-91, 1993-94, 1999-2000, 2003-04, and 2007-08 SASS. AU - Tourkin, Steven AU - Thomas, Teresa AU - Swaim, Nancy AU - Cox, Shawna AU - Parmer, Randall AU - Jackson, Betty AU - Cole, Cornette AU - Zhang, Bei Y1 - 2010/06// PY - 2010 DA - June 2010 SP - 261 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 - Institutional Characteristics KW - Librarians KW - Questionnaires KW - Research Methodology KW - Principals KW - Response Rates (Questionnaires) KW - School Districts KW - National Surveys KW - Test Content KW - Focus Groups KW - Evaluation Methods KW - Computation KW - Public Schools KW - Information Management KW - Weighted Scores KW - Data Collection KW - Teachers KW - Sampling KW - Interviews KW - Data Analysis KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826531443?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - CPAPER T1 - Funding Opportunities Through the Institute of Education Sciences T2 - 22nd Annual Convention of the Association for Psychological Science (APS 2010) AN - 754300032; 5851260 JF - 22nd Annual Convention of the Association for Psychological Science (APS 2010) AU - O'Donnell, Carol Y1 - 2010/05/27/ PY - 2010 DA - 2010 May 27 KW - Education KW - Financing KW - U 2000:Biological Sciences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/754300032?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=22nd+Annual+Convention+of+the+Association+for+Psychological+Science+%28APS+2010%29&rft.atitle=Funding+Opportunities+Through+the+Institute+of+Education+Sciences&rft.au=O%27Donnell%2C+Carol&rft.aulast=O%27Donnell&rft.aufirst=Carol&rft.date=2010-05-27&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=22nd+Annual+Convention+of+the+Association+for+Psychological+Science+%28APS+2010%29&rft.issn=&rft_id=info:doi/ L2 - http://www.psychologicalscience.org/convention/program_2010/ LA - English DB - ProQuest Environmental Science Collection N1 - Date revised - 2010-08-02 N1 - Last updated - 2010-09-25 ER - TY - GEN T1 - Teacher Incentive Fund; Notice Inviting Applications for New Awards for Fiscal Year (FY) 2010; Rule and Notice. Federal Register, Part III. Department of Education, 34 CFR Subtitle B, Chapter II AN - 1826527971; ED565679 AB - The Secretary of Education (Secretary) establishes priorities, requirements, definitions, and selection criteria under the Teacher Incentive Fund (TIF) program. These priorities, requirements, definitions, and selection criteria will be used in two separate and distinct TIF grant competitions: The Main TIF competition, which will provide TIF funding to eligible entities to support their implementation of a performance-based compensation system (PBCS) in accordance with the priorities, the Main TIF competition requirements, the definitions, and the selection criteria established in this document; and the TIF Evaluation competition, which will provide, in accordance with the priorities, the Main TIF competition requirements, the definitions, and the selection criteria, as well as the Evaluation requirements established in this document, TIF funding to help pay the costs of implementing the eligible entity's PBCS in exchange for an agreement to participate in the national evaluation. The Secretary may use these TIF priorities, requirements, definitions, and selection criteria in fiscal year (FY) 2010 and subsequent years. They intend the priorities, requirements, definitions, and selection criteria announced in this document will help improve student achievement (as defined in this document) in high-need schools (as defined in this document) and provide incentives for effective teachers, principals, and other personnel (in those sites in which the grantee wishes to expand the PBCS to additional staff in its schools) in these schools to take on additional responsibilities and leadership roles. AU - Melendez de Santa Ana, Thelma Y1 - 2010/05/21/ PY - 2010 DA - 2010 May 21 SP - 27 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Selection Criteria KW - Merit Pay KW - Federal Aid KW - Principals KW - Responsibility KW - Grants KW - Academic Achievement KW - Incentives KW - Teacher Salaries KW - Teacher Effectiveness KW - Federal Programs KW - Federal Regulation KW - School Personnel KW - Leadership Role KW - Competition UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826527971?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - The Condition of Education 2010 in Brief. NCES 2010-029 AN - 889924792; ED521913 AB - This publication contains a sample of the indicators in "The Condition of Education 2010." The indicators in this publication are numbered sequentially, rather than according to their numbers in the complete edition. Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) in the Institute of Education Sciences annually publishes a statistical report on the status and progress of education in the United States. "The Condition of Education" includes data and analysis on a wide variety of issues. These data are taken from government and private sources. The 2010 edition of "The Condition" contains indicators that are divided into five sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and ACEducational Progress; (4) Contexts of Elementary and Secondary Education; and (5) Contexts of Postsecondary Education. The publication also contains additional tables and notes related to each indicator. (Contains 9 figures.) [For "The Condition of Education 2010. NCES 2010-028," see ED509940.] AU - Aud, Susan AU - Hannes, Gretchen Y1 - 2010/05// PY - 2010 DA - May 2010 SP - 34 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 - Higher Education KW - Postsecondary Education KW - Student Employment KW - Crime KW - Student Characteristics KW - Educational Trends KW - Young Adults KW - Teacher Employment Benefits KW - National Competency Tests KW - Teacher Salaries KW - Outcomes of Education KW - Achievement Gap KW - College Students KW - Academic Persistence KW - Graduation Rate KW - Graduate Study KW - Mathematics Achievement KW - Race KW - School Safety KW - School Statistics KW - Enrollment Rate KW - Charter Schools KW - Educational Environment KW - Teacher Student Ratio KW - Participation KW - School Personnel KW - Disadvantaged Schools KW - Principals KW - Undergraduate Study KW - Educational Finance KW - Academic Achievement KW - Educational Attainment KW - Income KW - Expenditures KW - Reading Achievement KW - Public Schools KW - Racial Distribution KW - Enrollment Trends KW - Disabilities KW - Enrollment KW - Science Achievement KW - Institutional Characteristics KW - Teacher Characteristics KW - Ethnicity KW - Educational Indicators KW - Dropout Rate KW - Administrator Characteristics KW - Study Abroad KW - College Faculty KW - Student Financial Aid KW - Academic Degrees KW - Poverty KW - Professional Education KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889924792?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. School District of Philadelphia. Grade 4, Public Schools AN - 864943566; ED517632 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for School District of Philadelphia's student achievement in reading. In 2009, the average score of fourth-grade students in Philadelphia was 195. This was lower than the average score of 210 for public school students in large cities. The percentage of students in Philadelphia who performed at or above the NAEP "Proficient" level was 11 percent in 2009. This percentage was smaller than that in large cities (23 percent). The percentage of students in Philadelphia who performed at or above the NAEP "Basic" level was 39 percent in 2009. This percentage was smaller than that in large cities (54 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864943566?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Jefferson County Public Schools (Louisville, KY). Grade 8, Public Schools AN - 864943397; ED517644 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Jefferson County Public Schools' student achievement in reading. In 2009, the average score of eighth-grade students in Jefferson County was 259. This was higher than the average score of 252 for public school students in large cities. The percentage of students in Jefferson County who performed at or above the NAEP "Proficient" level was 26 percent in 2009. This percentage was greater than that in large cities (21 percent). The percentage of students in Jefferson County who performed at or above the NAEP "Basic" level was 68 percent in 2009. This percentage was greater than that in large cities (63 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864943397?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Houston Independent School District. Grade 4, Public Schools AN - 864943384; ED517623 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Houston Independent School District's student achievement in reading. In 2009, the average score of fourth-grade students in Houston was 211. This was not significantly different from the average score of 210 for public school students in large cities. The average score for students in Houston in 2009 (211) was higher than their average score in 2007 (206) and was not significantly different from their average score in 2002 (206). In 2009, the score gap between students in Houston at the 75th percentile and students at the 25th percentile was 41 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 "Proficient" level was 19 percent in 2009. This percentage was not significantly different from that in 2007 (17 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 55 percent in 2009. This percentage was greater than that in 2007 (49 percent) and was not significantly different from that in 2002 (48 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864943384?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Los Angeles Unified School District. Grade 4, Public Schools AN - 864943178; ED517625 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Los Angeles Unified School District's student achievement in reading. In 2009, the average score of fourth-grade students in Los Angeles was 197. This was lower than the average score of 210 for public school students in large cities. The average score for students in Los Angeles in 2009 (197) was not significantly different from their average score in 2007 (196) and was higher than their average score in 2002 (191). In 2009, 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 "Proficient" level was 13 percent in 2009. This percentage was not significantly different from that in 2007 (13 percent) and was not significantly different from that in 2002 (11 percent). The percentage of students in Los Angeles who performed at or above the NAEP "Basic" level was 40 percent in 2009. This percentage was not significantly different from that in 2007 (39 percent) and was greater than that in 2002 (33 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864943178?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 4, Public Schools AN - 864942246; ED517617 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Charlotte-Mecklenburg Schools' student achievement in reading. In 2009, the average score of fourth-grade students in Charlotte was 225. This was higher than the average score of 210 for public school students in large cities. The average score for students in Charlotte in 2009 (225) was not significantly different from their average score in 2007 (222) and was higher than their average score in 2003 (219). In 2009, the score gap between students in Charlotte at the 75th percentile and students at the 25th percentile was 45 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 36 percent in 2009. This percentage was not significantly different from that in 2007 (35 percent) and was not significantly different from that in 2003 (31 percent). The percentage of students in Charlotte who performed at or above the NAEP "Basic" level was 71 percent in 2009. This percentage was not significantly different from that in 2007 (66 percent) and was greater than that in 2003 (64 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Reading KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864942246?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. District of Columbia Public Schools. Grade 8, Public Schools AN - 864942003; ED517641 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for District of Columbia Public Schools' student achievement in reading. In 2009, the average score of eighth-grade students in District of Columbia was 240. This was lower than the average score of 252 for public school students in large cities. The average score for students in District of Columbia in 2009 (240) was not significantly different from their average score in 2007 (241) and was not significantly different from their average score in 2002 (240). In 2009, the score gap between students in District of Columbia at the 75th percentile and students at the 25th percentile was 53 points. This performance gap was not significantly different from that of 2002 (44 points). The percentage of students in District of Columbia who performed at or above the NAEP "Proficient" level was 14 percent in 2009. This percentage was not significantly different from that in 2007 (12 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 48 percent in 2009. This percentage was not significantly different from that in 2007 (48 percent) and was not significantly different from that in 2002 (48 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864942003?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 4, Public Schools AN - 864941975; ED517620 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Detroit Public Schools' student achievement in reading. In 2009, the average score of fourth-grade students in Detroit was 187. This was lower than the average score of 210 for public school students in large cities. The percentage of students in Detroit who performed at or above the NAEP "Proficient" level was 5 percent in 2009. This percentage was smaller than that in large cities (23 percent). The percentage of students in Detroit who performed at or above the NAEP "Basic" level was 27 percent in 2009. This percentage was smaller than that in large cities (54 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941975?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Baltimore City Public Schools. Grade 8, Public Schools AN - 864941837; ED517631 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Baltimore City Public Schools' student achievement in reading. In 2009, the average score of eighth-grade students in Baltimore was 245. This was lower than the average score of 252 for public school students in large cities. The percentage of students in Baltimore who performed at or above the NAEP "Proficient" level was 10 percent in 2009. This percentage was smaller than that in large cities (21 percent). The percentage of students in Baltimore who performed at or above the NAEP "Basic" level was 54 percent in 2009. This percentage was smaller than that in large cities (63 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941837?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 4, Public Schools AN - 864941782; ED517619 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Cleveland Metropolitan School District's student achievement in reading. In 2009, the average score of fourth-grade students in Cleveland was 194. This was lower than the average score of 210 for public school students in large cities. The average score for students in Cleveland in 2009 (194) was not significantly different from their average score in 2007 (198) and was not significantly different from their average score in 2003 (195). In 2009, 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 8 percent in 2009. This percentage was not significantly different from that in 2007 (9 percent) and was not significantly different from that in 2003 (9 percent). The percentage of students in Cleveland who performed at or above the NAEP "Basic" level was 34 percent in 2009. This percentage was not significantly different from that in 2007 (39 percent) and was not significantly different from that in 2003 (35 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941782?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. District of Columbia Public Schools (DCPS). Grade 4, Public Schools AN - 864941752; ED517621 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for District of Columbia Public Schools' (DCPS') student achievement in reading. In 2009, the average score of fourth-grade students in District of Columbia was 203. This was lower than the average score of 210 for public school students in large cities. The average score for students in District of Columbia in 2009 (203) was higher than their average score in 2007 (197) and was higher than their average score in 2002 (191). In 2009, the score gap between students in District of Columbia at the 75th percentile and students at the 25th percentile was 51 points. This performance gap was not significantly different from that of 2002 (48 points). The percentage of students in District of Columbia who performed at or above the NAEP "Proficient" level was 18 percent in 2009. This percentage was greater than that in 2007 (14 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 46 percent in 2009. This percentage was greater than that in 2007 (39 percent) and was greater than that in 2002 (31 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941752?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Boston Public Schools. Grade 4, Public Schools AN - 864941598; ED517616 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Boston Public Schools' student achievement in reading. In 2009, the average score of fourth grade students in Boston was 215. This was higher than the average score of 210 for public school students in large cities. The average score for students in Boston in 2009 (215) was higher than their average score in 2007 (210) and was higher than their average score in 2003 (206). In 2009, the score gap between students in Boston 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 Boston who performed at or above the NAEP "Proficient" level was 24 percent in 2009. This percentage was not significantly different from that in 2007 (20 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 2009. This percentage was greater than that in 2007 (54 percent) and was greater than that in 2003 (48 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941598?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Boston Public Schools. Grade 8, Public Schools AN - 864941588; ED517634 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Boston Public Schools' student achievement in reading. In 2009, the average score of eighth-grade students in Boston was 257. This was higher than the average score of 252 for public school students in large cities. The average score for students in Boston in 2009 (257) was not significantly different from their average score in 2007 (254) and was higher than their average score in 2003 (252). In 2009, the score gap between students in Boston at the 75th percentile and students at the 25th percentile was 43 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 23 percent in 2009. This percentage was not significantly different from that in 2007 (22 percent) and was not significantly different from that in 2003 (22 percent). The percentage of students in Boston who performed at or above the NAEP "Basic" level was 68 percent in 2009. This percentage was not significantly different from that in 2007 (63 percent) and was greater than that in 2003 (61 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941588?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Houston Independent School District. Grade 8, Public Schools AN - 864941583; ED517643 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Houston Independent School District's student achievement in reading. In 2009, the average score of eighth-grade students in Houston was 252. This was not significantly different from the average score of 252 for public school students in large cities. The average score for students in Houston in 2009 (252) was not significantly different from their average score in 2007 (252) and was not significantly different from their average score in 2002 (248). In 2009, the score gap between students in Houston at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 2002 (47 points). The percentage of students in Houston who performed at or above the NAEP "Proficient" level was 18 percent in 2009. This percentage was not significantly different from that in 2007 (18 percent) and was not significantly different from that in 2002 (17 percent). The percentage of students in Houston who performed at or above the NAEP "Basic" level was 64 percent in 2009. This percentage was not significantly different from that in 2007 (63 percent) and was not significantly different from that in 2002 (59 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941583?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Cleveland Metropolitan School District. Grade 8, Public Schools AN - 864941574; ED517637 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Cleveland Metropolitan School District's student achievement in reading. In 2009, the average score of eighth-grade students in Cleveland was 242. This was lower than the average score of 252 for public school students in large cities. The average score for students in Cleveland in 2009 (242) was not significantly different from their average score in 2007 (246) and was not significantly different from their average score in 2003 (240). In 2009, the score gap between students in Cleveland 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 Cleveland who performed at or above the NAEP "Proficient" level was 10 percent in 2009. This percentage was not significantly different from that in 2007 (11 percent) and was not significantly different from that in 2003 (10 percent). The percentage of students in Cleveland who performed at or above the NAEP "Basic" level was 52 percent in 2009. This percentage was not significantly different from that in 2007 (56 percent) and was not significantly different from that in 2003 (48 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941574?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 8, Public Schools AN - 864941567; ED517630 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Austin Independent School District's student achievement in reading. In 2009, the average score of eighth-grade students in Austin was 261. This was higher than the average score of 252 for public school students in large cities. The average score for students in Austin in 2009 (261) was not significantly different from their average score in 2007 (257) and was not significantly different from their average score in 2005 (257). In 2009, 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 2009. This percentage was not significantly different from that in 2007 (28 percent) and was not significantly different from that in 2005 (27 percent). The percentage of students in Austin who performed at or above the NAEP "Basic" level was 71 percent in 2009. This percentage was not significantly different from that in 2007 (66 percent) and was greater than that in 2005 (65 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941567?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. New York City Department of Education. Grade 8, Public Schools AN - 864941549; ED517648 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for New York City Department of Education's student achievement in reading. In 2009, the average score of eighth-grade students in New York City was 252. This was not significantly different from the average score of 252 for public school students in large cities. The average score for students in New York City in 2009 (252) was not significantly different from their average score in 2007 (249) and was their average score in 2002. In 2009, the score gap between students in New York City at the 75th percentile and students at the 25th percentile was 47 points. This performance gap that of 2002 (0 point). The percentage of students in New York City who performed at or above the NAEP "Proficient" level was 21 percent in 2009. This percentage was not significantly different from that in 2007 (20 percent) and was that in 2002. The percentage of students in New York City who performed at or above the NAEP "Basic" level was 62 percent in 2009. This percentage was not significantly different from that in 2007 (59 percent) and was that in 2002. [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941549?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Fresno Unified School District. Grade 8, Public Schools AN - 864941431; ED517642 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Fresno Unified School District's student achievement in reading. In 2009, the average score of eighth-grade students in Fresno was 240. This was lower than the average score of 252 for public school students in large cities. The percentage of students in Fresno who performed at or above the NAEP "Proficient" level was 12 percent in 2009. This percentage was smaller than that in large cities (21 percent). The percentage of students in Fresno who performed at or above the NAEP "Basic" level was 48 percent in 2009. This percentage was smaller than that in large cities (63 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941431?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 8, Public Schools AN - 864941420; ED517635 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Charlotte-Mecklenburg Schools' student achievement in reading. In 2009, the average score of eighth-grade students in Charlotte was 259. This was higher than the average score of 252 for public school students in large cities. The average score for students in Charlotte in 2009 (259) was not significantly different from their average score in 2007 (260) and was not significantly different from their average score in 2003 (262). In 2009, 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 28 percent in 2009. This percentage was not significantly different from that in 2007 (29 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 70 percent in 2009. This percentage was not significantly different from that in 2007 (69 percent) and was not significantly different from that in 2003 (71 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941420?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Jefferson County Public Schools (Louisville, KY). Grade 4, Public Schools AN - 864941407; ED517624 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Jefferson County Public Schools' student achievement in reading. In 2009, the average score of fourth-grade students in Jefferson County was 219. This was higher than the average score of 210 for public school students in large cities. The percentage of students in Jefferson County who performed at or above the NAEP "Proficient" level was 30 percent in 2009. This percentage was greater than that in large cities (23 percent). The percentage of students in Jefferson County who performed at or above the NAEP "Basic" level was 64 percent in 2009. This percentage was greater than that in large cities (54 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941407?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Miami-Dade County Public Schools. Grade 8, Public Schools AN - 864941406; ED517646 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Miami-Dade County Public Schools' student achievement in reading. In 2009, the average score of eighth-grade students in Miami-Dade was 261. This was higher than the average score of 252 for public school students in large cities. The percentage of students in Miami-Dade who performed at or above the NAEP "Proficient" level was 28 percent in 2009. This percentage was greater than that in large cities (21 percent). The percentage of students in Miami-Dade who performed at or above the NAEP "Basic" level was 73 percent in 2009. This percentage was greater than that in large cities (63 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941406?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. San Diego Unified School District. Grade 4, Public Schools AN - 864941400; ED517633 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for San Diego Unified School District's student achievement in reading. In 2009, the average score of fourth-grade students in San Diego was 213. This was not significantly different from the average score of 210 for public school students in large cities. The average score for students in San Diego in 2009 (213) was not significantly different from their average score in 2007 (210) and was not significantly different from their average score in 2003 (208). In 2009, the score gap between students in San Diego at the 75th percentile and students at the 25th percentile was 53 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 29 percent in 2009. This percentage was not significantly different from that in 2007 (25 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 59 percent in 2009. This percentage was not significantly different from that in 2007 (55 percent) and was greater than that in 2003 (51 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941400?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Detroit Public Schools. Grade 8, Public Schools AN - 864941326; ED517640 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Detroit Public Schools' student achievement in reading. In 2009, the average score of eighth-grade students in Detroit was 232. This was lower than the average score of 252 for public school students in large cities. The percentage of students in Detroit who performed at or above the NAEP "Proficient" level was 7 percent in 2009. This percentage was smaller than that in large cities (21 percent). The percentage of students in Detroit who performed at or above the NAEP "Basic" level was 40 percent in 2009. This percentage was smaller than that in large cities (63 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941326?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Austin Independent School District. Grade 4, Public Schools AN - 864941172; ED517614 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Austin Independent School District's student achievement in reading. In 2009, the average score of fourth-grade students in Austin was 220. This was higher than the average score of 210 for public school students in large cities. The average score for students in Austin in 2009 (220) was not significantly different from their average score in 2007 (218) and was not significantly different from their average score in 2005 (217). In 2009, 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 (50 points). The percentage of students in Austin who performed at or above the NAEP "Proficient" level was 32 percent in 2009. This percentage was not significantly different from that in 2007 (30 percent) and was not significantly different from that in 2005 (28 percent). The percentage of students in Austin who performed at or above the NAEP "Basic" level was 65 percent in 2009. This percentage was not significantly different from that in 2007 (62 percent) and was not significantly different from that in 2005 (61 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941172?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Chicago Public Schools. Grade 8, Public Schools AN - 864940271; ED517636 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Chicago Public Schools' student achievement in reading. In 2009, the average score of eighth-grade students in Chicago was 249. This was lower than the average score of 252 for public school students in large cities. The average score for students in Chicago in 2009 (249) was not significantly different from their average score in 2007 (250) and was not significantly different from their average score in 2002 (249). In 2009, the score gap between students in Chicago at the 75th percentile and students at the 25th percentile was 44 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 17 percent in 2009. This percentage was not significantly different from that in 2007 (17 percent) and was not significantly different from that in 2002 (15 percent). The percentage of students in Chicago who performed at or above the NAEP "Basic" level was 60 percent in 2009. This percentage was not significantly different from that in 2007 (61 percent) and was not significantly different from that in 2002 (62 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Middle Schools KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Middle School Students KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864940271?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 Trial Urban District Snapshot Report. Miami-Dade County Public Schools. Grade 4, Public Schools AN - 864940138; ED517626 AB - Each district that participated in the National Assessment of Educational Progress (NAEP) 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Miami-Dade County Public Schools' student achievement in reading. In 2009, the average score of fourth-grade students in Miami-Dade was 221. This was higher than the average score of 210 for public school students in large cities. The percentage of students in Miami-Dade who performed at or above the NAEP "Proficient" level was 31 percent in 2009. This percentage was greater than that in large cities (23 percent). The percentage of students in Miami-Dade who performed at or above the NAEP "Basic" level was 68 percent in 2009. This percentage was greater than that in large cities (54 percent). [For the main report, "The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2009. NCES 2010-459", see ED509806.] Y1 - 2010/05// PY - 2010 DA - May 2010 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 - Reading KW - Gender Differences KW - Urban Education KW - Scores KW - School Districts KW - National Programs KW - Urban Schools KW - Racial Differences KW - Educational Improvement KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Ethnic Groups KW - Urban Areas KW - Statistical Analysis KW - Student Evaluation KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864940138?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - BOOK T1 - The Nation's Report Card: Reading 2009 Trial Urban District Assessment; Results at Grades 4 and 8 AN - 758117205; 2010-610032 AB - This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment in reading. Representative samples of between 900 and 2,400 fourth grade- and between 800 and 2,100 eighth-grade public school students from 18 urban districts participated in the 2009 assessment, which reported student performance in terms of average scale scores on the NAEP reading scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. Tables, Figures, Appendixes. JF - United States National Center for Education Statistics, May 2010, 96 pp. AU - National Center for Education Statistics Y1 - 2010/05// PY - 2010 DA - May 2010 PB - United States National Center for Education Statistics KW - Education and education policy - Educational psychology and learning ability KW - Education and education policy - Education KW - Education and education policy - Adult, technical, and vocational education KW - Education and education policy - Education personnel and population KW - Business and service sector - Personnel management KW - Manufacturing and heavy industry - Industrial management, production, and productivity KW - Education and education policy - Schools KW - United States KW - Education KW - Schools KW - Academic achievement KW - Performance KW - Students KW - Literacy KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/758117205?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=2010-05-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=The+Nation%27s+Report+Card%3A+Reading+2009+Trial+Urban+District+Assessment%3B+Results+at+Grades+4+and+8&rft.title=The+Nation%27s+Report+Card%3A+Reading+2009+Trial+Urban+District+Assessment%3B+Results+at+Grades+4+and+8&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/nationsreportcard/pdf/dst2009/2010459.pdf LA - English DB - PAIS Index N1 - Date revised - 2010-10-12 N1 - Publication note - United States National Center for Education Statistics, 2010 N1 - SuppNotes - NCES 2010-459 N1 - Last updated - 2016-09-28 ER - TY - RPRT T1 - Science Achievement and Occupational Career/Technical Education Coursetaking in High School: The Class of 2005. Statistics in Brief. NCES 2010-021 AN - 742874322; ED509777 AB - The definition of CTE (career/technical education) used by the National Center for Education Statistics (NCES) includes, at the high school level, family and consumer sciences education, general labor market preparation, and occupational education (Bradby and Hoachlander 1999; Bradby and Hudson 2007). Most researchers focus on occupational education courses (including courses in agriculture, business, and health sciences, among other fields) when examining the relationship between CTE and key outcomes (Silverberg et al. 2004). This emphasis reflects the fact that occupational courses represent the majority of CTE coursetaking (Levesque 2003b; Levesque et al. 2008; Hudson and Laird 2009) and studies suggest this is the part of the CTE curriculum most strongly related to employment and earnings outcomes, which are the ultimate goals of CTE (Boesel et al. 1994; Bishop and Mane 2004). This Statistics in Brief also focuses on students who participate in occupational education, comparing the science coursetaking and achievement of public high school graduates of the class of 2005 who concentrated in occupational education with graduates who did not. While the Brief includes a comparison between occupational concentrators overall and nonconcentrators, the primary focus here is on comparing concentrators in 13 different occupational program areas with nonconcentrators. This Brief provides new information on the academic achievement of CTE participants by focusing on science achievement and describing this achievement for CTE concentrators in different occupational programs. The Brief also examines the science achievement of CTE participants who earned similar numbers of science credits, and looks at how the level and types of science courses taken differ among participants. These analyses are useful because previous studies have found that achievement gaps may be linked to the differing levels and types of academic coursework that students take (Plank 2001; Levesque 2003b; Silverberg et al. 2004), and because academic coursetaking is relatively amenable to policy action. Although this Brief cannot examine the causal impact of coursework on achievement, the analysis shows the varying relationships between science coursework and achievement for concentrators in different occupational programs and suggests areas for further research. The reader is cautioned that many additional factors--such as students' prior academic achievement, aptitudes, and interests, and varying curricular and teaching quality--can influence science achievement. This Brief does not examine the effects of such factors on student achievement. Appendices include: (1) Supplemental Table; and (2) Standard Error Tables. (Contains 1 exhibit, 10 tables, and 16 footnotes . AU - Levesque, Karen AU - Wun, Jolene AU - Green, Caitlin Y1 - 2010/05// PY - 2010 DA - May 2010 SP - 16 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 - High Schools KW - Secondary Education KW - Secondary School Science KW - Comparative Analysis KW - High School Graduates KW - Public Schools KW - Credits KW - Scores KW - Science Achievement KW - Vocational Education KW - Courses KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742874322?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2007-08 (Fiscal Year 2008). First Look. NCES 2010-326 AN - 742872816; ED509800 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 are reported by state education agencies (SEAs). The finance data are reported to the U.S. Census Bureau, which acts as the data collection agent for NCES. The data are collected through an online data collection site. Student membership data are reported to the U.S. Department of Education's ED"Facts" data collection system. This report presents findings on public education revenues and expenditures using fiscal year 2008 (FY 08) data from the National Public Education Financial Survey (NPEFS) of the CCD survey system. Programs covered in the NPEFS include regular, special, and vocational education; charter schools (if they reported data to the SEA); and state-run education programs (such as special education centers or education programs for incarcerated youth). While the tables in this report include data for all NPEFS respondents, the discussion in the text is limited to the 50 states and the District of Columbia. Appendices include: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 8 tables, 3 figures, and 3 footnotes.) [For the Fiscal Year 2007 edition, see ED504440.] AU - Zhou, Lei Y1 - 2010/05// PY - 2010 DA - May 2010 SP - 32 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Public Education Financial Survey KW - United States KW - Consumer Price Index KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Statistics KW - Special Education KW - Educational Finance KW - School Districts KW - Surveys KW - Federal Government KW - Income KW - Charter Schools KW - State Departments of Education KW - Expenditures KW - Education KW - Public Schools KW - Public Agencies KW - Public Education KW - Statistical Data KW - Data Collection KW - Vocational Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742872816?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Teachers' Use of Educational Technology in U.S. Public Schools: 2009. First Look. NCES 2010-040 AN - 742867363; ED509514 AB - This report provides national data on the availability and use of educational technology among teachers in public elementary and secondary schools during the winter and spring of 2009. The data are the results of a national teacher-level survey that is one of a set that includes district, school, and teacher surveys on educational technology. Every year between 1994 and 2005 (with the exception of 2004), the Office of Educational Technology (OET) in the U.S. Department of Education asked the National Center for Education Statistics (NCES) to conduct a survey of public schools to track access to information technology in schools and classrooms. NCES used its Fast Response Survey System (FRSS) to conduct these surveys. For fall 2008, this OET-sponsored technology study was redesigned and expanded to incorporate surveys at the district, school, and teacher levels. These three surveys provide complementary information and together cover a broader range of topics than would be possible with one survey alone. Prior to 2008, the surveys focused on computer and Internet access and use, as well as procedures to prevent student access to inappropriate material on the Internet and teacher professional development on technology use. The set of 2008 surveys collected data on availability and use for a range of educational technology resources, such as district and school networks, computers, devices that enhance the capabilities of computers for instruction, and computer software. They also collected information on leadership and staff support for educational technology within districts and schools. During the design phase for the set of 2008 surveys, research was conducted to determine how specific topics and survey questions should be distributed across the three surveys. The surveys were developed to reflect how information on educational technology is kept within most public school systems. This report presents results from the teacher-level survey, including information on the use of computers and Internet access in the classroom; availability and use of computing devices and software, teachers' use of school or district networks (including remote access); students' use of educational technology; teachers' preparation to use educational technology for instruction; and technology-related professional development activities. Appendices include: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 24 tables and 12 footnotes.) AU - Gray, Lucinda AU - Thomas, Nina AU - Lewis, Laurie Y1 - 2010/05// PY - 2010 DA - May 2010 SP - 70 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Fast Response Survey System KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Policymakers KW - Elementary Secondary Education KW - Computer Networks KW - Error of Measurement KW - Teacher Education KW - Professional Development KW - Elementary School Teachers KW - National Surveys KW - Computer Software KW - Secondary School Teachers KW - Secondary Schools KW - Teacher Surveys KW - Information Technology KW - Public Schools KW - Technology Uses in Education KW - Access to Computers KW - Educational Technology KW - Internet KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742867363?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions: Volume I. Measures Selection Approaches and Compendium Development Methods. NCEE 2010-4012 AN - 757173351; ED511790 AB - This report contains resources to help researchers and policymakers review measures used in NCEE evaluations of educational interventions. The measures included in the Compendium are applicable to settings for preschool through grade 12. The Compendium discusses criteria and their importance in selecting measures for assessing intervention impacts on student, teacher, and classroom outcomes, and presents profiles or table summaries of these measures. In expectation that the information in this document will be used under diverse circumstances for varied purposes, background information is presented in report format. The materials will be most useful when used in consultation with an assessment expert. (Contains 7 tables, 1 figure, 1 exhibit and 5 footnotes.) [For Volume 2, see ED511792.] AU - Boller, Kimberly AU - Atkins-Burnett, Sally AU - Malone, Lizabeth M. AU - Baxter, Gail P. AU - West, Jerry Y1 - 2010/04/07/ PY - 2010 DA - 2010 Apr 07 SP - 83 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 - Policymakers KW - Early Childhood Education KW - Elementary Education KW - Elementary Secondary Education KW - Grade 1 KW - Grade 10 KW - Grade 11 KW - Grade 12 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 - High Schools KW - Kindergarten KW - Middle Schools KW - Preschool Education KW - Secondary Education KW - Program Effectiveness KW - Measures (Individuals) KW - Academic Achievement KW - Intervention KW - Classroom Techniques KW - Outcomes of Education KW - Pedagogical Content Knowledge KW - Program Evaluation KW - Student Evaluation KW - Knowledge Base for Teaching KW - Teaching Methods KW - Program Effectiveness KW - Measures (Individuals) KW - Academic Achievement KW - Elementary Secondary Education KW - Intervention KW - Classroom Techniques KW - Outcomes of Education KW - Pedagogical Content Knowledge KW - Program Evaluation KW - Student Evaluation KW - Knowledge Base for Teaching KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757173351?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions: Volume II. Technical Details, Measure Profiles, and Glossary (Appendices A-G). NCEE 2010-4013 AN - 757169532; ED511792 AB - This report contains resources to help researchers and policymakers review measures used in NCEE evaluations of educational interventions. The measures included in the Compendium are applicable to settings for preschool through grade 12. The Compendium discusses criteria and their importance in selecting measures for assessing intervention impacts on student, teacher, and classroom outcomes, and presents profiles or table summaries of these measures. In expectation that the information in this document will be used under diverse circumstances for varied purposes, background information is presented in report format. The materials will be most useful when used in consultation with an assessment expert. Appendices include: (1) Profile and Summary Table Contents; (2) Student Achievement and Development Measure Profiles and Table of Recently Developed Measures; (3) Teacher Knowledge Measure Profiles and Table of Recently Developed Measures; (4) Classroom Practices and Settings Measure Profiles and Table of Recently Developed Measures; (5) Glossary of Terms; (6) Cross-Walk of Official NCEE or REL Study Names, Abbreviated Names, and Web Addresses; and (7) Index of Student Achievement/Development Measures Included in the Compendium, by Category. A glossary and a list of sources are included. Individual sections contain references. (Contains 8 tables, 2 exhibits, and 1 footnote.) [For Volume I, see ED511790.] AU - Malone, Lizabeth M. AU - Cabili, Charlotte AU - Henderson, Jamila AU - Esposito, Andrea Mraz AU - Coolahan, Kathleen AU - Henke, Juliette AU - Asheer, Subuhi AU - O'Toole, Meghan AU - Atkins-Burnett, Sally AU - Boller, Kimberly Y1 - 2010/04/07/ PY - 2010 DA - 2010 Apr 07 SP - 461 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 - Policymakers KW - Elementary Education KW - Elementary Secondary Education KW - Grade 1 KW - Grade 10 KW - Grade 11 KW - Grade 12 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 - High Schools KW - Junior High Schools KW - Kindergarten KW - Middle Schools KW - Preschool Education KW - Secondary Education KW - Program Effectiveness KW - Measures (Individuals) KW - Teacher Characteristics KW - Academic Achievement KW - Intervention KW - Classroom Techniques KW - Outcomes of Education KW - Measurement Techniques KW - Pedagogical Content Knowledge KW - Profiles KW - Educational Researchers KW - Program Evaluation KW - Student Evaluation KW - Knowledge Base for Teaching KW - Teaching Methods KW - Program Effectiveness KW - Measures (Individuals) KW - Teacher Characteristics KW - Academic Achievement KW - Elementary Secondary Education KW - Intervention KW - Classroom Techniques KW - Outcomes of Education KW - Measurement Techniques KW - Pedagogical Content Knowledge KW - Profiles KW - Educational Researchers KW - Program Evaluation KW - Student Evaluation KW - Knowledge Base for Teaching KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757169532?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Mini-Digest of Education Statistics, 2009. NCES 2010-014 AN - 742871652; ED509884 AB - This compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The "Mini-Digest" is designed as an easy reference for materials found in detail in the "Digest of Education Statistics, 2009". These volumes include selections of data from many government sources, especially those of the National Center for Education Statistics (NCES). They include information on the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational outcomes, finances, and federal funds for education. Unless otherwise stated, all data are extracted from the "Digest of Education Statistics, 2009". Unless indicated as a projection or estimate, all data presented in this report are actual. (Contains 1 footnote, 1 figure, and 42 tables.) [For the "Digest of Education Statistics, 2009", see ED509883.] AU - Snyder, Thomas D. Y1 - 2010/04// PY - 2010 DA - April 2010 SP - 78 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 - High Schools KW - Higher Education KW - Postsecondary Education KW - Secondary Education KW - Two Year Colleges KW - Age KW - High School Graduates KW - Federal Aid KW - Student Characteristics KW - Educational Finance KW - Educational Attainment KW - Elementary School Teachers KW - Teacher Salaries KW - Secondary School Teachers KW - Income KW - Dropouts KW - Outcomes of Education KW - Expenditures KW - Reading Achievement KW - Public Schools KW - Disabilities KW - Enrollment KW - College Students KW - Science Achievement KW - Student Costs KW - Sex KW - Elementary School Students KW - Teacher Characteristics KW - Mathematics Achievement KW - Race KW - Private Colleges KW - Public Colleges KW - Secondary School Students KW - School Statistics KW - College Faculty KW - Student Financial Aid KW - Academic Degrees KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742871652?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Trends in the Use of School Choice: 1993 to 2007. Statistical Analysis Report. NCES 2010-004 AN - 742871622; ED509074 AB - This report updates two previous reports: "Trends in the Use of School Choice: 1993 to 1999" (Bielick and Chapman 2003) and "Trends in the Use of School Choice: 1993 to 2003" (Tice et al. 2006). Using data from the National Household Education Survey (NHES) of the U.S. Department of Education's National Center for Education Statistics (NCES), this report examines enrollment trends in public schools (assigned and chosen) and private schools (religious and nonsectarian), from 1993 to 2007, as well as the characteristics of students in these schools in 2007. Additionally, the report describes student enrollment in charter schools in 2007 and demographic characteristics of homeschooled students in 2007. The report also examines parents' satisfaction with and involvement in their children's schools. This report represents the third in a series of reports from NCES that use data from the NHES to analyze school choice. The data presented here on school choice have been collected in five administrations of the NHES starting in 1993, then again in 1996, 1999, 2003 and 2007. The report provides information on the following six topics: (1) Trends in the distribution of enrollment in public schools (assigned and chosen) and private schools (religious and nonsectarian) between 1993 and 2007; (2) Demographic characteristics of students enrolled in public schools (assigned and chosen) and private schools (religious and nonsectarian) in 2007; (3) Demographic characteristics of students enrolled in public charter schools in 2007; (4) Demographic characteristics of students who were homeschooled in 2007; (5) Demographic characteristics of students whose parents report there are public school choice options available in their district in 2003 and 2007; and (6) Associations between the kind of school a student attends and parental satisfaction with and involvement in that school between 1993 and 2007. Appendices include: (1) Technical Notes; (2) Standard Error Tables; and (3) Supplemental Table. (Contains 11 tables, 10 figures, and 23 footnotes.) [For the report, "Trends in the Use of School Choice: 1993 to 1999", see ED480216. For the report, "Trends in the Use of School Choice: 1993 to 2003", see ED494309.] AU - Grady, Sarah AU - Bielick, Stacey AU - Aud, Susan Y1 - 2010/04// PY - 2010 DA - April 2010 SP - 77 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 - Student Characteristics KW - Educational Trends KW - National Surveys KW - Demography KW - Charter Schools KW - Public Schools KW - Satisfaction KW - Enrollment Trends KW - Parent School Relationship KW - Parent Participation KW - Enrollment KW - Statistical Analysis KW - Parent Attitudes KW - School Choice KW - Home Schooling KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742871622?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Enrollment in Postsecondary Institutions, Fall 2008; Graduation Rates, 2002 & 2005 Cohorts; and Financial Statistics, Fiscal Year 2008. First Look. NCES 2010-152 AN - 742870548; ED509069 AB - This First Look report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2009 data collection. This collection included five components: Student Financial Aid for full-time, first-time degree/certificate-seeking undergraduate students for the 2008-09 academic year; Enrollment for fall 2008; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2002 at 4-year institutions or in 2005 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2000 at 4-year institutions or in 2004 at less-than-4-year institutions; and Finance for fiscal year 2008. Appended is the survey methodology and a glossary of IPEDS terms. Two appendixes are included: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 21 tables and 20 footnotes.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2010/04// PY - 2010 DA - April 2010 SP - 71 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 - Undergraduate Students KW - Student Characteristics KW - Educational Finance KW - Private Colleges KW - Public Colleges KW - Income KW - Expenditures KW - Student Financial Aid KW - Proprietary Schools KW - Enrollment KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742870548?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Digest of Education Statistics, 2009. NCES 2010-013 AN - 742869766; ED509883 AB - The 2009 edition of the "Digest of Education Statistics" is the 45th 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 Educational Technology. 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 appendixes. Appendices include: (1) Guide to Sources; (2) Definitions; and (3) Index of Table Numbers. (Contains 29 figures and 442 tables.) [For the companion report, "Mini-Digest of Education Statistics, 2009", see ED509884. For the "Digest of Education Statistics, 2008", see ED504502.] AU - Snyder, Thomas D. AU - Dillow, Sally A. Y1 - 2010/04// PY - 2010 DA - April 2010 SP - 732 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Higher Education KW - Postsecondary Education KW - Secondary Education KW - Two Year Colleges KW - Family Characteristics KW - High School Graduates KW - Student Characteristics KW - Elementary School Teachers KW - Educational Attitudes KW - Secondary School Teachers KW - State Regulation KW - Dropouts KW - Outcomes of Education KW - Libraries KW - Parent School Relationship KW - Federal Programs KW - College Students KW - Population Trends KW - Educational Technology KW - Elementary School Students KW - Educational Legislation KW - Mathematics Achievement KW - Computer Uses in Education KW - School Statistics KW - Parent Participation KW - Federal Aid KW - Educational Finance KW - School Districts KW - Educational Attainment KW - Income KW - Expenditures KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Disabilities KW - College Graduates KW - Enrollment KW - Science Achievement KW - Student Behavior KW - Private Colleges KW - Public Colleges KW - Labor Force KW - Secondary School Students KW - College Faculty KW - Foreign Students KW - Student Financial Aid KW - Academic Degrees KW - Federal Legislation KW - Foreign Countries KW - Vocational Education KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742869766?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Impacts of a Violence Prevention Program for Middle Schools: Findings from the First Year of Implementation. NCEE 2010-4007 AN - 742869669; ED509196 AB - This is the first of two reports that summarize the findings from an impact evaluation of a violence prevention intervention for middle schools. This report discusses findings after 1 year of implementation. A forthcoming report will discuss the findings after 2 years and 3 years of implementation. In 2004, the U.S. Department of Education (ED) contracted with RTI International (RTI) and its subcontractors, Pacific Institute for Research and Evaluation (PIRE) and Tanglewood Research, Inc., to conduct an evaluation of a hybrid intervention model that combines a curriculum-based program, Responding in Peaceful and Positive Ways (RiPP [Meyer and Northup 2002a, 2002b, 2006]), and a whole-school approach, Best Behavior (Sprague and Golly 2005). The combined intervention was administered over the course of 3 successive years. Using a randomized control trial design (with entire schools randomly assigned either to receive the intervention or not), the evaluation assesses the intervention's effects on student violence and victimization and whether these effects vary by levels of student risk. Tanglewood Research, which assisted in the process by which the programs under study were selected, provided implementation oversight along with site-based liaisons and coordinated training and technical assistance for staff in intervention schools. The developers of the two programs that constitute the intervention--Prevention Opportunities and University of Oregon--provided the program materials and conducted staff training. Appendices include: (1) Survey Instruments; (2) Defining the High-Risk Student Subgroup; (3) Construction of Outcome Measures; (4) Statistical Precision; (5) Baseline Measures for Gender Subgroups; and (6) Unadjusted Means and Standard Deviations for Impact Variables. (Contains 53 tables, 4 figures and 17 footnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under contract with RTI International, the Pacific Institute for Research and Evaluation (PIRE), and Tanglewood Research, Inc.] AU - Silvia, Suyapa AU - Blitstein, Jonathan AU - Williams, Jason AU - Ringwalt, Chris AU - Dusenbury, Linda AU - Hansen, William Y1 - 2010/04// PY - 2010 DA - April 2010 SP - 159 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Impact Evaluation KW - ERIC, Resources in Education (RIE) KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Family Characteristics KW - Measurement KW - Program Effectiveness KW - Multiple Regression Analysis KW - Student Characteristics KW - Intervention KW - Research Design KW - Models KW - Program Implementation KW - Curriculum KW - Victims of Crime KW - Data Collection KW - Program Evaluation KW - Sampling KW - Sex KW - At Risk Persons KW - Ethnicity KW - Response Rates (Questionnaires) KW - Race KW - Violence KW - Teacher Surveys KW - Risk KW - Prevention KW - School Size KW - Student Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742869669?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Statistical Power Analysis in Education Research. NCSER 2010-3006 AN - 742869662; ED509387 AB - This paper provides a guide to calculating statistical power for the complex multilevel designs that are used in most field studies in education research. For multilevel evaluation studies in the field of education, it is important to account for the impact of clustering on the standard errors of estimates of treatment effects. Using ideas from survey research, the paper explains how sample design induces random variation in the quantities observed in a randomized experiment, and how this random variation relates to statistical power. The manner in which statistical power depends upon the values of intraclass correlations, sample sizes at the various levels, the standardized average treatment effect (effect size), the multiple correlation between covariates and the outcome at different levels, and the heterogeneity of treatment effects across sampling units is illustrated. Both hierarchical and randomized block designs are considered. The paper demonstrates that statistical power in complex designs involving clustered sampling can be computed simply from standard power tables using the idea of operational effect sizes: effect sizes multiplied by a design effect that depends on features of the complex experimental design. These concepts are applied to provide methods for computing power for each of the research designs most frequently used in education research. Appendices include: (1) Design Effects in Two- or Three-Level Hierarchical Designs With and Without Covariates; (2) Design Effects in Two- or Three-Level Randomized-Block Designs With and Without Covariates; (3) Computing Power in Three-Level Randomized-Block Designs; (4) Multilevel Models Defining Tests for Treatment Effects; and (5) Glossary of Terms. (Contains 5 footnotes and 2 tables.) AU - Hedges, Larry V. AU - Rhoads, Christopher Y1 - 2010/04// PY - 2010 DA - April 2010 SP - 88 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - ERIC, Resources in Education (RIE) KW - Computers KW - Statistical Analysis KW - Sampling KW - Correlation KW - Computer Software KW - Research Design KW - Educational Research KW - Effect Size KW - Multivariate Analysis KW - Field Studies UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742869662?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Middle School Mathematics Professional Development Impact Study: Findings After the First Year of Implementation. NCEE 2010-4009 AN - 742868163; ED509306 AB - Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.) AU - Garet, Michael S. AU - Wayne, Andrew J. AU - Stancavage, Fran AU - Taylor, James AU - Walters, Kirk AU - Song, Mengli AU - Brown, Seth AU - Hurlburt, Steven AU - Zhu, Pei AU - Sepanik, Susan AU - Doolittle, Fred Y1 - 2010/04// PY - 2010 DA - April 2010 SP - 208 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 7 KW - Junior High Schools KW - Middle Schools KW - Coaching (Performance) KW - Program Effectiveness KW - Mathematics Instruction KW - Institutes (Training Programs) KW - Middle School Students KW - Mathematics Achievement KW - Professional Development KW - Summer Programs KW - Secondary School Mathematics KW - Middle School Teachers KW - Seminars KW - Inservice Teacher Education KW - Program Implementation KW - Numbers KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742868163?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Educational Technology in U.S. Public Schools: Fall 2008. First Look. NCES 2010-034 AN - 742866454; ED509397 AB - This report provides national data on the availability and use of educational technology in public elementary and secondary schools during fall 2008. The data are the results of a national school-level survey that is one of a set that includes district, school, and teacher surveys on educational technology. Every year between 1994 and 2005 (with the exception of 2004), the Office of Educational Technology (OET) in the U.S. Department of Education asked the National Center for Education Statistics (NCES) to conduct a survey of public schools to track access to information technology in schools and classrooms. NCES used its Fast Response Survey System (FRSS) to conduct these surveys. For fall 2008, this OET-sponsored technology study was redesigned and expanded to incorporate surveys at the district, school, and teacher levels. These three surveys provide complementary information and together cover a broader range of topics than would be possible with one survey alone. Prior to 2008, the surveys focused on computer and Internet access and use, as well as procedures to prevent student access to inappropriate material on the Internet and teacher professional development on technology use. The set of 2008 surveys collected data on availability and use for a range of educational technology resources, such as district and school networks, computers, devices that enhance the capabilities of computers for instruction, and computer software. They also collected information on leadership and staff support for educational technology within districts and schools. Appendices include: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 22 tables and 10 footnotes.) AU - Gray, Lucinda AU - Thomas, Nina AU - Lewis, Laurie Y1 - 2010/04// PY - 2010 DA - April 2010 SP - 66 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Fast Response Survey System KW - United States KW - ERIC, Resources in Education (RIE) KW - Questionnaires KW - Response Rates (Questionnaires) KW - Full Time Equivalency KW - Computers KW - Error of Measurement KW - Computer Software KW - Computer Uses in Education KW - Secondary Schools KW - Teacher Surveys KW - Information Technology KW - Technology Uses in Education KW - Public Schools KW - Technology Integration KW - Access to Information KW - Mathematical Concepts KW - Data Collection KW - School Surveys KW - Educational Technology KW - Elementary Schools KW - Internet UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742866454?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Teacher Perspectives of School-Level Implementation of Alternate Assessments for Students with Significant Cognitive Disabilities. A Report from the National Study on Alternate Assessments. NCSER 2010-3007 AN - 742865093; ED509386 AB - The report is organized to provide information on the school-level implementation of alternate assessments for students with significant cognitive disabilities. Following the Introduction in Chapter 1, Chapter 2 describes the study design and methods, including the development of the teacher survey and data collection procedures and analyses. Chapter 3 describes background information for teacher respondents, the students they teach, and the classrooms in which they work. Chapter 4 describes teachers' potential instructional influences, their understanding of the alternate assessment system, and their expectations and beliefs related to students with significant cognitive disabilities. Chapter 5 describes the teachers' professional capacity and the availability and use of resources. Chapter 6 describes students' opportunity to learn academic content. Chapter 7 highlights key study findings. National Study on Alternate Assessments Teacher Survey is appended. (Contains 1 table, 60 figures, and 10 footnotes.) AU - Cameto, Renee AU - Bergland, Frances AU - Knokey, Anne-Marie AU - Nagle, Katherine M. AU - Sanford, Christopher AU - Kalb, Sara C. AU - Blackorby, Jose AU - Sinclair, Beth AU - Riley, Derek L. AU - Ortega, Moreica Y1 - 2010/04// PY - 2010 DA - April 2010 SP - 171 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - Opportunity to Learn KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Questionnaires KW - Academic Achievement KW - Teacher Attitudes KW - Teacher Competencies KW - Mental Retardation KW - Teacher Surveys KW - Cognitive Ability KW - Educational Opportunities KW - Program Implementation KW - Disabilities KW - Educational Resources KW - Alternative Assessment KW - Interviews KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742865093?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Getting Ready for College: Financial Concerns and Preparation among the High School Senior Class of 2003-04. Issue Tables. NCES 2010-204 AN - 1651847840; ED547105 AB - With college tuition rising significantly over the past three decades (Snyder, Dillow, and Hoffman 2009), students and parents have become increasingly concerned about college affordability, financial aid, and financial preparations for postsecondary education. This set of Issue Tables, one of a series examining students' preparation for college, draws upon data from the Education Longitudinal Study of 2002 (ELS:02) to address these concerns. Tables 1 and 2 present data on how high school seniors and their parents rated the importance of low college expenses and the availability of financial aid in choosing a college, distinguishing between students who planned to attend 2-year or 4-year postsecondary institutions. Tables 3 and 4 examine the various financial preparations that parents had made as of 2002 for their children's future education. Table 3 looks at parents of students who planned to attend 4-year postsecondary institutions after high school, and table 4 focuses on parents of students who planned to attend 2-year institutions. Table 5 examines whether high school seniors in 2004 who had applied to college by 2006 had applied for financial aid and, if not, their reasons for not applying. Estimates in all tables are shown for all specified students in the high school senior class of 2004 and by a wide range of student, family, and high school characteristics. A glossary and technical notes are included. AU - Chen, Xianglei AU - Wu, Joanna AU - Tasoff, Shayna Y1 - 2010/04// PY - 2010 DA - April 2010 SP - 27 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Higher Education KW - Two Year Colleges KW - Secondary Education KW - High Schools KW - High School Graduates KW - College Bound Students KW - Parent Role KW - Surveys KW - Longitudinal Studies KW - Tuition KW - Student Records KW - High School Seniors KW - Student Financial Aid KW - Costs KW - Paying for College KW - Data Analysis KW - Parents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651847840?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Transforming American Education: Learning Powered by Technology. National Educational Technology Plan, 2010. Draft AN - 742875532; ED509205 AB - The National Educational Technology Plan (NETP) presents a model of 21st century learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure, and productivity. The plan also identifies far-reaching "grand challenge problems" that should be funded and coordinated at a national level. The NETP presents five goals with recommendations for states, districts, the federal government, and other stakeholders in our education system that address learning, assessment, teaching, infrastructure, and productivity. This plan also urges the national research center to focus on grand challenge problems in education research and development. "Grand challenge problems" are important problems that require bringing together a community of scientists and researchers to work toward their solution. This draft report describes how information and communication technologies can help transform American education. It provides concrete goals to inform state and local educational technology plans, and recommendations to inspire research, development, and innovation. Appended are: (1) How This Plan Was Developed; (2) Contributors; and (3) Acknowledgments. (Contains 3 figures.) Y1 - 2010/03/05/ PY - 2010 DA - 2010 Mar 05 SP - 114 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Learning KW - Federal Aid KW - Instruction KW - Federal Government KW - Research and Development KW - Technology Planning KW - Technology Uses in Education KW - Educational Change KW - Educational Assessment KW - Productivity KW - Educational Technology KW - Educational Facilities Planning UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742875532?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Georgia. Grade 8, Public Schools AN - 964183573; ED525493 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Georgia was 260. This was not significantly different from the average score of 262 for public school students in the nation. The average score for students in Georgia in 2009 (260) was not significantly different from their average score in 2007 (259) and was not significantly different from their average score in 1998 (257). In 2009, the score gap between students in Georgia at the 75th percentile and students at the 25th percentile was 43 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 27 percent in 2009. This percentage was not significantly different from that in 2007 (26 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 72 percent in 2009. This percentage was not significantly different from that in 2007 (70 percent) and was not significantly different from that in 1998 (68 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183573?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Kansas. Grade 8, Public Schools AN - 964183565; ED525487 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Kansas was 267. This was higher than the average score of 262 for public school students in the nation. The average score for students in Kansas in 2009 (267) was not significantly different from their average score in 2007 (267) and was not significantly different from their average score in 1998 (268). In 2009, the score gap between students in Kansas at the 75th percentile and students at the 25th percentile was 40 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 33 percent in 2009. This percentage was not significantly different from that in 2007 (35 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 80 percent in 2009. This percentage was not significantly different from that in 2007 (81 percent) and was not significantly different from that in 1998 (81 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183565?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. California. Grade 8, Public Schools AN - 964183559; ED525500 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in California was 253. This was lower than the average score of 262 for public school students in the nation. The average score for students in California in 2009 (253) was not significantly different from their average score in 2007 (251) and was not significantly different from their average score in 1998 (252). In 2009, the score gap between students in California at the 75th percentile and students at the 25th percentile was 48 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 22 percent in 2009. This percentage was not significantly different from that in 2007 (21 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 64 percent in 2009. This percentage was not significantly different from that in 2007 (62 percent) and was not significantly different from that in 1998 (63 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183559?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Iowa. Grade 8, Public Schools AN - 964183551; ED525488 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Iowa was 265. This was higher than the average score of 262 for public school students in the nation. The average score for students in Iowa in 2009 (265) was not significantly different from their average score in 2007 (267) and was lower than their average score in 2003 (268). In 2009, the score gap between students in Iowa at the 75th percentile and students at the 25th percentile was 41 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 32 percent in 2009. This percentage was not significantly different from that in 2007 (36 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 2009. This percentage was not significantly different from that in 2007 (80 percent) and was not significantly different from that in 2003 (79 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183551?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Pennsylvania. Grade 8, Public Schools AN - 964183545; ED525436 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Pennsylvania was 271. This was higher than the average score of 262 for public school students in the nation. The average score for students in Pennsylvania in 2009 (271) was higher than their average score in 2007 (268) and was higher than their average score in 2002 (265). In 2009, the score gap between students in Pennsylvania at the 75th percentile and students at the 25th percentile was 42 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 40 percent in 2009. This percentage was not significantly different from that in 2007 (36 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 2009. This percentage was not significantly different from that in 2007 (79 percent) and was greater than that in 2002 (77 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183545?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Wyoming. Grade 8, Public Schools AN - 964183525; ED525459 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Wyoming was 268. This was higher than the average score of 262 for public school students in the nation. The average score for students in Wyoming in 2009 (268) was not significantly different from their average score in 2007 (266) and was higher than their average score in 1998 (263). In 2009, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 38 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 34 percent in 2009. This percentage was not significantly different from that in 2007 (33 percent) and was not significantly different from that in 1998 (31 percent). The percentage of students in Wyoming who performed at or above the NAEP "Basic" level was 82 percent in 2009. This percentage was not significantly different from that in 2007 (80 percent) and was greater than that in 1998 (76 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183525?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Vermont. Grade 8, Public Schools AN - 964183515; ED525448 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Vermont was 272. This was higher than the average score of 262 for public school students in the nation. The average score for students in Vermont in 2009 (272) was not significantly different from their average score in 2007 (273) and was not significantly different from their average score in 2002 (272). In 2009, the score gap between students in Vermont 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 Vermont who performed at or above the NAEP "Proficient" level was 41 percent in 2009. This percentage was not significantly different from that in 2007 (42 percent) and was not significantly different from that in 2002 (40 percent). The percentage of students in Vermont who performed at or above the NAEP "Basic" level was 84 percent in 2009. This percentage was not significantly different from that in 2007 (84 percent) and was not significantly different from that in 2002 (82 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183515?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. West Virginia. Grade 8, Public Schools AN - 964183507; ED525455 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in West Virginia was 255. This was lower than the average score of 262 for public school students in the nation. The average score for students in West Virginia in 2009 (255) was not significantly different from their average score in 2007 (255) and was lower than their average score in 1998 (262). In 2009, 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 1998 (41 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 22 percent in 2009. This percentage was not significantly different from that in 2007 (23 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 67 percent in 2009. This percentage was not significantly different from that in 2007 (68 percent) and was smaller than that in 1998 (75 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183507?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Maine. Grade 4, Public Schools AN - 964183500; ED525392 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Maine was 224. This was higher than the average score of 220 for public school students in the nation. The average score for students in Maine in 2009 (224) was not significantly different from their average score in 2007 (226) and was lower than their average score in 1992 (227). In 2009, the score gap between students in Maine at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1992 (38 points). The percentage of students in Maine who performed at or above the NAEP "Proficient" level was 35 percent in 2009. This percentage was not significantly different from that in 2007 (36 percent) and was not significantly different from that in 1992 (36 percent). The percentage of students in Maine who performed at or above the NAEP "Basic" level was 70 percent in 2009. This percentage was not significantly different from that in 2007 (73 percent) and was smaller than that in 1992 (75 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183500?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Colorado. Grade 4, Public Schools AN - 964183492; ED525407 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Colorado was 226. This was higher than the average score of 220 for public school students in the nation. The average score for students in Colorado in 2009 (226) was not significantly different from their average score in 2007 (224) and was higher than their average score in 1992 (217). In 2009, 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 40 percent in 2009. This percentage was not significantly different from that in 2007 (36 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 72 percent in 2009. This percentage was not significantly different from that in 2007 (70 percent) and was greater than that in 1992 (64 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183492?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. District of Columbia. Grade 8, Public Schools AN - 964183256; ED525497 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in the District of Columbia was 242. This was lower than the average score of 262 for public school students in the nation. The average score for students in the District of Columbia in 2009 (242) was not significantly different from their average score in 2007 (241) and was higher than their average score in 1998 (236). In 2009, the score gap between students in the District of Columbia at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1998 (51 points). The percentage of students in the District of Columbia who performed at or above the NAEP "Proficient" level was 14 percent in 2009. This percentage was not significantly different from that in 2007 (12 percent) and was not significantly different from that in 1998 (11 percent). The percentage of students in the District of Columbia who performed at or above the NAEP "Basic" level was 51 percent in 2009. This percentage was not significantly different from that in 2007 (48 percent) and was greater than that in 1998 (44 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183256?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Montana. Grade 8, Public Schools AN - 964183248; ED525433 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Montana was 270. This was higher than the average score of 262 for public school students in the nation. The average score for students in Montana in 2009 (270) was not significantly different from their average score in 2007 (271) and was not significantly different from their average score in 1998 (271). In 2009, 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 38 percent in 2009. This percentage was not significantly different from that in 2007 (39 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 84 percent in 2009. This percentage was not significantly different from that in 2007 (85 percent) and was not significantly different from that in 1998 (83 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183248?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Iowa. Grade 4, Public Schools AN - 964182864; ED525396 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, 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 2009 (221) was lower than their average score in 2007 (225) and was lower than their average score in 1992 (225). In 2009, the score gap between students in Iowa 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 Iowa who performed at or above the NAEP "Proficient" level was 34 percent in 2009. This percentage was not significantly different from that in 2007 (36 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 2009. This percentage was smaller than that in 2007 (74 percent) and was smaller than that in 1992 (73 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964182864?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Connecticut. Grade 4, Public Schools AN - 964182848; ED525406 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Connecticut was 229. This was higher than the average score of 220 for public school students in the nation. The average score for students in Connecticut in 2009 (229) was not significantly different from their average score in 2007 (227) and was higher than their average score in 1992 (222). In 2009, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 44 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 2009. This percentage was not significantly different from that in 2007 (41 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 2009. This percentage was not significantly different from that in 2007 (73 percent) and was greater than that in 1992 (69 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964182848?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Virginia. Grade 4, Public Schools AN - 964182840; ED525339 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Virginia was 227. This was higher than the average score of 220 for public school students in the nation. The average score for students in Virginia in 2009 (227) was not significantly different from their average score in 2007 (227) and was higher than their average score in 1992 (221). In 2009, 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 1992 (44 points). The percentage of students in Virginia who performed at or above the NAEP "Proficient" level was 38 percent in 2009. This percentage was not significantly different from that in 2007 (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 74 percent in 2009. This percentage was not significantly different from that in 2007 (74 percent) and was greater than that in 1992 (67 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964182840?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Washington. Grade 4, Public Schools AN - 964182827; ED525338 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Washington 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 Washington in 2009 (221) was not significantly different from their average score in 2007 (224) and was higher than their average score in 1994 (213). In 2009, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1994 (50 points). The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 33 percent in 2009. This percentage was not significantly different from that in 2007 (36 percent) and was greater than that in 1994 (27 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 68 percent in 2009. This percentage was not significantly different from that in 2007 (70 percent) and was greater than that in 1994 (59 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964182827?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. West Virginia. Grade 4, Public Schools AN - 964182816; ED525337 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in West Virginia was 215. 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 2009 (215) was not significantly different from their average score in 2007 (215) and was not significantly different from their average score in 1992 (216). In 2009, 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 1992 (44 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 26 percent in 2009. This percentage was not significantly different from that in 2007 (28 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 62 percent in 2009. This percentage was not significantly different from that in 2007 (63 percent) and was not significantly different from that in 1992 (61 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964182816?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Minnesota. Grade 8, Public Schools AN - 964182107; ED525480 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Minnesota was 270. This was higher than the average score of 262 for public school students in the nation. The average score for students in Minnesota in 2009 (270) was not significantly different from their average score in 2007 (268) and was higher than their average score in 1998 (265). In 2009, the score gap between students in Minnesota 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 Minnesota who performed at or above the NAEP "Proficient" level was 38 percent in 2009. This percentage was not significantly different from that in 2007 (37 percent) and was not significantly different from that in 1998 (36 percent). The percentage of students in Minnesota who performed at or above the NAEP "Basic" level was 82 percent in 2009. This percentage was not significantly different from that in 2007 (80 percent) and was greater than that in 1998 (78 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964182107?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. South Dakota. Grade 8, Public Schools AN - 964182093; ED525442 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in South Dakota was 270. This was higher than the average score of 262 for public school students in the nation. The average score for students in South Dakota in 2009 (270) was not significantly different from their average score in 2007 (270) and was not significantly different from their average score in 2003 (270). In 2009, the score gap between students in South Dakota at the 75th percentile and students at the 25th percentile was 36 points. This performance gap was narrower than that of 2003 (41 points). The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 37 percent in 2009. This percentage was not significantly different from that in 2007 (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 84 percent in 2009. This percentage was not significantly different from that in 2007 (83 percent) and was greater than that in 2003 (82 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964182093?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. New Hampshire. Grade 8, Public Schools AN - 964182079; ED525439 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in New Hampshire was 271. This was higher than the average score of 262 for public school students in the nation. The average score for students in New Hampshire in 2009 (271) was not significantly different from their average score in 2007 (270) and was not significantly different from their average score in 2003 (271). In 2009, the score gap between students in New Hampshire at the 75th percentile and students at the 25th percentile was 42 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 39 percent in 2009. This percentage was not significantly different from that in 2007 (37 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 81 percent in 2009. This percentage was not significantly different from that in 2007 (82 percent) and was not significantly different from that in 2003 (81 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964182079?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Utah. Grade 8, Public Schools AN - 964182068; ED525447 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Utah was 266. This was higher than the average score of 262 for public school students in the nation. The average score for students in Utah in 2009 (266) was higher than their average score in 2007 (262) and was not significantly different from their average score in 1998 (263). In 2009, the score gap between students in Utah at the 75th percentile and students at the 25th percentile was 41 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 33 percent in 2009. This percentage was not significantly different from that in 2007 (30 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 78 percent in 2009. This percentage was greater than that in 2007 (75 percent) and was not significantly different from that in 1998 (77 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964182068?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Kentucky. Grade 8, Public Schools AN - 964181920; ED525486 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Kentucky was 267. This was higher than the average score of 262 for public school students in the nation. The average score for students in Kentucky in 2009 (267) was higher than their average score in 2007 (262) and was higher than their average score in 1998 (262). In 2009, the score gap between students in Kentucky at the 75th percentile and students at the 25th percentile was 40 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 33 percent in 2009. This percentage was greater than that in 2007 (28 percent) and was not significantly different from that in 1998 (30 percent). The percentage of students in Kentucky who performed at or above the NAEP "Basic" level was 79 percent in 2009. This percentage was greater than that in 2007 (73 percent) and was greater than that in 1998 (74 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - High Schools 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964181920?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Colorado. Grade 8, Public Schools AN - 964181824; ED525499 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Colorado was 266. This was higher than the average score of 262 for public school students in the nation. The average score for students in Colorado in 2009 (266) was not significantly different from their average score in 2007 (266) and was not significantly different from their average score in 1998 (264). In 2009, the score gap between students in Colorado at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1998 (40 points). The percentage of students in Colorado who performed at or above the NAEP "Proficient" level was 32 percent in 2009. This percentage was not significantly different from that in 2007 (35 percent) and was not significantly different from that in 1998 (30 percent). The percentage of students in Colorado who performed at or above the NAEP "Basic" level was 78 percent in 2009. This percentage was not significantly different from that in 2007 (79 percent) and was not significantly different from that in 1998 (77 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964181824?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Illinois. Grade 8, Public Schools AN - 964181806; ED525490 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Illinois was 265. This was not significantly different from the average score of 262 for public school students in the nation. The average score for students in Illinois in 2009 (265) was not significantly different from their average score in 2007 (263) and was not significantly different from their average score in 2003 (266). In 2009, the score gap between students in Illinois at the 75th percentile and students at the 25th percentile was 43 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 33 percent in 2009. This percentage was not significantly different from that in 2007 (30 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 2009. This percentage was not significantly different from that in 2007 (75 percent) and was not significantly different from that in 2003 (77 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964181806?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Maine. Grade 8, Public Schools AN - 964181780; ED525484 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Maine was 268. This was higher than the average score of 262 for public school students in the nation. The average score for students in Maine in 2009 (268) was not significantly different from their average score in 2007 (270) and was lower than their average score in 1998 (271). In 2009, the score gap between students in Maine at the 75th percentile and students at the 25th percentile was 41 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 35 percent in 2009. This percentage was not significantly different from that in 2007 (37 percent) and was smaller than that in 1998 (41 percent). The percentage of students in Maine who performed at or above the NAEP "Basic" level was 80 percent in 2009. This percentage was smaller than that in 2007 (83 percent) and was not significantly different from that in 1998 (83 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964181780?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Mississippi. Grade 8, Public Schools AN - 964181711; ED525479 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Mississippi was 251. This was lower than the average score of 262 for public school students in the nation. The average score for students in Mississippi in 2009 (251) was not significantly different from their average score in 2007 (250) and was not significantly different from their average score in 1998 (251). In 2009, 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 19 percent in 2009. This percentage was not significantly different from that in 2007 (17 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 62 percent in 2009. This percentage was not significantly different from that in 2007 (60 percent) and was not significantly different from that in 1998 (62 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964181711?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Massachusetts. Grade 8, Public Schools AN - 964181703; ED525482 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Massachusetts was 274. This was higher than the average score of 262 for public school students in the nation. The average score for students in Massachusetts in 2009 (274) was not significantly different from their average score in 2007 (273) and was higher than their average score in 1998 (269). In 2009, 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 1998 (43 points). The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 43 percent in 2009. This percentage was not significantly different from that in 2007 (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 83 percent in 2009. This percentage was not significantly different from that in 2007 (84 percent) and was greater than that in 1998 (79 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964181703?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Delaware. Grade 8, Public Schools AN - 964179522; ED525496 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Delaware was 265. This was higher than the average score of 262 for public school students in the nation. The average score for students in Delaware in 2009 (265) was not significantly different from their average score in 2007 (265) and was higher than their average score in 1998 (254). In 2009, the score gap between students in Delaware at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was narrower than that of 1998 (48 points). The percentage of students in Delaware who performed at or above the NAEP "Proficient" level was 31 percent in 2009. This percentage was not significantly different from that in 2007 (31 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 78 percent in 2009. This percentage was not significantly different from that in 2007 (77 percent) and was greater than that in 1998 (64 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 Secondary 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179522?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Maryland. Grade 8, Public Schools AN - 964179512; ED525483 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Maryland was 267. This was higher than the average score of 262 for public school students in the nation. The average score for students in Maryland in 2009 (267) was not significantly different from their average score in 2007 (265) and was higher than their average score in 1998 (261). In 2009, 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 1998 (50 points). The percentage of students in Maryland who performed at or above the NAEP "Proficient" level was 36 percent in 2009. This percentage was not significantly different from that in 2007 (33 percent) and was not significantly different from that in 1998 (31 percent). The percentage of students in Maryland who performed at or above the NAEP "Basic" level was 77 percent in 2009. This percentage was not significantly different from that in 2007 (76 percent) and was greater than that in 1998 (70 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179512?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Arkansas. Grade 8, Public Schools AN - 964179506; ED525501 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Arkansas was 258. This was lower than the average score of 262 for public school students in the nation. The average score for students in Arkansas in 2009 (258) was not significantly different from their average score in 2007 (258) and was not significantly different from their average score in 1998 (256). In 2009, 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 27 percent in 2009. This percentage was not significantly different from that in 2007 (25 percent) and was not significantly different from that in 1998 (23 percent). The percentage of students in Arkansas who performed at or above the NAEP "Basic" level was 69 percent in 2009. This percentage was not significantly different from that in 2007 (70 percent) and was not significantly different from that in 1998 (68 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179506?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. New Jersey. Grade 8, Public Schools AN - 964179455; ED525440 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in New Jersey was 273. This was higher than the average score of 262 for public school students in the nation. The average score for students in New Jersey in 2009 (273) was not significantly different from their average score in 2007 (270) and was higher than their average score in 2003 (268). In 2009, 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 2003 (43 points). The percentage of students in New Jersey who performed at or above the NAEP "Proficient" level was 42 percent in 2009. This percentage was not significantly different from that in 2007 (39 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 83 percent in 2009. This percentage was not significantly different from that in 2007 (81 percent) and was greater than that in 2003 (79 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 Secondary 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179455?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Wisconsin. Grade 8, Public Schools AN - 964179445; ED525457 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Wisconsin was 266. This was higher than the average score of 262 for public school students in the nation. The average score for students in Wisconsin in 2009 (266) was not significantly different from their average score in 2007 (264) and was not significantly different from their average score in 1998 (265). In 2009, the score gap between students in Wisconsin 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 Wisconsin who performed at or above the NAEP "Proficient" level was 34 percent in 2009. This percentage was not significantly different from that in 2007 (33 percent) and was not significantly different from that in 1998 (34 percent). The percentage of students in Wisconsin who performed at or above the NAEP "Basic" level was 78 percent in 2009. This percentage was not significantly different from that in 2007 (76 percent) and was not significantly different from that in 1998 (78 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179445?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Oregon. Grade 8, Public Schools AN - 964179437; ED525458 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Oregon was 265. This was higher than the average score of 262 for public school students in the nation. The average score for students in Oregon in 2009 (265) was not significantly different from their average score in 2007 (266) and was not significantly different from their average score in 1998 (266). In 2009, 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 2009. This percentage was not significantly different from that in 2007 (34 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 2009. This percentage was not significantly different from that in 2007 (77 percent) and was not significantly different from that in 1998 (78 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179437?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Alabama. Grade 4, Public Schools AN - 964179401; ED525412 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Alabama was 216. This was lower than the average score of 220 for public school students in the nation. The average score for students in Alabama in 2009 (216) was not significantly different from their average score in 2007 (216) and was higher than their average score in 1992 (207). In 2009, 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 1992 (48 points). The percentage of students in Alabama who performed at or above the NAEP "Proficient" level was 28 percent in 2009. This percentage was not significantly different from that in 2007 (29 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 62 percent in 2009. This percentage was not significantly different from that in 2007 (62 percent) and was greater than that in 1992 (51 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179401?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Indiana. Grade 4, Public Schools AN - 964179393; ED525397 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Indiana was 223. This was higher than the average score of 220 for public school students in the nation. The average score for students in Indiana in 2009 (223) was not significantly different from their average score in 2007 (222) and was not significantly different from their average score in 1992 (221). In 2009, 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 1992 (41 points). The percentage of students in Indiana who performed at or above the NAEP "Proficient" level was 34 percent in 2009. This percentage was not significantly different from that in 2007 (33 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 70 percent in 2009. This percentage was not significantly different from that in. 2007 (68 percent) and was not significantly different from that in 1992 (68 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179393?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Florida. Grade 8, Public Schools AN - 964179361; ED525494 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Florida was 264. This was not significantly different from the average score of 262 for public school students in the nation. The average score for students in Florida in 2009 (264) was higher than their average score in 2007 (260) and was higher than their average score in 1998 (255). In 2009, the score gap between students in Florida at the 75th percentile and students at the 25th percentile was 43 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 32 percent in 2009. This percentage was not significantly different from that in 2007 (28 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 76 percent in 2009. This percentage was greater than that in 2007 (71 percent) and was greater than that in 1998 (67 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179361?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. North Carolina. Grade 8, Public Schools AN - 964179353; ED525446 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in North Carolina was 260. This was lower than the average score of 262 for public school students in the nation. The average score for students in North Carolina in 2009 (260) was not significantly different from their average score in 2007 (259) and was not significantly different from their average score in 1998 (262). In 2009, the score gap between students in North Carolina at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1998 (44 points). The percentage of students in North Carolina who performed at or above the NAEP "Proficient" level was 29 percent in 2009. This percentage was not significantly different from that in 2007 (28 percent) and was not significantly different from that in 1998 (30 percent). The percentage of students in North Carolina who performed at or above the NAEP "Basic" level was 70 percent in 2009. This percentage was not significantly different from that in 2007 (71 percent) and was smaller than that in 1998 (74 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179353?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Kansas. Grade 4, Public Schools AN - 964179348; ED525395 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, 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 2009 (224) was not significantly different from their average score in 2007 (225) and was not significantly different from their average score in 1998 (221). In 2009, 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 (43 points). The percentage of students in Kansas who performed at or above the NAEP "Proficient" level was 35 percent in 2009. This percentage was not significantly different from that in 2007 (36 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 72 percent in 2009. This percentage was not significantly different from that in 2007 (72 percent) and was not significantly different from that in 1998 (70 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179348?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Georgia. Grade 4, Public Schools AN - 964179338; ED525401 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Georgia 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 Georgia in 2009 (218) was not significantly different from their average score in 2007 (219) and was higher than their average score in 1992 (212). In 2009, 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 1992 (49 points). The percentage of students in Georgia who performed at or above the NAEP "Proficient" level was 29 percent in 2009. This percentage was not significantly different from that in 2007 (28 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 63 percent in 2009. This percentage was not significantly different from that in 2007 (66 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179338?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. South Dakota. Grade 4, Public Schools AN - 964179330; ED525344 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in South Dakota was 222. This was higher than the average score of 220 for public school students in the nation. The average score for students in South Dakota in 2009 (222) was not significantly different from their average score in 2007 (223) and was not significantly different from their average score in 2003 (222). In 2009, the score gap between students in South Dakota at the 75th percentile and students at the 25th percentile was 43 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 33 percent in 2009. This percentage was not significantly different from that in 2007 (34 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 70 percent in 2009. This percentage was not significantly different from that in 2007 (71 percent) and was not significantly different from that in 2003 (69 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179330?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. District of Columbia. Grade 4, Public Schools AN - 964179206; ED525405 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in the District of Columbia was 202. This was lower than the average score of 220 for public school students in the nation. The average score for students in the District of Columbia in 2009 (202) was higher than their average score in 2007 (197) and was higher than their average score in 1992 (188). In 2009, the score gap between students in the District of Columbia at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 1992 (52 points). The percentage of students in the District of Columbia who performed at or above the NAEP "Proficient" level was 17 percent in 2009. This percentage was greater than that in 2007 (14 percent) and was greater than that in 1992 (10 percent). The percentage of students in the District of Columbia who performed at or above the NAEP "Basic" level was 44 percent in 2009. This percentage was greater than that in 2007 (39 percent) and was greater than that in 1992 (30 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179206?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Rhode Island. Grade 4, Public Schools AN - 964179188; ED525346 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Rhode Island was 223. 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 2009 (223) was higher than their average score in 2007 (219) and was higher than their average score in 1992 (217). In 2009, 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 1992 (45 points). The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 36 percent in 2009. This percentage was greater than that in 2007 (31 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 69 percent in 2009. This percentage was greater than that in 2007 (65 percent) and was greater than that in 1992 (63 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179188?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Pennsylvania. Grade 4, Public Schools AN - 964179092; ED525347 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Pennsylvania was 224. This was higher than the average score of 220 for public school students in the nation. The average score for students in Pennsylvania in 2009 (224) was not significantly different from their average score in 2007 (226) and was not significantly different from their average score in 1992 (221). In 2009, 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 1992 (44 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 37 percent in 2009. This percentage was not significantly different from that in 2007 (40 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 70 percent in 2009. This percentage was not significantly different from that in 2007 (73 percent) and was not significantly different from that in 1992 (68 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179092?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Tennessee. Grade 4, Public Schools AN - 964179084; ED525343 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Tennessee was 217. This was lower than the average score of 220 for public school students in the nation. The average score for students in Tennessee in 2009 (217) was not significantly different from their average score in 2007 (216) and was higher than their average score in 1992 (212). In 2009, 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 1992 (46 points). The percentage of students in Tennessee who performed at or above the NAEP "Proficient" level was 28 percent in 2009. This percentage was not significantly different from that in 2007 (27 percent) and was greater than that in 1992 (23 percent). The percentage of students in Tennessee who performed at or above the NAEP "Basic" level was 63 percent in 2009. This percentage was not significantly different from that in 2007 (61 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179084?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Alaska. Grade 4, Public Schools AN - 964179061; ED525411 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Alaska was 211. This was lower than the average score of 220 for public school students in the nation. The average score for students in Alaska in 2009 (211) was lower than their average score in 2007 (214) and was not significantly different from their average score in 2003 (212). In 2009, the score gap between students in Alaska at the 75th percentile and students at the 25th percentile was 52 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 27 percent in 2009. This percentage was not significantly different from that in 2007 (29 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 59 percent in 2009. This percentage was not significantly different from that in 2007 (62 percent) and was not significantly different from that in 2003 (58 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179061?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Hawaii. Grade 4, Public Schools AN - 964179050; ED525400 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Hawaii was 211. This was lower than the average score of 220 for public school students in the nation. The average score for students in Hawaii in 2009 (211) was not significantly different from their average score in 2007 (213) and was higher than their average score in 1992 (203). In 2009, the score gap between students in Hawaii at the 75th percentile and students at the 25th percentile was 51 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 26 percent in 2009. This percentage was not significantly different from that in 2007 (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 57 percent in 2009. This percentage was not significantly different from that in 2007 (59 percent) and was greater than that in 1992 (48 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179050?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Oklahoma. Grade 4, Public Schools AN - 964179040; ED525349 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Oklahoma was 217. This was lower than the average score of 220 for public school students in the nation. The average score for students in Oklahoma in 2009 (217) was not significantly different from their average score in 2007 (217) and was lower than their average score in 1992 (220). In 2009, 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 1992 (41 points). The percentage of students in Oklahoma who performed at or above the NAEP "Proficient" level was 28 percent in 2009. This percentage was not significantly different from that in 2007 (27 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 65 percent in 2009. This percentage was not significantly different from that in 2007 (65 percent) and was not significantly different from that in 1992 (67 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179040?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. New York. Grade 4, Public Schools AN - 964179029; ED525353 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in New York was 224. 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 2009 (224) was not significantly different from their average score in 2007 (224) and was higher than their average score in 1992 (215). In 2009, the score gap between students in New York 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 New York who performed at or above the NAEP "Proficient" level was 36 percent in 2009. This percentage was not significantly different from that in 2007 (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 71 percent in 2009. This percentage was not significantly different from that in 2007 (69 percent) and was greater than that in 1992 (61 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179029?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Texas. Grade 4, Public Schools AN - 964179022; ED525342 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Texas 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 Texas in 2009 (219) was not significantly different from their average score in 2007 (220) and was higher than their average score in 1992 (213). In 2009, the score gap between students in Texas at the 75th percentile and students at the 25th percentile was 42 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 2009. This percentage was not significantly different from that in 2007 (30 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 65 percent in 2009. This percentage was not significantly different from that in 2007 (66 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964179022?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Alaska. Grade 8, Public Schools AN - 964177247; ED525503 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Alaska was 259. This was lower than the average score of 262 for public school students in the nation. The average score for students in Alaska in 2009 (259) was not significantly different from their average score in 2007 (259) and was higher than their average score in 2003 (256). In 2009, the score gap between students in Alaska at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was narrower than that of 2003 (50 points). The percentage of students in Alaska who performed at or above the NAEP "Proficient" level was 27 percent in 2009. This percentage was not significantly different from that in 2007 (27 percent) and was not significantly different from that in 2003 (27 percent). The percentage of students in Alaska who performed at or above the NAEP "Basic" level was 72 percent in 2009. This percentage was not significantly different from that in 2007 (71 percent) and was greater than that in 2003 (67 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177247?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Louisiana. Grade 8, Public Schools AN - 964177240; ED525485 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Louisiana was 253. This was lower than the average score of 262 for public school students in the nation. The average score for students in Louisiana in 2009 (253) was not significantly different from their average score in 2007 (253) and was not significantly different from their average score in 1998 (252). In 2009, the score gap between students in Louisiana 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 Louisiana who performed at or above the NAEP "Proficient" level was 20 percent in 2009. This percentage was not significantly different from that in 2007 (19 percent) and was not significantly different from that in 1998 (17 percent). The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 64 percent in 2009. This percentage was not significantly different from that in 2007 (64 percent) and was not significantly different from that in 1998 (63 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177240?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. New Mexico. Grade 8, Public Schools AN - 964177204; ED525441 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in New Mexico was 254. This was lower than the average score of 262 for public school students in the nation. The average score for students in New Mexico in 2009 (254) was higher than their average score in 2007 (251) and was lower than their average score in 1998 (258). In 2009, the score gap between students in New Mexico 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 New Mexico who performed at or above the NAEP "Proficient" level was 22 percent in 2009. This percentage was greater than that in 2007 (17 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 66 percent in 2009. This percentage was not significantly different from that in 2007 (62 percent) and was smaller than that in 1998 (71 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177204?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Idaho. Grade 8, Public Schools AN - 964177191; ED525491 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Idaho was 265. This was higher than the average score of 262 for public school students in the nation. The average score for students in Idaho in 2009 (265) was not significantly different from their average score in 2007 (265) and was not significantly different from their average score in 2002 (266). In 2009, the score gap between students in Idaho at the 75th percentile and students at the 25th percentile was 42 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 33 percent in 2009. This percentage was not significantly different from that in 2007 (32 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 77 percent in 2009. This percentage was not significantly different from that in 2007 (78 percent) and was not significantly different from that in 2002 (79 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177191?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Connecticut. Grade 8, Public Schools AN - 964177188; ED525498 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Connecticut was 272. This was higher than the average score of 262 for public school students in the nation. The average score for students in Connecticut in 2009 (272) was higher than their average score in 2007 (267) and was not significantly different from their average score in 1998 (270). In 2009, the score gap between students in Connecticut 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 Connecticut who performed at or above the NAEP "Proficient" level was 43 percent in 2009. This percentage was greater than that in 2007 (37 percent) and was not significantly different from that in 1998 (40 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 81 percent in 2009. This percentage was greater than that in 2007 (77 percent) and was not significantly different from that in 1998 (81 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177188?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Nevada. Grade 8, Public Schools AN - 964177175; ED525435 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Nevada was 254. This was lower than the average score of 262 for public school students in the nation. The average score for students in Nevada in 2009 (254) was not significantly different from their average score in 2007 (252) and was lower than their average score in 1998 (258). In 2009, the score gap between students in Nevada at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1998 (42 points). The percentage of students in Nevada who performed at or above the NAEP "Proficient" level was 22 percent in 2009. This percentage was not significantly different from that in 2007 (22 percent) and was not significantly different from that in 1998 (23 percent). The percentage of students in Nevada who performed at or above the NAEP "Basic" level was 65 percent in 2009. This percentage was not significantly different from that in 2007 (63 percent) and was smaller than that in 1998 (70 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177175?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Texas. Grade 8, Public Schools AN - 964177159; ED525445 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Texas was 260. This was not significantly different from the average score of 262 for public school students in the nation. The average score for students in Texas in 2009 (260) was not significantly different from their average score in 2007 (261) and was not significantly different from their average score in 1998 (261). In 2009, the score gap between students in Texas 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 Texas who performed at or above the NAEP "Proficient" level was 27 percent in 2009. This percentage was not significantly different from that in 2007 (28 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 73 percent in 2009. This percentage was not significantly different from that in 2007 (73 percent) and was not significantly different from that in 1998 (74 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177159?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Nebraska. Grade 8, Public Schools AN - 964177144; ED525434 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Nebraska was 267. This was higher than the average score of 262 for public school students in the nation. The average score for students in Nebraska in 2009 (267) was not significantly different from their average score in 2007 (267) and was lower than their average score in 2002 (270). In 2009, the score gap between students in Nebraska at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 2002 (37 points). The percentage of students in Nebraska who performed at or above the NAEP "Proficient" level was 35 percent in 2009. This percentage was not significantly different from that in 2007 (35 percent) and was not significantly different from that in 2002 (36 percent). The percentage of students in Nebraska who performed at or above the NAEP "Basic" level was 80 percent in 2009. This percentage was not significantly different from that in 2007 (79 percent) and was not significantly different from that in 2002 (83 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177144?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Oklahoma. Grade 8, Public Schools AN - 964177129; ED525454 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Oklahoma was 259. This was lower than the average score of 262 for public school students in the nation. The average score for students in Oklahoma in 2009 (259) was not significantly different from their average score in 2007 (260) and was lower than their average score in 1998 (265). In 2009, the score gap between students in Oklahoma at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1998 (36 points). The percentage of students in Oklahoma who performed at or above the NAEP "Proficient" level was 26 percent in 2009. This percentage was not significantly different from that in 2007 (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 2009. This percentage was not significantly different from that in 2007 (72 percent) and was smaller than that in 1998 (80 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177129?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Indiana. Grade 8, Public Schools AN - 964177091; ED525489 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Indiana was 266. This was higher than the average score of 262 for public school students in the nation. The average score for students in Indiana in 2009 (266) was not significantly different from their average score in 2007 (264) and was not significantly different from their average score in 2002 (265). In 2009, the score gap between students in Indiana at the 75th percentile and students at the 25th percentile was 40 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 2009. This percentage was not significantly different from that in 2007 (31 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 79 percent in 2009. This percentage was not significantly different from that in 2007 (76 percent) and was not significantly different from that in 2002 (77 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177091?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Alabama. Grade 8, Public Schools AN - 964177077; ED525504 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Alabama was 255. This was lower than the average score of 262 for public school students in the nation. The average score for students in Alabama in 2009 (255) was higher than their average score in 2007 (252) and was not significantly different from their average score in 1998 (255). In 2009, 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 1998 (44 points). The percentage of students in Alabama who performed at or above the NAEP "Proficient" level was 24 percent in 2009. This percentage was not significantly different from that in 2007 (21 percent) and was not significantly different from that in 1998 (22 percent). The percentage of students in Alabama who performed at or above the NAEP "Basic" level was 66 percent in 2009. This percentage was not significantly different from that in 2007 (62 percent) and was not significantly different from that in 1998 (67 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177077?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. New York. Grade 8, Public Schools AN - 964177051; ED525444 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in New York was 264. This was not significantly different from the average score of 262 for public school students in the nation. The average score for students in New York in 2009 (264) was not significantly different from their average score in 2007 (264) and was not significantly different from their average score in 1998 (265). In 2009, 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 33 percent in 2009. This percentage was not significantly different from that in 2007 (32 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 75 percent in 2009. This percentage was not significantly different from that in 2007 (75 percent) and was not significantly different from that in 1998 (76 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177051?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Utah. Grade 4, Public Schools AN - 964177050; ED525341 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Utah 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 Utah in 2009 (219) was not significantly different from their average score in 2007 (221) and was not significantly different from their average score in 1992 (220). In 2009, the score gap between students in Utah at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (42 points). The percentage of students in Utah who performed at or above the NAEP "Proficient" level was 31 percent in 2009. This percentage was not significantly different from that in 2007 (34 percent) and was not significantly different from that in 1992 (30 percent). The percentage of students in Utah who performed at or above the NAEP "Basic" level was 67 percent in 2009. This percentage was not significantly different from that in 2007 (69 percent) and was not significantly different from that in 1992 (67 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177050?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. North Dakota. Grade 4, Public Schools AN - 964177036; ED525351 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, 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 2009 (226) was not significantly different from their average score in 2007 (226) and was not significantly different from their average score in 1992 (226). In 2009, 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 1992 (39 points). The percentage of students in North Dakota who performed at or above the NAEP "Proficient" level was 35 percent in 2009. This percentage was not significantly different from that in 2007 (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 76 percent in 2009. This percentage was not significantly different from that in 2007 (75 percent) and was not significantly different from that in 1992 (74 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177036?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Rhode Island. Grade 8, Public Schools AN - 964177031; ED525437 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Rhode Island was 260. This was lower than the average score of 262 for public school students in the nation. The average score for students in Rhode Island in 2009 (260) was not significantly different from their average score in 2007 (258) and was lower than their average score in 1998 (264). In 2009, 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 1998 (44 points). The percentage of students in Rhode Island who performed at or above the NAEP "Proficient" level was 28 percent in 2009. This percentage was not significantly different from that in 2007 (27 percent) and was smaller than that in 1998 (32 percent). The percentage of students in Rhode Island who performed at or above the NAEP "Basic" level was 72 percent in 2009. This percentage was not significantly different from that in 2007 (69 percent) and was smaller than that in 1998 (76 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177031?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Mississippi. Grade 4, Public Schools AN - 964177007; ED525387 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Mississippi was 211. This was lower than the average score of 220 for public school students in the nation. The average score for students in Mississippi in 2009 (211) was not significantly different from their average score in 2007 (208) and was higher than their average score in 1992 (199). In 2009, the score gap between students in Mississippi at the 75th percentile and students at the 25th percentile was 47 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 2009. This percentage was not significantly different from that in 2007 (19 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 2009. This percentage was not significantly different from that in 2007 (51 percent) and was greater than that in 1992 (41 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964177007?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Delaware. Grade 4, Public Schools AN - 964176990; ED525404 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Delaware was 226. This was higher than the average score of 220 for public school students in the nation. The average score for students in Delaware in 2009 (226) was not significantly different from their average score in 2007 (225) and was higher than their average score in 1992 (213). In 2009, the score gap between students in Delaware at the 75th percentile and students at the 25th percentile was 40 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 35 percent in 2009. This percentage was not significantly different from that in 2007 (34 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 2009. This percentage was not significantly different from that in 2007 (73 percent) and was greater than that in 1992 (57 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176990?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. New Jersey. Grade 4, Public Schools AN - 964176970; ED525355 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in New Jersey was 229. 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 2009 (229) was not significantly different from their average score in 2007 (231) and was higher than their average score in 1992 (223). In 2009, the score gap between students in New Jersey at the 75th percentile and students at the 25th percentile was 42 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 40 percent in 2009. This percentage was not significantly different from that in 2007 (43 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 76 percent in 2009. This percentage was not significantly different from that in 2007 (77 percent) and was greater than that in 1992 (69 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176970?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Ohio. Grade 4, Public Schools AN - 964176959; ED525350 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Ohio was 225. This was higher than the average score of 220 for public school students in the nation. The average score for students in Ohio in 2009 (225) was not significantly different from their average score in 2007 (226) and was higher than their average score in 1992 (217). In 2009, the score gap between students in Ohio at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1992 (43 points). The percentage of students in Ohio who performed at or above the NAEP "Proficient" level was 36 percent in 2009. This percentage was not significantly different from that in 2007 (36 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 2009. This percentage was not significantly different from that in 2007 (73 percent) and was greater than that in 1992 (63 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176959?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Nebraska. Grade 4, Public Schools AN - 964176944; ED525358 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, 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 2009 (223) was not significantly different from their average score in 2007 (223) and was not significantly different from their average score in 1992 (221). In 2009, the score gap between students in Nebraska at the 75th percentile and students at the 25th percentile was 43 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 35 percent in 2009. This percentage was not significantly different from that in 2007 (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 2009. This percentage was not significantly different from that in 2007 (71 percent) and was not significantly different from that in 1992 (68 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176944?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. North Carolina. Grade 4, Public Schools AN - 964176935; ED525352 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in North Carolina 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 North Carolina in 2009 (219) was not significantly different from their average score in 2007 (218) and was higher than their average score in 1992 (212). In 2009, the score gap between students in North Carolina at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (50 points). The percentage of students in North Carolina who performed at or above the NAEP "Proficient" level was 32 percent in 2009. This percentage was not significantly different from that in 2007 (29 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 65 percent in 2009. This percentage was not significantly different from that in 2007 (64 percent) and was greater than that in 1992 (56 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176935?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Missouri. Grade 8, Public Schools AN - 964176933; ED525432 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Missouri was 267. This was higher than the average score of 262 for public school students in the nation. The average score for students in Missouri in 2009 (267) was higher than their average score in 2007 (263) and was higher than their average score in 1998 (262). In 2009, 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 34 percent in 2009. This percentage was not significantly different from that in 2007 (31 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 2009. This percentage was greater than that in 2007 (75 percent) and was not significantly different from that in 1998 (75 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176933?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Washington. Grade 8, Public Schools AN - 964176921; ED525453 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Washington was 267. This was higher than the average score of 262 for public school students in the nation. The average score for students in Washington in 2009 (267) was not significantly different from their average score in 2007 (265) and was not significantly different from their average score in 1998 (264). In 2009, the score gap between students in Washington 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 Washington who performed at or above the NAEP "Proficient" level was 36 percent in 2009. This percentage was not significantly different from that in 2007 (34 percent) and was not significantly different from that in 1998 (32 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 78 percent in 2009. This percentage was not significantly different from that in 2007 (77 percent) and was not significantly different from that in 1998 (76 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - National Programs KW - Secondary School Students KW - Reading Comprehension KW - Racial Differences KW - Achievement Gains KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176921?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Arizona. Grade 4, Public Schools AN - 964176911; ED525410 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Arizona was 210. This was lower than the average score of 220 for public school students in the nation. The average score for students in Arizona in 2009 (210) was not significantly different from their average score in 2007 (210) and was not significantly different from their average score in 1992 (209). In 2009, the score gap between students in Arizona at the 75th percentile and students at the 25th percentile was 51 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 25 percent in 2009. This percentage was not significantly different from that in 2007 (24 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 56 percent in 2009. This percentage was not significantly different from that in 2007 (56 percent) and was not significantly different from that in 1992 (54 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.] Y1 - 2010/03// PY - 2010 DA - March 2010 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 - Scores KW - National Programs KW - Educational Trends KW - Reading Comprehension KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Visual Aids KW - Profiles KW - Ethnic Groups KW - Achievement Gap KW - Statistical Analysis KW - Educational Assessment KW - Time Perspective UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964176911?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card Reading 2009 State Snapshot Report. Michigan. Grade 8, Public Schools AN - 964176753; ED525481 AB - Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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