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, 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 Michigan was 262. This was not significantly different from the average score of 262 for public school students in the nation. The average score for students in Michigan in 2009 (262) was not significantly different from their average score in 2007 (260) and was not significantly different from their average score in 2002 (265). In 2009, the score gap between students in Michigan at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 2002 (43 points). The percentage of students in Michigan who performed at or above the NAEP "Proficient" level was 31 percent in 2009. This percentage was not significantly different from that in 2007 (28 percent) and was not significantly different from that in 2002 (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 that in 2007 (72 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 - Michigan 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/964176753?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 8, Public Schools AN - 964175869; ED525451 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 Ohio was 269. This was higher than the average score of 262 for public school students in the nation. The average score for students in Ohio in 2009 (269) was not significantly different from their average score in 2007 (268) and was not significantly different from their average score in 2002 (268). In 2009, the score gap between students in Ohio at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2002 (39 points). The percentage of students in Ohio who performed at or above the NAEP "Proficient" level was 37 percent in 2009. This percentage was not significantly different from that in 2007 (36 percent) and was not significantly different from that in 2002 (35 percent). The percentage of students in Ohio who performed at or above the NAEP "Basic" level was 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 (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 - Ohio KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Reading Tests KW - Reading KW - Middle School Students KW - Scores KW - Educational Trends KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - Low Income Groups KW - Elementary School Students KW - Gender Differences KW - 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/964175869?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. DoDEA. Grade 4, Public Schools AN - 964175764; ED525403 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 DoDEA was 228. This was higher than the average score of 220 for public school students in the nation. The average score for students in DoDEA in 2009 (228) was not significantly different from their average score in 2007 (229) and was higher than their average score in 1998 (220). In 2009, the score gap between students in DoDEA at the 75th percentile and students at the 25th percentile was 38 points. This performance gap was narrower than that of 1998 (47 points). The percentage of students in DoDEA who performed at or above the NAEP "Proficient" level was 39 percent in 2009. This percentage was not significantly different from that in 2007 (40 percent) and was greater than that in 1998 (32 percent). The percentage of students in DoDEA 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 greater than that in 1998 (66 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 - 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/964175764?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 4, Public Schools AN - 964175754; ED525356 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 Hampshire 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 Hampshire in 2009 (229) was not significantly different from their average score in 2007 (229) and was not significantly different from their average score in 1992 (228). In 2009, the score gap between students in New Hampshire at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 1992 (39 points). The percentage of students in New Hampshire who performed at or above the NAEP "Proficient" level was 41 percent in 2009. This percentage was not significantly different from that in 2007 (41 percent) and was not significantly different from that in 1992 (38 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 not significantly different from that in 2007 (76 percent) and was not significantly different from that in 1992 (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 Hampshire 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/964175754?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 4, Public Schools AN - 964175744; ED525340 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 Vermont was 229. This was higher than the average score of 220 for public school students in the nation. The average score for students in Vermont in 2009 (229) was not significantly different from their average score in 2007 (228) and was not significantly different from their average score in 2002 (227). In 2009, the score gap between students in Vermont at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 2002 (44 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 (41 percent) and was not significantly different from that in 2002 (39 percent). The percentage of students in Vermont who performed at or above the NAEP "Basic" level was 75 percent in 2009. This percentage was not significantly different from that in 2007 (74 percent) and was not significantly different from that in 2002 (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 - Vermont 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/964175744?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 4, Public Schools AN - 964175721; ED525399 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 Idaho 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 Idaho in 2009 (221) was not significantly different from their average score in 2007 (223) and was not significantly different from their average score in 1992 (219). In 2009, the score gap between students in Idaho at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in Idaho 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 greater than that in 1992 (28 percent). The percentage of students in Idaho 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 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 - Idaho 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/964175721?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 4, Public Schools AN - 964175713; ED525393 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 Louisiana was 207. This was lower than the average score of 220 for public school students in the nation. The average score for students in Louisiana in 2009 (207) was not significantly different from their average score in 2007 (207) and was higher than their average score in 1992 (204). In 2009, the score gap between students in Louisiana at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1992 (45 points). The percentage of students in Louisiana who performed at or above the NAEP "Proficient" level was 18 percent in 2009. This percentage was not significantly different from that in 2007 (20 percent) and was not significantly different from that in 1992 (15 percent). The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 51 percent in 2009. This percentage was not significantly different from that in 2007 (52 percent) and was greater than that in 1992 (46 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 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/964175713?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 4, Public Schools AN - 964175705; ED525354 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 Mexico was 208. This was lower than the average score of 220 for public school students in the nation. The average score for students in New Mexico in 2009 (208) was lower than their average score in 2007 (212) and was not significantly different from their average score in 1992 (211). In 2009, the score gap between students in New Mexico at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1992 (47 points). The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 20 percent in 2009. This percentage was smaller than that in 2007 (24 percent) and was not significantly different from that in 1992 (23 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 52 percent in 2009. This percentage was smaller than that in 2007 (58 percent) and was not significantly different from that in 1992 (55 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 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/964175705?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 4, Public Schools AN - 964175694; ED525359 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 Montana was 225. This was higher than the average score of 220 for public school students in the nation. The average score for students in Montana in 2009 (225) was not significantly different from their average score in 2007 (227) and was not significantly different from their average score in 1994 (222). In 2009, the score gap between students in Montana at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 1994 (44 points). The percentage of students in Montana who performed at or above the NAEP "Proficient" level was 35 percent in 2009. This percentage was not significantly different from that in 2007 (39 percent) and was not significantly different from that in 1994 (35 percent). The percentage of students in Montana who performed at or above the NAEP "Basic" level was 73 percent in 2009. This percentage was not significantly different from that in 2007 (75 percent) and was not significantly different from that in 1994 (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 - Montana 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/964175694?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 4, Public Schools AN - 964175684; ED525357 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 Nevada was 211. This was lower than the average score of 220 for public school students in the nation. The average score for students in Nevada in 2009 (211) was not significantly different from their average score in 2007 (211) and was higher than their average score in 1998 (206). In 2009, the score gap between students in Nevada at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1998 (50 points). The percentage of students in Nevada who performed at or above the NAEP "Proficient" level was 24 percent in 2009. This percentage was not significantly different from that in 2007 (24 percent) and was greater than that in 1998 (20 percent). The percentage of students in Nevada who performed at or above the NAEP "Basic" level was 57 percent in 2009. This percentage was not significantly different from that in 2007 (57 percent) and was greater than that in 1998 (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 - Nevada 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/964175684?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 4, Public Schools AN - 964175673; ED525335 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 Wyoming was 223. This was higher than the average score of 220 for public school students in the nation. The average score for students in Wyoming in 2009 (223) was lower than their average score in 2007 (225) and was not significantly different from their average score in 1992 (223). In 2009, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 1992 (40 points). The percentage of students in Wyoming who performed at or above the NAEP "Proficient" level was 33 percent in 2009. This percentage was smaller than that in 2007 (36 percent) and was not significantly different from that in 1992 (33 percent). The percentage of students in Wyoming who performed at or above the NAEP "Basic" level was 72 percent in 2009. This percentage was not significantly different from that in 2007 (73 percent) and was not significantly different from that in 1992 (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 - National Assessment of Educational Progress KW - Wyoming KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - 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/964175673?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 4, Public Schools AN - 964175612; ED525390 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 Massachusetts was 234. This was higher than the average score of 220 for public school students in the nation. The average score for students in Massachusetts in 2009 (234) was not significantly different from their average score in 2007 (236) and was higher than their average score in 1992 (226). In 2009, the score gap between students in Massachusetts at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 1992 (39 points). The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 47 percent in 2009. This percentage was not significantly different from that in 2007 (49 percent) and was greater than that in 1992 (36 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 80 percent in 2009. This percentage was not significantly different from that in 2007 (81 percent) and was greater than 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 - Massachusetts 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/964175612?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 Carolina. Grade 4, Public Schools AN - 964175602; ED525345 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 Carolina was 216. This was lower than the average score of 220 for public school students in the nation. The average score for students in South Carolina in 2009 (216) was not significantly different from their average score in 2007 (214) and was higher than their average score in 1992 (210). In 2009, the score gap between students in South 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 (47 points). The percentage of students in South Carolina who performed at or above the NAEP "Proficient" level was 28 percent in 2009. This percentage was not significantly different from that in 2007 (26 percent) and was greater than that in 1992 (22 percent). The percentage of students in South Carolina who performed at or above the NAEP "Basic" level was 62 percent in 2009. This percentage was not significantly different from that in 2007 (59 percent) and was greater than that in 1992 (53 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 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 - 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/964175602?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 4, Public Schools AN - 964172624; ED525348 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 Oregon 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 Oregon in 2009 (218) was not significantly different from their average score in 2007 (215) and was higher than their average score in 1998 (212). In 2009, the score gap between students in Oregon 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 Oregon who performed at or above the NAEP "Proficient" level was 31 percent in 2009. This percentage was not significantly different from that in 2007 (28 percent) and was greater than that in 1998 (26 percent). The percentage of students in Oregon 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 greater than that in 1998 (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 - Oregon KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - 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/964172624?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 4, Public Schools AN - 964172616; ED525336 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 Wisconsin was 220. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Wisconsin in 2009 (220) was not significantly different from their average score in 2007 (223) and was lower than their average score in 1992 (224). In 2009, the score gap between students in Wisconsin at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was wider than that of 1992 (41 points). The percentage of students in Wisconsin 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 not significantly different from that in 1992 (33 percent). The percentage of students in Wisconsin who performed at or above the NAEP "Basic" level was 67 percent in 2009. This percentage was not significantly different from that in 2007 (70 percent) and was not significantly different from that in 1992 (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 - National Assessment of Educational Progress KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Reading Tests KW - Low Income Groups KW - Elementary School Students KW - Reading KW - Gender Differences KW - 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/964172616?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Alternative Schools and Programs for Public School Students at Risk of Educational Failure: 2007-08. First Look. NCES 2010-026 AN - 61804499; ED508882 AB - This report provides national estimates on the availability of alternative schools and programs for students at risk of educational failure in public school districts during the 2007-08 school year. The National Center for Education Statistics (NCES) previously reported results from a similar survey of alternative schools and programs conducted during the 2000-01 school year (Kleiner, Porch, and Farris 2002). The estimates presented in the current report are based on an initial district survey about alternative schools and programs available to students during the 2007-08 school year and a short follow-up survey. The initial survey asked about alternative schools and programs administered by the district and covered many of the same topics included in the 2000-01 survey. The follow-up survey expanded the coverage by asking about students enrolled in the district who attended alternative schools and programs administered by an entity other than the district. Appendices include: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaires. (Contains 32 tables and 6 footnotes.) AU - Carver, Priscilla Rouse AU - Lewis, Laurie AU - Tice, Peter Y1 - 2010/03// PY - 2010 DA - March 2010 SP - 73 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 Secondary Education KW - Administrators KW - Questionnaires KW - Response Rates (Questionnaires) KW - School Districts KW - Transfer Students KW - Surveys KW - Functional Behavioral Assessment KW - Dropouts KW - Student Placement KW - Databases KW - Grades (Scholastic) KW - Partnerships in Education KW - At Risk Students KW - Public Schools KW - Track System (Education) KW - Followup Studies KW - Enrollment KW - Academic Failure KW - Nontraditional Education KW - Parent Grievances UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61804499?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458 AN - 61802306; ED508911 AB - This report from the National Assessment of Educational Progress (NAEP) presents results from the 2009 NAEP in reading. Nationally representative samples of more than 178,000 fourth-graders and 160,000 eighth-graders participated in the 2009 NAEP in reading. At each grade, students responded to questions designed to measure their knowledge of reading comprehension across two types of texts: literary and informational. At grade 4, the average reading score in 2009 was unchanged from the score in 2007 but was higher than the scores in other earlier assessment years from 1992 to 2005 (figure A). About two-thirds (67 percent) of fourth-graders performed at or above the "Basic" level in 2009, and one-third (33 percent) performed at or above "Proficient". Both percentages were unchanged from 2007 but were higher than previous assessment years. Eight percent of fourth-graders performed at the "Advanced" level, which was the same as in 2007 but higher than in 1992. At grade 8, the average reading score in 2009 was one point higher than in 2007 and four points higher than in 1992 but was not consistently higher than in all the assessment years in between. Gains since 2007 were seen for lower- and middle-performing students at the 10th, 25th, and 50th percentiles, while scores for higher-performing students at the 75th and 90th percentiles showed no significant change. In 2009, about three-quarters (75 percent) of eighth-graders performed at or above the "Basic" level, and one-third (32 percent) performed at or above "Proficient". Both percentages were higher in 2009 than in 2007 and 1992. Three percent of eighth-graders performed at the "Advanced" level in 2009, which was the same as the percentages in 2007 and 1992. Appendix tables are included. (Contains 23 figures and 32 tables.) Y1 - 2010/03// PY - 2010 DA - March 2010 SP - 72 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Low Income Groups KW - Reading Tests KW - Gender Differences KW - Scores KW - Educational Trends KW - Asian American Students KW - Urban Schools KW - Racial Differences KW - Reading Comprehension KW - Students KW - National Competency Tests KW - American Indians KW - Achievement Gains KW - Comparative Analysis KW - White Students KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - African American Students KW - Hispanic American Students KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61802306?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The High School Senior Class of 2003-04: Steps toward Postsecondary Enrollment. Issue Tables. NCES 2010-203 AN - 889926431; ED521911 AB - Preparing to attend a postsecondary institution often involves many steps. In addition to academic preparation, high school students who plan to pursue postsecondary education must apply for admission to a college. For those who want to attend a 4-year institution, most also need to take a college entrance examination and obtain financial aid information. This set of Issue Tables, one of a series examining students' preparation for college, draws on data from the Education Longitudinal Study of 2002 (ELS:02) to examine the extent to which the senior class of 2003-04 took or planned to take these steps toward postsecondary enrollment. The following provides a summary of this set of Issue Tables. Table 1 shows the percentage of seniors who took or planned to take the College Board Preliminary Scholastic Assessment Test (PSAT), or college entrance examinations such as the College Board Scholastic Assessment Test (SAT) and American College Test (ACT). Tables 2 and 3 explore high school seniors' preparation in more detail. Tables 4 and 5 examine high school seniors' college application activities. Table 6 restricts the sample to 2004 high school seniors who applied to college as of 2006 and examines the selectivity of the postsecondary institutions to which they applied. 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 is included. (Contains 6 tables and 2 footnotes.) AU - Chen, Xianglei AU - Wu, Joanna AU - Tasoff, Shayna Y1 - 2010/02// PY - 2010 DA - February 2010 SP - 31 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Institutional Characteristics KW - College Entrance Examinations KW - Student Characteristics KW - College Attendance KW - College Applicants KW - High School Seniors KW - Student Financial Aid KW - High Schools KW - Statistical Data KW - Family Income KW - College Preparation KW - Tables (Data) KW - Expectation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889926431?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Postsecondary Expectations and Plans for the High School Senior Class of 2003-04. Issue Tables. NCES 2010-170rev AN - 889926536; ED521912 AB - Increasing numbers of students expect to attend college after high school (U.S. Department of Education 2006). This set of Issue Tables, the second in a series examining students' preparation for college, draws on data from the Education Longitudinal Study of 2002 (ELS:02) to highlight postsecondary expectations and plans among the senior class of 2003-04. The following provides a summary of this set of Issue Tables: Tables 1 and 2 examine the highest level of education that students expected to attain and that parents expected students to attain. Tables 3 to 5 examine students' postsecondary plans. Table 6 looks at the opinions of students' parents, school staff, and friends about going to college after high school; table 7 shows how frequently students discussed going to college with their parents; and table 8 presents the number of students' friends planning to attend a 2- or 4-year college after high school. Estimates in all tables are shown for all students and by a wide range of student, family, and high school characteristics. A glossary is included. (Contains 8 tables and 2 footnotes.) AU - Chen, Xianglei AU - Wu, Joanna AU - Tasoff, Shayna Y1 - 2010/01// PY - 2010 DA - January 2010 SP - 28 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Family Characteristics KW - Institutional Characteristics KW - Two Year Colleges KW - Student Characteristics KW - Parent Aspiration KW - College Attendance KW - Educational Attainment KW - Longitudinal Studies KW - College Applicants KW - High School Seniors KW - Student Attitudes KW - High Schools KW - Parent Child Relationship KW - Academic Aspiration KW - Statistical Data KW - Parent Attitudes KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889926536?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Theory or theories? A commentary on 'initial steps towards a theory and praxis of person-environment interaction in disability' AN - 853207468; 201105006 AB - Purpose. This article comments on the paper by Rene Jahiel and Marcia Joslyn Scherer elsewhere in this issue. Methods. This article adds theoretical constructs. Results. In commenting on their paper, this article makes four broad points. First, the sub-components identified by Drs. Jahiel and Scherer comprise critical factors of disability and the environment that must be taken into account when examining personal interactions with the environment. Second, as important as these factors are, operationalization of the model is hindered by a lack of mutual exclusivity between the sub-components both within and between the disability and environmental components. Third, power can be assessed in terms of the relative strength of individual functioning versus environmental functioning via a systematic appraisal of those elements essential to understanding the concept of accessibility. Finally, the demographic distinction between cohort and period trend analysis is an important consideration to take into account when assessing the time dimension, as the authors urge. Adapted from the source document. JF - Disability and Rehabilitation AU - Brown, Scott C AD - National Institute on Disability and Rehabilitation Research, Education, 621 Cobblestone Boulevard, Fredricksburg, VA 22401, USA scott.brown@ed.gov Y1 - 2010///0, PY - 2010 DA - 0, 2010 SP - 1475 EP - 1479 PB - Informa Healthcare, New York NY VL - 32 IS - 17 SN - 0963-8288, 0963-8288 KW - Person environment interaction KW - Power KW - Disability KW - Accessibility KW - article UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/853207468?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=Disability+and+Rehabilitation&rft.atitle=Theory+or+theories%3F+A+commentary+on+%27initial+steps+towards+a+theory+and+praxis+of+person-environment+interaction+in+disability%27&rft.au=Brown%2C+Scott+C&rft.aulast=Brown&rft.aufirst=Scott&rft.date=2010-01-01&rft.volume=32&rft.issue=17&rft.spage=1475&rft.isbn=&rft.btitle=&rft.title=Disability+and+Rehabilitation&rft.issn=09638288&rft_id=info:doi/10.3109%2F09638280903428328 LA - English DB - Applied Social Sciences Index & Abstracts (ASSIA) N1 - Date revised - 2011-02-16 N1 - Last updated - 2016-09-27 N1 - CODEN - DREHET N1 - SubjectsTermNotLitGenreText - Disability; Power; Accessibility DO - http://dx.doi.org/10.3109/09638280903428328 ER - TY - JOUR T1 - Reading-Related Literacy Activities of American Adults: Time Spent, Task Types, and Cognitive Skills Used AN - 772289733; 201020979 AB - This article presents data on the types and duration of reading-related activities reported by a volunteer sample of 400 adults (demographically similar to the U.S. adult population age 20 and older in terms of race, ethnicity, education, and working status) in the 2005 Real-World Tasks Study. This diary study revealed that adults spent, on average, 4.5 hours a day on activities that involve reading printed and electronic texts, a relatively higher percentage of which occurred on working than on nonworking days. Prose and quantitative tasks were more common (98 and 94 minutes, respectively) than hybrid and document tasks (40 and 25 minutes, respectively). Hybrid tasks constituted 15% of the total daily reading-related literacy time, a novel finding because hybrid tasks have not been defined or included in any previous studies. Most reading-related activities required application skills to act on or use information to function in society and achieve goals (e.g., to decide which health insurance plan to purchase). In terms of texts, adults spent about 191 minutes a day using prose texts but only 116 minutes using document texts. The largest portion of reading-related time of prose texts was spent on periodicals, journals, newspapers, electronic correspondence, and informational texts. Lists accounted for over a fourth of the time spent on activities involving reading document texts. These results have been used in assessment development to ensure that assessment tasks reflect everyday literacy activities. The data may also benefit literacy practitioners in creating materials that reflect adults' daily reading practices. Adapted from the source document JF - Journal of Literacy Research AU - White, Sheida AU - Chen, Jing AU - Forsyth, Barbara AD - National Center for Education Statistics, Washington, DC Y1 - 2010///0, PY - 2010 DA - 0, 2010 SP - 276 EP - 307 VL - 42 IS - 3 SN - 1086-296X, 1086-296X KW - Reading Materials (71100) KW - Adult Literacy (00550) KW - United States of America (92750) KW - Surveys (86000) KW - Adults (00600) KW - Reading Preferences (71130) KW - article KW - 4115: applied linguistics; adult language development/literacy studies UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/772289733?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=Journal+of+Literacy+Research&rft.atitle=Reading-Related+Literacy+Activities+of+American+Adults%3A+Time+Spent%2C+Task+Types%2C+and+Cognitive+Skills+Used&rft.au=White%2C+Sheida%3BChen%2C+Jing%3BForsyth%2C+Barbara&rft.aulast=White&rft.aufirst=Sheida&rft.date=2010-01-01&rft.volume=42&rft.issue=3&rft.spage=276&rft.isbn=&rft.btitle=&rft.title=Journal+of+Literacy+Research&rft.issn=1086296X&rft_id=info:doi/ LA - English DB - Linguistics and Language Behavior Abstracts (LLBA) N1 - Date revised - 2010-11-01 N1 - Last updated - 2016-09-27 N1 - CODEN - JLREF8 N1 - SubjectsTermNotLitGenreText - Adult Literacy (00550); Reading Materials (71100); Reading Preferences (71130); Surveys (86000); Adults (00600); United States of America (92750) ER - TY - RPRT T1 - An Introduction to NAEP: National Assessment of Educational Progress. NCES 2010-468 AN - 757173391; ED511633 AB - The National Assessment of Educational Progress (NAEP) is a continuing and nationally representative assessment of what this nation's students know and can do. NAEP has often been called the "gold standard" of assessments because it is developed using the best thinking of assessment and content specialists, education experts, and teachers from around the nation. This paper describes how NAEP assessment is developed, who participates in NAEP, and how the results of NAEP are reported. A list of resources is also included. Y1 - 2010 PY - 2010 DA - 2010 SP - 20 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 - Parents KW - Teachers KW - Researchers KW - Policymakers KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Mathematics Achievement KW - Academic Achievement KW - Urban Schools KW - Educational Improvement KW - National Competency Tests KW - Evaluation KW - Comparative Analysis KW - Reading Achievement KW - Statistical Significance KW - Testing Accommodations UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757173391?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Patterns in the Identification of and Outcomes for Children and Youth with Disabilities. Final Report. NCEE 2010-4005 AN - 757169039; ED511843 AB - Reported here are the results of analyses to describe the patterns of identification and academic and developmental outcomes for children with disabilities, conducted as part of the 2004 National Assessment of the implementation of the Individuals with Disabilities Education Act (IDEA). This report provides background context for National Assessment studies on program implementation and effectiveness. It provides a national description of the outcomes of children identified for services under IDEA and, as appropriate, in comparison with the outcomes of samples including their nondisabled peers. The results are presented by the age groups that correspond with a federal and local emphasis on children younger than school age and in elementary, middle and high schools, ages 0-3, 3-5, 6-9, 10-13, and 14-17. Further, the findings are reported across a 10-year time frame as well as for a single time point, describing a comprehensive picture of identification patterns and outcomes for each age group. Finally, extant data sources were used for analysis rather than costly new data collection. This report objectively presents descriptive findings from these analyses and provides relevant contextual information, such as the legislative background on IDEA. This study was not designed to assess how outcomes presented in this report are affected by identification or declassification practices, nor is it designed to measure impacts of IDEA services on child outcomes. Appendices include: (1) (a) Database Descriptions; (b) Infants and Toddlers Identified for Early Intervention Services Under IDEA: Appendix Tables; (c) Preschool Children Identified for Services Under IDEA: Appendix Tables; and (d) School-Age Children Identified for Services Under IDEA: Appendix Tables; and (2) Technical Notes. Individual sections contain footnotes. (Contains 64 exhibits.) AU - Blackorby, Jose AU - Schiller, Ellen AU - Mallik, Sangeeta AU - Hebbeler, Kathleen AU - Huang, Tracy AU - Javitz, Harold AU - Marder, Camille AU - Nagle, Katherine AU - Shaver, Debra AU - Wagner, Mary AU - Williamson, Cyndi Y1 - 2010/01// PY - 2010 DA - January 2010 SP - 493 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - National Assessment of Educational Progress KW - Early Childhood Longitudinal Survey KW - National Household Education Survey KW - National Health Interview Survey KW - National Longitudinal Transition Study Spec Educ KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Preschool Education KW - Toddlers KW - Special Education KW - Child Health KW - Intervention KW - Young Adults KW - Disability Identification KW - National Competency Tests KW - Outcomes of Education KW - Graduation KW - Reading Achievement KW - Classification KW - Disabilities KW - Child Development KW - Social Development KW - Communication (Thought Transfer) KW - Literacy KW - Preschool Children KW - Adolescents KW - Sex KW - Cognitive Development KW - Ethnicity KW - Numeracy KW - Mathematics Achievement KW - Race KW - Physical Development KW - Children KW - Eligibility KW - Emotional Development KW - Federal Legislation KW - Infants UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757169039?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - NAEP Writing Computer-Based Assessment: An Overview for Grades 8 and 12. NCES 2010-470 AN - 757168939; ED511640 AB - In today's society, writing with paper and pencil has largely been replaced by writing using a computer. Students are expected to compose on a computer as they move through school and into the workforce. Reflecting the changes in technology, eighth- and twelfth-grade students taking the National Assessment of Educational Progress (NAEP) writing assessment will use a computer to compose and edit their responses. This paper provides an overview of the NAEP writing computer-based assessment. Y1 - 2010 PY - 2010 DA - 2010 SP - 3 PB - National Assessment of Educational Progress (NAEP). Assessment Division, 8th Floor, 1990 K Street NW, Washington, DC 20006. KW - National Assessment of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - Grade 8 KW - Information Technology KW - Technology Uses in Education KW - Writing Tests KW - Writing Evaluation KW - Computer Uses in Education KW - National Competency Tests KW - Internet KW - Computer Assisted Testing UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757168939?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Occurrence of Low Literacy among Adults in U.S. States and Counties. Research and Development Report. NCES 2010 AN - 1697500685; ED554352 AB - In 2009, the National Center for Education Statistics (NCES) published a technical report titled "Indirect County and State Estimates of the Percentage of Adults at the Lowest Literacy Level for 1992 and 2003," (ED503830). NCES also published a corresponding online tool (http://nces.ed.gov/naal/estimates/index.aspx) that allows users to compare estimates of the percentage of adults with the lowest level of prose literacy for any two states or counties--or to compare the estimates for 1992 and 2003 by jurisdiction. This report conveys in nontechnical terms the statistical methodology used to develop the estimates. It also provides major findings for all 50 states and the District of Columbia, a profile of adults lacking "Basic" prose literacy, and a description of various potential users and usages of the findings. By way of illustrating how literacy estimates from the report and tool may be interpreted and used, examples from three jurisdictions--the District of Columbia, California, and Connecticut--are provided. This set of estimates is expected to provide information about the literacy of adults, ages 16 and older, lacking "Basic" prose literacy in English (i.e., those who have "Below Basic" barriers). These individuals may be able to read simple words and phrases, but are generally unable to read and comprehend connected text in English, such as a newspaper story. Among the selected findings are: (1) The estimates of the percentage of adults lacking "Basic" prose literacy across states in 2003 range from 6 percent to 23 percent; (2) The national direct estimate in 2003 of the percentage of adults lacking "Basic" prose literacy in English was 14.5 percent--or about 32 million (1 in 7) adults; (3) The corresponding figure from the 1992 National Adult Literacy Survey is very similar: 14.7 percent--or about 29 million (1 in 7) adults, so there is no statistically significant change during the period 1992 to 2003 in the proportion having low literacy; and (4) While there was no significant change for the nation during the period 1992 to 2003 in adults' low literacy, there were significant changes for a few states. Three states (Kentucky, Missouri, and Rhode Island) had a significant increase of literacy rates during the past decade and two states (California and New York) had a significant decrease of literacy rates. AU - White, Sheida AU - Krenzke, Tom AU - Sherman, Dan Y1 - 2010 PY - 2010 DA - 2010 SP - 40 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - California KW - Connecticut KW - National Adult Literacy Survey (NCES) KW - National Assessment of Adult Literacy KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Adult Basic Education KW - Adult Literacy KW - Immigrants KW - Counties KW - African Americans KW - Educational Attainment KW - National Surveys KW - English KW - Models KW - Computation KW - Hispanic Americans KW - Poverty KW - Statistical Analysis KW - Incidence KW - Mexican Americans KW - Illiteracy KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697500685?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Survey of Outcomes Measurement in Research on Character Education Programs. NCEE 2009-006 AN - 757172546; ED511774 AB - Character education programs are school-based programs that have as one of their objectives promoting the character development of students. This report systematically examines the outcomes that were measured in evaluations of a delimited set of character education programs and the research tools used for measuring the targeted outcomes. The multi-faceted nature of character development and many possible ways of conceptualizing it, the large and growing number of school-based programs to promote character development, and the relative newness of efforts to evaluate character education programs using rigorous research methods all combine to make the selection or development of measures relevant to the evaluation of these programs especially challenging. This report is a step toward creating a resource that can inform measure selection for conducting rigorous, cost effective studies of character education programs. The report, however, does not provide comprehensive information on all measures or types of measures, guidance on specific measures, or recommendations on specific measures. Appendices include: (1) Program Tables; and (2) Constructs Measured for 36 Selected Programs. (Contains 92 tables, 3 figures, and 9 footnotes.) AU - Person, Ann E. AU - Moiduddin, Emily AU - Hague-Angus, Megan AU - Malone, Lizabeth M. Y1 - 2009/12// PY - 2009 DA - December 2009 SP - 178 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 - Program Effectiveness KW - Measures (Individuals) KW - Values Education KW - Research Tools KW - Research Methodology KW - Ethical Instruction KW - Personality KW - Program Evaluation KW - National Surveys KW - Educational Research KW - Outcomes of Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757172546?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Educational Technology in Public School Districts: Fall 2008. First Look. NCES 2010-003 AN - 61821560; ED507485 AB - This report provides national data on the availability and use of educational technology in public school districts during fall 2008. The data are the results of a national district-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. 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 FRSS study rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. The findings are based on self-reported data from public school districts. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 26 tables and 6 footnotes.) AU - Gray, Lucinda AU - Lewis, Laurie Y1 - 2009/12// PY - 2009 DA - December 2009 SP - 68 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 Secondary Education KW - Evaluation KW - Teacher Surveys KW - Information Technology KW - Questionnaires KW - Public Schools KW - School Districts KW - Professional Development KW - National Surveys KW - Educational Technology KW - Internet UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61821560?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card: Trial Urban District Assessment Mathematics 2009. Results at Grades 4 and 8. NCES 2010-452 AN - 61819615; ED507404 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 between 1,800 and 4,300 fourth- and eighth-grade public school students from 18 urban districts participated in the 2009 assessment. Eleven of the districts also participated in the 2007 and 2005 assessments, and 10 participated in 2003. Student performance is reported in terms of average scale scores on the NAEP mathematics 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 between districts and their home states. Student performance is reported by race/ethnicity and eligibility for free/reduced-price school lunch. In comparison to 2007, average mathematics scores for students in large cities increased in 2009 at both grades 4 and 8; however, only two participating districts at each grade showed gains. In comparison to 2003, scores for students in large cities were higher in 2009 at both grades 4 and 8. Increases in scores were also seen across most urban districts that participated in both years, except in Charlotte at grade 4 and in Cleveland at grades 4 and 8, where there were no significant changes. No districts showed a decline in scores at either grade. (Contains 10 figures and 18 tables.) Y1 - 2009/12// PY - 2009 DA - December 2009 SP - 92 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Georgia KW - Texas KW - Maryland KW - Massachusetts KW - North Carolina KW - Illinois KW - Ohio KW - Michigan KW - District of Columbia KW - California KW - Kentucky KW - Florida KW - Wisconsin KW - New York KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Student Characteristics KW - School Districts KW - Scores KW - Academic Achievement KW - Urban Schools KW - National Competency Tests KW - Mathematics KW - Comparative Analysis KW - White Students KW - Public Schools KW - Disabilities KW - Mathematics Tests KW - Measures (Individuals) KW - Ethnicity KW - Mathematics Achievement KW - Asian American Students KW - Racial Differences KW - Governing Boards KW - English (Second Language) KW - Eligibility KW - Achievement Gains KW - Poverty KW - Urban Areas KW - African American Students KW - Hispanic American Students KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61819615?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Academic Libraries: 2008. First Look. NCES 2010-348 AN - 61819487; ED507415 AB - This report presents tabulations for the 2008 Academic Libraries Survey (ALS) conducted by the United States Department of Education's National Center for Education Statistics (NCES), within the Institute of Education Sciences. This First Look summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia. Among the many findings: (1) During Fiscal year (FY) 2008, there were about 138.1 million circulation transactions from academic libraries' general collection; (2) At the end of FY 2008, there were 226 academic libraries that held 1 million or more books, serial backfiles, and other paper materials including government documents; (3) Academic libraries reported 93,438 full-time equivalent (FTE) staff working in academic libraries during the fall of 2008; (4) Academic libraries' expenditures totaled approximately $6.8 billion during FY 2008; (5) In Fall 2008, some 72 percent of academic libraries provided library reference service by e-mail or the Web; and (6) During FY 2008, some 46 percent of academic libraries reported that their postsecondary institution defined information literacy or the information literate student. (Contains 36 tables.) AU - Phan, Tai AU - Hardesty, Laura AU - Sheckells, Cindy AU - Davis, Denise Y1 - 2009/12// PY - 2009 DA - December 2009 SP - 92 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 - Higher Education KW - Postsecondary Education KW - Information Sources KW - Statistics KW - Multicampus Colleges KW - Library Equipment KW - Full Time Equivalency KW - Library Personnel KW - Surveys KW - Library Services KW - Library Materials KW - Educational Needs KW - Academic Libraries KW - Expenditures KW - Electronic Mail KW - Colleges KW - Reference Services KW - Information Literacy KW - Educational Resources KW - Internet UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61819487?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - CPAPER T1 - Lessons Learned From the Decade in Designing a New Generation of Evaluations of College Access and Retention Studies T2 - 2009 Annual Conference of the American Evaluation Association (Evaluation 2009) AN - 42296520; 5623983 JF - 2009 Annual Conference of the American Evaluation Association (Evaluation 2009) AU - Cahalan, Margaret Y1 - 2009/11/11/ PY - 2009 DA - 2009 Nov 11 KW - Education establishments KW - U 7000:Multidisciplinary UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/42296520?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=2009+Annual+Conference+of+the+American+Evaluation+Association+%28Evaluation+2009%29&rft.atitle=Lessons+Learned+From+the+Decade+in+Designing+a+New+Generation+of+Evaluations+of+College+Access+and+Retention+Studies&rft.au=Cahalan%2C+Margaret&rft.aulast=Cahalan&rft.aufirst=Margaret&rft.date=2009-11-11&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=2009+Annual+Conference+of+the+American+Evaluation+Association+%28Evaluation+2009%29&rft.issn=&rft_id=info:doi/ L2 - http://www.eval.org/search09/allschedule.asp LA - English DB - ProQuest Environmental Science Collection N1 - Date revised - 2010-04-06 N1 - Last updated - 2010-05-03 ER - TY - CPAPER T1 - A Systemic Review of Studies Sponsored by the Department of Education to Evaluate Federal Education Programs: Lessons Learned Methodologically and Substantively T2 - 2009 Annual Conference of the American Evaluation Association (Evaluation 2009) AN - 42296489; 5623981 JF - 2009 Annual Conference of the American Evaluation Association (Evaluation 2009) AU - Cahalan, Margaret AU - Stout, Sharon Y1 - 2009/11/11/ PY - 2009 DA - 2009 Nov 11 KW - Education KW - Reviews KW - U 7000:Multidisciplinary UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/42296489?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=2009+Annual+Conference+of+the+American+Evaluation+Association+%28Evaluation+2009%29&rft.atitle=A+Systemic+Review+of+Studies+Sponsored+by+the+Department+of+Education+to+Evaluate+Federal+Education+Programs%3A+Lessons+Learned+Methodologically+and+Substantively&rft.au=Cahalan%2C+Margaret%3BStout%2C+Sharon&rft.aulast=Cahalan&rft.aufirst=Margaret&rft.date=2009-11-11&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=2009+Annual+Conference+of+the+American+Evaluation+Association+%28Evaluation+2009%29&rft.issn=&rft_id=info:doi/ L2 - http://www.eval.org/search09/allschedule.asp LA - English DB - ProQuest Environmental Science Collection N1 - Date revised - 2010-04-06 N1 - Last updated - 2010-05-03 ER - TY - CPAPER T1 - Translating Research to Practice in Education T2 - 2009 Annual Conference of the American Evaluation Association (Evaluation 2009) AN - 42295808; 5623982 JF - 2009 Annual Conference of the American Evaluation Association (Evaluation 2009) AU - Ballen Riccards, Jennifer Y1 - 2009/11/11/ PY - 2009 DA - 2009 Nov 11 KW - Education KW - U 7000:Multidisciplinary UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/42295808?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=2009+Annual+Conference+of+the+American+Evaluation+Association+%28Evaluation+2009%29&rft.atitle=Translating+Research+to+Practice+in+Education&rft.au=Ballen+Riccards%2C+Jennifer&rft.aulast=Ballen+Riccards&rft.aufirst=Jennifer&rft.date=2009-11-11&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=2009+Annual+Conference+of+the+American+Evaluation+Association+%28Evaluation+2009%29&rft.issn=&rft_id=info:doi/ L2 - http://www.eval.org/search09/allschedule.asp LA - English DB - ProQuest Environmental Science Collection N1 - Date revised - 2010-04-06 N1 - Last updated - 2010-05-03 ER - TY - CPAPER T1 - Education Programs: Program Assessment Rating Tool (PART) Assessments, Evaluation, Performance Measures and Targets - Past Patterns and Future Directions T2 - 2009 Annual Conference of the American Evaluation Association (Evaluation 2009) AN - 42294655; 5623980 JF - 2009 Annual Conference of the American Evaluation Association (Evaluation 2009) AU - Stout, Sharon AU - Noell, Jay AU - Cahalan, Margaret AU - Haider, Zeest Y1 - 2009/11/11/ PY - 2009 DA - 2009 Nov 11 KW - Education KW - U 7000:Multidisciplinary UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/42294655?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=2009+Annual+Conference+of+the+American+Evaluation+Association+%28Evaluation+2009%29&rft.atitle=Education+Programs%3A+Program+Assessment+Rating+Tool+%28PART%29+Assessments%2C+Evaluation%2C+Performance+Measures+and+Targets+-+Past+Patterns+and+Future+Directions&rft.au=Stout%2C+Sharon%3BNoell%2C+Jay%3BCahalan%2C+Margaret%3BHaider%2C+Zeest&rft.aulast=Stout&rft.aufirst=Sharon&rft.date=2009-11-11&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=2009+Annual+Conference+of+the+American+Evaluation+Association+%28Evaluation+2009%29&rft.issn=&rft_id=info:doi/ L2 - http://www.eval.org/search09/allschedule.asp LA - English DB - ProQuest Environmental Science Collection N1 - Date revised - 2010-04-06 N1 - Last updated - 2010-05-03 ER - TY - CPAPER T1 - The Federal Context of the Safe Schools/Healthy Students Initiative T2 - 2009 Annual Conference of the American Evaluation Association (Evaluation 2009) AN - 42294042; 5623879 JF - 2009 Annual Conference of the American Evaluation Association (Evaluation 2009) AU - Wells, Michael AU - Mannix, Danyelle AU - Weld, Patrick Y1 - 2009/11/11/ PY - 2009 DA - 2009 Nov 11 KW - Schools KW - U 7000:Multidisciplinary UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/42294042?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=2009+Annual+Conference+of+the+American+Evaluation+Association+%28Evaluation+2009%29&rft.atitle=The+Federal+Context+of+the+Safe+Schools%2FHealthy+Students+Initiative&rft.au=Wells%2C+Michael%3BMannix%2C+Danyelle%3BWeld%2C+Patrick&rft.aulast=Wells&rft.aufirst=Michael&rft.date=2009-11-11&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=2009+Annual+Conference+of+the+American+Evaluation+Association+%28Evaluation+2009%29&rft.issn=&rft_id=info:doi/ L2 - http://www.eval.org/search09/allschedule.asp LA - English DB - ProQuest Environmental Science Collection N1 - Date revised - 2010-04-06 N1 - Last updated - 2010-05-03 ER - TY - CPAPER T1 - Accountability, Transparency, and Effectiveness Under President Obama: The United States Department of Education's (ED)'s Evaluation Response T2 - 2009 Annual Conference of the American Evaluation Association (Evaluation 2009) AN - 42282093; 5624776 JF - 2009 Annual Conference of the American Evaluation Association (Evaluation 2009) AU - Ginsburg, Alan Y1 - 2009/11/11/ PY - 2009 DA - 2009 Nov 11 KW - USA KW - Transparency KW - Education KW - Accountability KW - U 7000:Multidisciplinary UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/42282093?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=2009+Annual+Conference+of+the+American+Evaluation+Association+%28Evaluation+2009%29&rft.atitle=Accountability%2C+Transparency%2C+and+Effectiveness+Under+President+Obama%3A+The+United+States+Department+of+Education%27s+%28ED%29%27s+Evaluation+Response&rft.au=Ginsburg%2C+Alan&rft.aulast=Ginsburg&rft.aufirst=Alan&rft.date=2009-11-11&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=2009+Annual+Conference+of+the+American+Evaluation+Association+%28Evaluation+2009%29&rft.issn=&rft_id=info:doi/ L2 - http://www.eval.org/search09/allschedule.asp LA - English DB - ProQuest Environmental Science Collection N1 - Date revised - 2010-04-06 N1 - Last updated - 2010-05-03 ER - TY - RPRT T1 - Using State Tests in Education Experiments: A Discussion of the Issues. NCEE 2009-013 AN - 757173398; ED511776 AB - Securing data on students' academic achievement is typically one of the most important and costly aspects of conducting education experiments. As state assessment programs have become practically universal and more uniform in terms of grades and subjects tested, the relative appeal of using state tests as a source of study outcome measures has grown. However, the variation in state assessments--in both content and proficiency standards--complicates decisions about whether a particular state test is suitable for research purposes and poses difficulties when planning to combine results across multiple states or grades. This discussion paper aims to help researchers evaluate and make decisions about whether and how to use state test data in education experiments. It outlines the issues that researchers should consider, including how to evaluate the validity and reliability of state tests relative to study purposes; factors influencing the feasibility of collecting state test data; how to analyze state test scores; and whether to combine results based on different tests. It also highlights best practices to help inform ongoing and future experimental studies. Many of the issues discussed are also relevant for nonexperimental studies. Appendices include: (1) State Testing Programs Under NCLB; (2) How NCEE-Funded Evaluations Use State Test Data. (Contains 35 footnotes and 4 tables.) AU - May, Henry AU - Perez-Johnson, Irma AU - Haimson, Joshua AU - Sattar, Samina AU - Gleason, Phil Y1 - 2009/11// PY - 2009 DA - November 2009 SP - 109 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 - Testing Programs KW - Measures (Individuals) KW - Educational Legislation KW - Academic Achievement KW - Test Validity KW - Standardized Tests KW - Outcomes of Education KW - Data KW - Test Reliability KW - Federal Legislation KW - Researchers KW - Data Collection KW - Student Evaluation KW - Achievement Tests KW - Effect Size KW - Educational Research KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757173398?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Employees in Postsecondary Institutions, Fall 2008, and Salaries of Full-Time Instructional Staff, 2008-09. First Look. NCES 2010-165 AN - 61825197; ED507174 AB - The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other jurisdictions, such as Puerto Rico. This First Look presents data from the Winter 2008-09 Integrated Postsecondary Education Data System (IPEDS), including data on the number of staff employed in Title IV postsecondary institutions in fall 2008 by primary function/occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Appended is a survey methodology and a glossary of IPEDS terms. (Contains 9 tables and 7 footnotes.)[For previous year's edition of this report see ED503655.] AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2009/11// PY - 2009 DA - November 2009 SP - 39 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 - Micronesia KW - Marshall Islands KW - Guam KW - Palau KW - Virgin Islands KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Tenure KW - Employment Level KW - Salaries KW - Ethnicity KW - Response Rates (Questionnaires) KW - Employment Statistics KW - Race KW - Teacher Employment Benefits KW - School Statistics KW - Teacher Salaries KW - College Faculty KW - School Personnel KW - Academic Rank (Professional) KW - School Surveys KW - Fringe Benefits KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61825197?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Students' Use of Tutoring Services, by Adequate Yearly Progress Status of School. Statistics in Brief. NCES 2010-023 AN - 61825174; ED507313 AB - This Statistics in Brief contributes to current research by investigating the use of tutoring services among a nationally representative group of public school students enrolled in grades K-12. The report compares students in schools that have not made Adequate Yearly Progress (AYP) for 3 or more years, and were thereby enrolled in schools that may have been required to provide SES (such as tutoring), to students who attended other public schools. Comparisons include parents' reports of receipt of information on free tutoring; their child receiving free tutoring; their child receiving other tutoring; paying, in whole or in part, for other tutoring; and parent satisfaction with free and other tutoring. Appended to this report are standard error tables. (Contains 8 tables, 1 exhibit, and 11 footnotes.) AU - Warkentien, Siri AU - Grady, Sarah Y1 - 2009/11// PY - 2009 DA - November 2009 SP - 20 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - No Child Left Behind Act 2001 KW - National Household Education Survey KW - ERIC, Resources in Education (RIE) 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 - Intermediate Grades KW - Junior High Schools KW - Kindergarten KW - Middle Schools KW - Secondary Education KW - Elementary School Students KW - Questionnaires KW - Educational Legislation KW - Student Characteristics KW - Educational Indicators KW - Academic Achievement KW - Tutoring KW - Secondary School Students KW - Educational Improvement KW - Telephone Surveys KW - Comparative Analysis KW - Public Schools KW - Federal Legislation KW - Satisfaction KW - Federal Programs KW - Parent Attitudes KW - Academic Support Services UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61825174?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 2007-08. First Look. NCES 2010-309 AN - 61822253; ED507073 AB - This First Look presents national and state level data on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios for the 2007-08 school year. It uses 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 to the National Center for Education Statistics (NCES) through the U.S. Department of Education's EDFacts data collection system. Among the findings were that public elementary and secondary schools had 49.3 million students in membership in school year 2007-08. This was a decrease of less than 0.1 percent from student membership in school year 2006-07. Summing across grades, 34.3 million students were enrolled in pre-kindergarten through grade 8 and ungraded classes; 15.0 million students were enrolled in grades 9-12 in the 2007-08 school year. When examining students for whom race/ethnicity was reported in the 2007-08 school year, 55.8 percent were White, non-Hispanic; 21.1 percent were Hispanic; 17.0 percent were Black, non-Hispanic; 4.8 percent were Asian/Pacific Islander; and 1.2 percent were American Indian/Alaska Native (table 2). The percentage of students who were White, non-Hispanic decreased from 56.5 percent for White, non-Hispanic students in school year 2006-07. In school year 2007-08, public elementary and secondary schools and local education agencies employed a total of 6.2 million FTE staff. This was an increase of less than 1 percent from the number of FTE staff employed in school year 2006-07. Of the FTE staff in the 2007-08 school year, 51.1 percent were teachers, 15.3 percent were instructional aides, instructional coordinators and supervisors, guidance counselors, or librarians, and 23.1 percent were student and other support staff. About 3.5 percent were school or district administrators and 7.0 percent were administrative support staff. The student/teacher ratio in public schools in school year 2007-08 was 15.5 (i.e., there were about 16 students for every FTE teacher employed). The ratio ranged from a high of 23.7 in Utah to a low of 10.7 in Vermont. The elementary student/teacher ratio was 20.1, while the secondary student/teacher ratio was 11.9. 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 2007-08 school year, there were about 43 students for every instructional and student support staff member. Appended to this report is (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 4 tables and related data files. AU - Noel, Amber M. AU - Sable, Jennifer Y1 - 2009/11// PY - 2009 DA - November 2009 SP - 25 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 - Statistics KW - Librarians KW - Group Membership KW - Nongraded Instructional Grouping KW - Ethnicity KW - Full Time Equivalency KW - Surveys KW - Intervention KW - Supervisors KW - American Indians KW - Whites KW - State Departments of Education KW - Public Schools KW - Hispanic Americans KW - Teacher Student Ratio KW - Enrollment KW - Asian Americans KW - Pacific Islanders KW - Alaska Natives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61822253?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Changes in Postsecondary Awards Below the Bachelor's Degree: 1997 to 2007. Stats in Brief. NCES 2010-167 AN - 61816424; ED507344 AB - In light of the growing labor market demand for jobs requiring a minimum of subbaccalaureate credentials, this Statistics in Brief presents recent changes in subbaccalaureate awards in the decade between 1997 and 2007, using 2002 as a midpoint. It describes changes in the number and types of awards conferred, overall and within particular fields of study. The report also examines changes in the types of institutions conferring the awards and differences in awards by gender and race/ethnicity. These results can serve as a baseline against which to measure future changes. Key findings include: (1) The total number of subbaccalaureate awards conferred increased 28 percent between 1997 and 2007, to 1.5 million; (2) While community colleges still confer the majority of subbaccalaureate credentials--58 percent in 2007--the rate of increase in the number of awards was less than half the rate observed for institutions in the for-profit sector, which increased its share of awards from 24 percent to 29 percent; (3) Health care is the most common field of study in which subbaccalaureate credentials are awarded, accounting for 31 percent of all awards in 2007, and increasing 68 percent over the decade studied; and (4) Women earn a majority of subbaccalaureate awards (62 percent in 2007), and the increase in awards to women was larger than that found for men (31 percent vs. 24 percent increase between 1997 and 2007). (Contains 9 tables, 7 figures, 18 footnotes, and 2 appendix tables.) AU - Horn, Laura AU - Li, Xiaojie Y1 - 2009/11// PY - 2009 DA - November 2009 SP - 22 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Pell Grant Program KW - Stafford Student Loan Program KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Two Year Colleges KW - Postsecondary Education KW - Undergraduate Students KW - Gender Differences KW - Ethnicity KW - Credentials KW - Evaluation KW - Information Technology KW - Bachelors Degrees KW - Enrollment KW - Community Colleges KW - Labor Market KW - Females KW - Awards KW - Racial Factors UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61816424?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - A Multisite Cluster Randomized Trial of the Effects of CompassLearning Odyssey[R] Math on the Math Achievement of Selected Grade 4 Students in the Mid-Atlantic Region. Final Report. NCEE 2009-4068 AN - 61816184; ED507314 AB - In an effort to identify instructional methods that might improve mathematics learning at the grade 4 level when used in a variety of educational settings under typical conditions, the REL Mid-Atlantic research team looked for promising, replicable practices that were being used broadly by teachers in U.S. schools, for which research showed promising results but had not been conducted using methodologies that can establish causal relationships. CompassLearning's Odyssey[R] Math product met all of these criteria. Odyssey Math is a computer-based math curriculum developed by CompassLearning, Inc., to improve math learning for K-12 students. The software consists of a web-accessed series of learning activities, assessments, and math tools. These components constitute the basic framework of the software. CompassLearning professional development trainers presented the learning activities, math tools, and assessments as available options to intervention teachers during the summer professional development session. This study was the first randomized controlled trial to assess the impact of Odyssey Math on student achievement. The study had the statistical power needed to detect a 0.20 effect size and was well designed in that comparable groups were created at baseline and maintained through posttesting. Implementation during the school year was documented and shown to be consistent with typical implementation of the Odyssey Math software. The results from the multilevel model with pretest covariates also indicate that Odyssey Math did not yield a statistically significant impact on end-of-year student achievement. This study generated a statistically unbiased estimate of the effect of Odyssey Math on student achievement when implemented in typical school settings with typical teacher and student use. However, the findings apply only to participating schools, teachers, and students because the study used a volunteer sample. Twelve appendices include: (1) Detailed Professional Development Agenda Sessions; (2) Statistical Power Analysis; (3) Probability of Assignment to Study Conditions; (4) Sample Size from Random Assignment to Data Analysis; (5) Teacher Survey, Fall 2007; (6) Observation Protocols; (7) Odyssey Math Sample Screens; (8) Fidelity Observation Comparisons; (9) Model Variance and Intraclass Correlations; (10) Complete Multilevel Model Results for Research Question 1; (11) Comparison of Assumed Population Parameters for Statistical Power (During Planning Phase) with Corresponding Sample Statistics (During Analysis Phase); and (12) Equations for Multilevel Model Analyses. (Contains 3 figures, 22 tables, 10 exhibits, and 23 footnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under contract with Regional Educational Laboratory Mid-Atlantic administered by Pennsylvania State University.] AU - Wijekumar, Kay AU - Hitchcock, John AU - Turner, Herb AU - Lei, PuiWa AU - Peck, Kyle Y1 - 2009/11// PY - 2009 DA - November 2009 SP - 91 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States (Mid Atlantic States) KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Elementary School Mathematics KW - Program Effectiveness KW - Academic Achievement KW - Computer Software KW - Models KW - Instructional Improvement KW - Comparative Analysis KW - Program Implementation KW - Program Evaluation KW - Sample Size KW - Computer Assisted Instruction KW - Effect Size KW - Teaching Methods KW - Instructional Effectiveness KW - Web Based Instruction KW - Mathematics Instruction KW - Mathematics Achievement KW - Observation KW - Pretests Posttests KW - Teacher Surveys KW - Mathematics Curriculum KW - Learning Activities KW - Educational Assessment KW - Faculty Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61816184?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Do Typical RCTs of Education Interventions Have Sufficient Statistical Power for Linking Impacts on Teacher Practice and Student Achievement Outcomes? NCEE 2009-4065 AN - 757173244; ED511789 AB - For RCTs of education interventions, it is often of interest to estimate associations between student and mediating teacher practice outcomes, to examine the extent to which the study's conceptual model is supported by the data, and to identify specific mediators that are most associated with student learning. This paper develops statistical power formulas for such exploratory analyses under clustered school-based RCTs using ordinary least squares (OLS) and instrumental variable (IV) estimators, and uses these formulas to conduct a simulated power analysis. The power analysis finds that for currently available mediators, the OLS approach will yield precise estimates of associations between teacher practice measures and student test score gains only if the sample contains about 150 to 200 study schools. The IV approach, which can adjust for potential omitted variable and simultaneity biases, has very little statistical power for mediator analyses. For typical RCT evaluations, these results may have design implications for the scope of the data collection effort for obtaining costly teacher practice mediators. Proof of Equation (18) is appended. (Contains 4 tables, 2 figures, and 4 footnotes.) AU - Schochet, Peter Z. Y1 - 2009/10// PY - 2009 DA - October 2009 SP - 46 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Policymakers KW - Elementary Education KW - Teacher Influence KW - Error of Measurement KW - Scores KW - Academic Achievement KW - Intervention KW - Achievement Gains KW - Models KW - Computation KW - Control Groups KW - Statistical Analysis KW - Least Squares Statistics KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757173244?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - What to Do when Data Are Missing in Group Randomized Controlled Trials. NCEE 2009-0049 AN - 757171218; ED511781 AB - This NCEE Technical Methods report examines how to address the problem of missing data in the analysis of data in Randomized Controlled Trials (RCTs) of educational interventions, with a particular focus on the common educational situation in which groups of students such as entire classrooms or schools are randomized. Missing outcome data are a problem for two reasons: (1) the loss of sample members can reduce the power to detect statistically significant differences, and (2) the introduction of non-random differences between the treatment and control groups can lead to bias in the estimate of the intervention's effect. The report reviews a selection of methods available for addressing missing data, and then examines their relative performance using extensive simulations that varied a typical educational RCT on three dimensions: (1) the amount of missing data; (2) the level at which data are missing--at the level of whole schools (the assumed unit of randomization) or for students within schools; and, (3) the underlying missing data mechanism. The performance of the different methods is assessed in terms of bias in both the estimated impact and the associated standard error. Appendices include: (1) Missing Data Bias as a Form of Omitted Variable Bias; (2) Resources for Using Multiple Imputation; (3) Specifications for Missing Data Simulations; (4) Full Set of Simulation Results; and (5) Standards for Judging the Magnitude of the Bias for Different Missing Data Methods. (Contains 12 tables, 4 exhibits and 88 footnotes.) AU - Puma, Michael J. AU - Olsen, Robert B. AU - Bell, Stephen H. AU - Price, Cristofer Y1 - 2009/10// PY - 2009 DA - October 2009 SP - 131 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Research Methodology KW - Simulation KW - Exhibits KW - Intervention KW - Research Design KW - Maximum Likelihood Statistics KW - Computation KW - Control Groups KW - Performance Factors KW - Data Collection KW - Statistical Significance KW - Data Analysis KW - Statistical Bias KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757171218?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Indian Education Policies in Five Northwest Region States. Issues & Answers. REL 2009-081 AN - 61855959; ED506842 AB - In this comprehensive effort to study Indian education policies, the report categorizes the policies of five Northwest Region states based on 13 key policies identified in the literature and describes the legal methods used to adopt them, such as statutes, regulations, and executive orders. The study found that six of the key policies had been adopted by all five states: adopting academic standards for teaching students about the history and culture of America's indigenous peoples, involving Native Americans on advisory boards, promoting Native American languages through teacher certification, allowing students to learn their native language as part of their education program, and providing tuition assistance for college-bound Native American students. This study is intended to provide policymakers in all states with a comprehensive list of Indian education policies in the five Northwest Region states (Alaska, Idaho, Montana, Oregon, and Washington) and the legal mechanisms used to adopt them. The study did not assess the merit of any of the policies, how successfully they were implemented, or what effect they had on Native American students' academic achievement. Appended are: (1) Data collection and analysis; (2) Key informant interviews and interview protocol; (3) Policies, citations, and adoption mechanisms by state; and (4) Descriptions of Indian education policies by key policy and state. (Contains 2 boxes and 23 tables.) AU - Smiley, Richard AU - Sather, Susan Y1 - 2009/10// PY - 2009 DA - October 2009 SP - 35 PB - Regional Educational Laboratory Northwest. , 101 SW Main Street Suite 500, Portland, OR 97204-3213. KW - Alaska KW - Idaho KW - Montana KW - Oregon KW - Washington KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary Secondary Education KW - Higher Education KW - Postsecondary Education KW - Financial Support KW - American Indian Culture KW - State Legislation KW - Coordinators KW - Contracts KW - American Indian Languages KW - Scholarships KW - State Regulation KW - Advisory Committees KW - Student Financial Aid KW - Tribally Controlled Education KW - Teacher Certification KW - American Indian History KW - Curriculum KW - Achievement Gap KW - Educational Policy KW - Data Collection KW - American Indian Education KW - Interviews KW - Native Language Instruction KW - Tribal Sovereignty KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61855959?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 2006-07. First Look. NCES 2010-313 AN - 61855310; ED506781 AB - This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2006-07. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) 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 the NCES through the U. S. Department of Education's "EDFacts" data collection system by state education agencies (SEAs). These data represent high school graduates receiving regular diplomas and dropouts for the 2006-07 school year. The report includes counts of high school graduates for school year 2006-07 for 50 states, the District of Columbia, American Samoa, the Commonwealth of the Northern Marianas Islands, Puerto Rico, and the U.S. Virgin Islands. Data for high school graduates were missing from CCD reports for the Bureau of Indian Education, the U.S. Department of Defense domestic and overseas dependents schools, and Guam. Graduate counts were reported by race/ethnicity, at the state level, for 48 states. New York and Kentucky did not report graduate counts by race/ethnicity. Race/ethnicity graduate counts for the District of Columbia were suppressed due to inaccuracy. 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 2006-07 school year dropout data for 49 states, the District of Columbia, the Commonwealth of the Northern Marianas Islands, and the U.S. Virgin Islands. The high counts of missing data resulted in the suppression of dropout counts from Vermont. The low district-level response rate for 9th and 10th grade dropouts for Pennsylvania resulted in the suppression of the total high-school dropout rate (grades 9 through 12), and the grade 9 and 10 individual dropout rates. Selected findings include: (1) Across the United States, a total of 2,892,351 public school students received a high school diploma in 2006-07, resulting in an averaged freshman graduation rate of 73.9 percent; (2) Across all reporting states, the AFGR was highest for Asian/Pacific Islander students (91.2 percent); (3) A comparison of data from 2006-07 with data from the prior school year, 2005-06, shows a percentage point or greater increase in the AFGR for 18 states; (4) There were 617,948 dropouts from high school (grades 9 through 12) among 48 reporting states and the District of Columbia in 2006-07; (5) Among the reporting states and the District of Columbia, the dropout rates increased as grade level increased; (6) Among the states that were able to report high school dropouts by race/ethnicity and the District of Columbia, the dropout rate was lowest for Asian/Pacific Islanders at 2.6 percent; (7) Among the 46 states for which comparisons between 2005-06 and 2006-07 could be made, the event dropout rate increased by a tenth of a percentage point or more for 17 states, decreased by a tenth of a percentage point or more for 21 states, and remained the same for the remaining 8 states; and (8) Across the 46 states that were able to report high school dropouts by gender, the dropout rate was higher for males than for females at 4.9 percent and 3.8 percent respectively. Methodology and Technical Notes are appended. (Contains 8 tables and 2 footnotes.) AU - Stillwell, Robert Y1 - 2009/10// PY - 2009 DA - October 2009 SP - 33 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - District of Columbia KW - American Samoa KW - Islands KW - Puerto Rico KW - Kentucky KW - Nevada KW - New York KW - Pennsylvania KW - Vermont KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - Grade 12 KW - Grade 11 KW - High School Graduates KW - Grade 10 KW - Ethnicity KW - Research Methodology KW - Dropout Rate KW - Dropouts KW - Grade 9 KW - State Departments of Education KW - Graduation KW - Grades (Scholastic) KW - Public Schools KW - Foreign Countries KW - Data Collection KW - Pacific Islanders KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61855310?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 2007-08. First Look. NCES 2010-305 AN - 61847200; ED506743 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 2007-08 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. Appended are: (1) methodology and technical notes; and (2) Common Core of Data glossary. (Contains 7 tables and 3 footnotes.) AU - Hoffman, Lee Y1 - 2009/10// PY - 2009 DA - October 2009 SP - 32 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 - Northern Mariana Islands KW - Virgin Islands KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Institutional Characteristics KW - Public Schools KW - Rural Schools KW - Urban Schools KW - National Surveys KW - Elementary Schools KW - Secondary Schools KW - Suburban Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61847200?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 2008, Degrees and Other Awards Conferred: 2007-08, and 12-Month Enrollment: 2007-08: First Look. NCES 2009-165 AN - 61846237; ED506744 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, such as Puerto Rico. 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, i.e., formal instructional programs with a curriculum designed primarily for students who are beyond the compulsory age for high school. This definition includes academic, vocational, and continuing professional education programs and excludes institutions that offer only avocational (leisure) and adult basic education programs. This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) Fall 2008 data collection, which included three survey components: Institutional Characteristics for the 2008-09 academic year, Completions covering the period July 1, 2007, through June 30, 2008. and data on 12-Month Enrollment for the 2007-08 academic year. These data were collected through the IPEDS web-based data collection system. It 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. Appended are: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 11 tables and 6 footnotes.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2009/10// PY - 2009 DA - October 2009 SP - 44 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Puerto Rico KW - American Samoa KW - Guam KW - Federated States of Micronesia KW - Marshall Islands KW - Northern Mariana Islands KW - Palau KW - Virgin Islands KW - ERIC, Resources in Education (RIE) KW - Community KW - Practitioners KW - Policymakers KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Institutional Characteristics KW - Graduate Study KW - Ethnicity KW - Undergraduate Study KW - Student Characteristics KW - Race KW - Private Colleges KW - Public Colleges KW - Tuition KW - Fees KW - Academic Degrees KW - Graduation KW - Professional Education KW - Enrollment KW - Student Costs KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61846237?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 2007-08. First Look. NCES 2010-306 AN - 61845580; ED506805 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 2007-08 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 EDFacts 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. Among the findings were that there were 17,775 operating local education agencies (LEAs) in 2007-08. In the 2007-08 school year, 149 LEAs were closed and 183 were newly opened. Most of these operating agencies were regular school districts (13,924) that were responsible for educating students residing within their jurisdiction. A total of 1,399 were administrative or service agencies that typically provide services to school districts. A total of 2,012 were independent charter agencies in which all the associated schools are charter schools. An additional 440 agencies were operated by the state or some other entity. Of the approximately 49.2 million students served by LEAs, 48.2 million attended schools in regular school districts. Nearly 1 million students were enrolled in LEAs other than regular school districts, including approximately 212,000 students enrolled in administrative and service agencies, approximately 699,000 students enrolled in independent charter agencies, and approximately 89,000 enrolled in state- and federally operated and other types of agencies. Appended to this report are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 6 tables.) AU - Chen, Chen-Su Y1 - 2009/10// PY - 2009 DA - October 2009 SP - 30 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Students KW - Teachers KW - Researchers KW - Elementary Secondary Education KW - Charter Schools KW - Methods KW - Enrollment KW - Public Education KW - School Districts KW - Data Collection UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61845580?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card: Mathematics 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-451 AN - 61839373; ED506746 AB - This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. The results from the 2009 assessment presented in this report are compared to those from previous years, showing how students' performance in mathematics has progressed over time. 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. Results for groups of students 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. Additional technical notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation of students with disabilities and English language learners, and additional state-level results. Highlights of the national results show that gains in overall average scores seen in earlier years did not continue at grade 4 but did continue at grade 8. While still higher than the scores in the six assessment years from 1990 to 2005, the overall average score for fourth-graders in 2009 was unchanged from the score in 2007. The upward trend seen in earlier assessments for eighth-graders continued with a 2-point increase from 2007 to 2009. There were no significant changes from 2007 to 2009 in the score gaps between White and Black students or between White and Hispanic students at either grade 4 or grade 8. State results for grade 4 show score increases since 2007 in 8 states and decreases in 4 states and jurisdictions. At grade 8, scores were higher in 2009 than in 2007 in 15 states and jurisdictions, and no states showed a decline. (Contains 24 figures and 31 tables.) Y1 - 2009/10// PY - 2009 DA - October 2009 SP - 68 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Parents KW - Teachers KW - Administrators KW - Policymakers KW - Grade 4 KW - Grade 8 KW - Probability KW - Statistics KW - Student Reaction KW - Mathematics Achievement KW - Lunch Programs KW - Academic Achievement KW - Student Participation KW - Second Language Learning KW - National Competency Tests KW - Evaluation KW - Disabilities KW - Mathematical Concepts KW - Geometry KW - Data Analysis KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61839373?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Mapping State Proficiency Standards Onto NAEP Scales: 2005-2007. Research and Development Report. NCES 2010-456 AN - 61822639; ED506911 AB - Since 2003, the National Center for Education Statistics (NCES) has compared each state's standard for proficient performance in reading and mathematics by placing the state standards onto the NAEP scale. The procedure, "mapping," allows the level of achievement required for proficient performance in one state to be compared with the level of achievement required in another state. The mapping procedure offers an approximate way to assess the relative rigor of the states' standards for proficient performance. This report presents mapping results using the 2005 and 2007 NAEP assessments in mathematics and reading for grades 4 and 8. The analyses conducted for this study addresses the following questions: (1) How do states' 2007 standards for proficient performance compare with each other when mapped onto the NAEP scale? (2) How do the cut points on the NAEP scale that are equivalent to the scores required to meet a state's standard in 2007 compare to those estimated for 2005? and (3) Using the 2005 NAEP scale equivalent standards to define a state's proficient level of performance on NAEP, do NAEP and that state assessment agree on the changes in the proportion of students meeting that state's standard for proficiency from 2005 to 2007? The report divides into five sections. Following an introduction, Section 2 provides a description of the estimation methods used in the mapping and in the comparisons of results between 2005 and 2007. Section 3 presents the results of the analyses that examined the mapping results for 2007 in reading and mathematics at grades 4 and 8. Addressing the second question, Section 4 focuses on the comparison between the 2005 and 2007 mappings in reading and mathematics at grades 4 and 8. Addressing the third question, Section 5 discusses the NAEP and state assessment changes in achievement from 2005 to 2007, including possible explanations for discrepancies in the gains measured by the state tests and NAEP so that attention can be turned to identifying the sources of those discrepancies. Tables in appendix A show the sample sizes and percentages of the 2007 NAEP samples used in the analyses. Tables in appendix B summarize selected changes in states' assessments between the two NAEP administrations of 2005 and 2007 that could affect the interpretation of the mapping results. Appendix C includes tables with results complementing those discussed in the body of the report. (Contains 40 tables, 4 figures, and 28 footnotes.) AU - Bandeira de Mello, Victor AU - Blankenship, Charles AU - McLaughlin, Don Y1 - 2009/10// PY - 2009 DA - October 2009 SP - 90 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Measures (Individuals) KW - Statistics KW - Mathematics Achievement KW - Scores KW - Academic Achievement KW - Research and Development KW - Evaluation KW - Reading Achievement KW - Foreign Countries KW - Sample Size KW - State Standards KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61822639?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - The International PISA Test: A Risky Investment for States AN - 58840353; 2008-443532 AB - Recent months have brought an ever-louder drumbeat in support of state-level participation in the Programme for International Student Assessment (PISA), with a weaker chorus calling for states to participate in the Trends in International Mathematics and Science Study (TIMSS). What would be gained if, in addition to the nation as a whole, individual states were to participate directly in these assessments by testing a much larger and more representative sample of students? Not as much as many advocates would have us believe, and probably not enough to justify the considerable cost. Despite the growing infatuation with international comparisons of student performance and the illuminating feedback they can provide on how young Americans are doing relative to students in other countries, current international assessments cannot generate a great deal of reliable policy advice. In other words, they're better at showing how our children's academic performance (in certain subjects) compares with that of their overseas agemates than at guiding us toward stronger U.S. schools. Adapted from the source document. JF - Education Next AU - Schneider, Mark AD - National Center for Education Statistics Y1 - 2009/10// PY - 2009 DA - October 2009 SP - 68 EP - 74 PB - Hoover Institution, Stanford University, CA VL - 9 IS - 4 SN - 1539-9664, 1539-9664 KW - Education and education policy - Education KW - Science and technology policy - Mathematics KW - Education and education policy - Statistics, research, research methods, and research support KW - Education and education policy - Educational psychology and learning ability KW - Education and education policy - Education personnel and population KW - Education and education policy - Schools KW - United States KW - Measurement KW - Educational policy KW - Schools KW - Academic achievement KW - Testing KW - Students KW - article UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/58840353?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%3Apais&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Education+Next&rft.atitle=The+International+PISA+Test%3A+A+Risky+Investment+for+States&rft.au=Schneider%2C+Mark&rft.aulast=Schneider&rft.aufirst=Mark&rft.date=2009-10-01&rft.volume=9&rft.issue=4&rft.spage=68&rft.isbn=&rft.btitle=&rft.title=Education+Next&rft.issn=15399664&rft_id=info:doi/ L2 - http://www.hoover.org/publications/ednext LA - English DB - PAIS Index N1 - Date revised - 2010-02-03 N1 - SuppNotes - http://educationnext.org/files/fall09-international-pisa.pdf N1 - Last updated - 2016-09-28 N1 - SubjectsTermNotLitGenreText - Educational policy; Measurement; Testing; Academic achievement; Students; United States; Schools ER - TY - RPRT T1 - The Children Born in 2001 at Kindergarten Entry: First Findings from the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). First Look. NCES 2010-005 AN - 1651827177; ED546769 AB - Using data from the final two rounds of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten. Information has been collected from and about these children when they were 9 months old, 2 years old, 4 years old, and at kindergarten entry. This survey provides a comprehensive and reliable set of data about children's early development; their home learning experiences; their experiences in early care and education programs; their health care, nutrition, and physical well-being; and how their early experiences relate to their later development, learning, and success in school. Two appendixes include: (1) Survey Methodology and Glossary; and (2) Standard Error Tables. AU - Flanagan, Kristin Denton AU - McPhee, Cameron Y1 - 2009/10// PY - 2009 DA - October 2009 SP - 48 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 - Kindergarten KW - Primary Education KW - Early Childhood Education KW - Toddlers KW - Well Being KW - Child Health KW - Child Care KW - Early Reading KW - Demography KW - Reading Achievement KW - Child Development KW - Teachers KW - Parents KW - Predictor Variables KW - Institutional Characteristics KW - Questionnaires KW - Family Environment KW - Young Children KW - Minority Group Children KW - Reliability KW - Response Rates (Questionnaires) KW - Error of Measurement KW - Mathematics Achievement KW - Longitudinal Studies KW - Cohort Analysis KW - Health Services KW - Educationally Disadvantaged KW - Statistical Significance KW - Educational Assessment KW - Interviews KW - Psychomotor Skills KW - Disadvantaged Schools KW - Physical Health KW - Infants UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827177?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - A Report on the Talent Search Program: 2007-08, With Select Comparative Data, 2002-07 AN - 742861151; ED509038 AB - The Talent Search (TS) program is one of the federal TRIO programs, a group of eight outreach programs funded by the U.S. Department of Education that are designed to support and assist students from disadvantaged backgrounds to progress through the academic pipeline from middle school to attainment of a postbaccalaureate degree. (Contains 6 tables, 3 footnotes, and 5 figures.) Y1 - 2009/09// PY - 2009 DA - September 2009 SP - 12 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Middle Schools KW - Program Descriptions KW - Program Effectiveness KW - Outreach Programs KW - Federal Aid KW - Educational Finance KW - Comparative Analysis KW - Program Budgeting KW - Participation KW - Federal Programs KW - Disadvantaged KW - Talent KW - Talent Identification UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742861151?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - High School Dropout and Completion Rates in the United States: 2007 Compendium Report. NCES 2009-064 AN - 61863075; ED506561 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 2007, provides data about trends in dropout and completion rates over the last 3 decades (1972-2007), and examines the characteristics of high school dropouts and high school completers in 2007. 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. Among findings in the report was that among reporting states in 2006, the averaged freshman graduation rate (AFGR) was 73.2 percent. The rate provides an estimate of the percentage of public high school students who graduate with a regular diploma 4 years after starting 9th grade. The report also shows that students living in low-income families were approximately 10 times more likely to drop out of high school between 2006 and 2007 than were students living in high-income families. In October 2007, approximately 3.3 million civilian noninstitutionalized 16- through 24-year-olds were not enrolled in high school and had not earned a high school diploma or alternative credential. Appended are: (1) Technical Notes; (2) Glossary; and (3) Standard Error Tables. (Contains 27 tables and 6 figures.) AU - Cataldi, Emily Forrest AU - KewalRamani, Angelina Y1 - 2009/09// PY - 2009 DA - September 2009 SP - 84 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - General Educational Development Tests KW - State Nonfiscal Survey of Public Elem Sec Educ KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Racial Identification KW - Low Income Groups KW - High School Graduates KW - Statistics KW - Dropout Rate KW - Educational Attainment KW - Dropouts KW - Graduation KW - High School Equivalency Programs KW - Ethnic Groups KW - Enrollment KW - Program Length KW - High School Students KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61863075?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 2006-07 (Fiscal Year 2007). First Look. NCES 2009-338 AN - 61860545; ED506358 AB - This report presents data from the School District Finance Survey for School Year 2006-07 (fiscal year 2007, or FY 07). The School District Finance Survey is a district-level survey that consists of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states and the District of Columbia. All financial transactions associated with assets, expenditures, revenues, and indebtedness are accounted for, including revenues from federal, state, and local sources and expenditures in categories such as instruction and instruction-related activities, student support services, administration, operation, capital outlay, and debt services. The School District Finance Survey is part of the Common Core of Data (CCD) surveys that collect administrative records data from SEAs. The data are collected and edited by the Governments Division of the U.S. Census Bureau for NCES. All 50 states and the District of Columbia provided data for FY 07. A variety of types of local education agencies are reported in the School District Finance Survey. While agencies whose only function is to collect and allocate funds or to provide certain administrative services for a group of districts are also included on the file, this report focuses on regular public school districts and charter school districts. For tables 1 through 6 in this report, all regular school districts that have student counts greater than zero and that are listed in the CCD Local Education Agency Universe Survey file for school year 2006-07 were included in the analyses. There were 15,233 such districts in FY 07. National figures do not include independent charter school districts; however, charter schools affiliated with regular school districts are included in the national and state figures. Data for independent charter school districts are reported separately at the end of tables 1 through 4 and are included in tables 5 and 6. Table 7 presents the revenues and current expenditures of the 100 largest school districts according to the size of their student enrollment, as reported in the School District Finance Survey. The federal revenues table (table 8) includes all local education agencies reported in the School District Finance Survey. Appended is information about survey content and methodology and a glossary of key CCD terms used in this report.(Contains 8 tables and 3 footnotes.) [For "Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2005-06 (Fiscal Year 2006). First Look. NCES 2008-345," see ED502166.] AU - Zhou, Lei Y1 - 2009/09// PY - 2009 DA - September 2009 SP - 32 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Federal Aid KW - Expenditure per Student KW - Educational Finance KW - School Districts KW - Instruction KW - Pupil Personnel Services KW - Income KW - School District Size KW - Charter Schools KW - State Departments of Education KW - Expenditures KW - Public Schools KW - Enrollment KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61860545?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report. NCEE 2009-4077 AN - 61852654; ED506725 AB - The primary purpose of this study is to determine whether providing structured academic instruction in reading or math to students in grades two to five during their afterschool hours--instead of the less formal academic supports offered in regular after-school programs-- improves their academic performance in the subject. This is the second and final report from the Evaluation of Enhanced Academic Instruction in After-School Programs--a two-year demonstration and random assignment evaluation of structured approaches to teaching math and reading in after-school settings. This report includes two parallel impact studies, a math program study ("Mathletics" developed by Harcourt School Publishers) and a reading program study ("Adventure Island" developed by the Success for All Foundation) in which students attending an afterschool program are assigned by lottery to either receive the structured academic programming or the afterschool programming regularly offered. For each academic program, the evaluation design allows for information about the one-year impact in the first and second years of operation as well as the two-year impact in which the program was offered to students for two consecutive years. Data on after-school staff characteristics, program implementation, and student outcomes were collected in the first and second years in 27 centers (12 providing the reading program and 15 providing the math program). Key findings for the enhanced math program were: (1) One year of enhanced instruction produces positive and statistically significant impacts on student achievement; (2) Two years of the enhanced program produces no additional achieve-ment benefit beyond the one-year impact; (3) There was program fidelity across both years of implementation; (4) Students in the enhanced program received math instruction that was more structured and intensive than regular after-school program students; and (5) No clear lessons emerge for program improvement or targeting the program in particular types of schools. Key findings for the enhanced reading program were: (1) The enhanced program has no impact on total reading test scores after one year of participation; (2) Two years of participation produces significantly fewer gains in reading achievement for students in the enhanced program group; (3) Though the reading program was staffed and supported as planned, implementation issues--especially related to the pacing of lessons--occurred in both years; (4) Students in the enhanced program received reading instruction that was more structured and intensive than regular after-school program students; and (5) No systematic relationship exists between center-level impacts and program implementation or the local school context. (Appended are: (1) Findings after the First Implementation Year and Differences between Centers that Participated in Both Years of the Study and Centers that Participated Only in the First Year; (2) Statistical Precision and Minimum Detectable Effect Size; (3) Creation of the Analysis Sample (Math Centers); (4) Creation of the Analysis Sample (Reading Centers); (5) Implementation Measures from Structured Protocol Observations and Class Record Forms; (6) Outcome Measures; (7) Statistical Model and Sensitivity Analyses (Impact of Offering One Year of Service); (8) Statistical Model and Sensitivity Analyses (Impact of Offering Two Years of Service); (9) Exploratory Analysis: The Association Between Receiving Two Years of Enhanced After-School Academic Instruction and Student Achievement; and (10) Exploratory Analysis: Linking the Impact of One Year of Enhanced Services on Student Achievement with School and Program Characteristics. Contains 68 tables, 21 figures, 4 boxes, and 18 footnotes.) AU - Black, Alison Rebeck AU - Somers, Marie-Andree AU - Doolittle, Fred AU - Unterman, Rebecca AU - Grossman, Jean Baldwin Y1 - 2009/09// PY - 2009 DA - September 2009 SP - 345 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 2 KW - Grade 3 KW - Grade 4 KW - Grade 5 KW - Program Effectiveness KW - Measures (Individuals) KW - Instructional Effectiveness KW - Elementary School Students KW - Mathematics Instruction KW - Teacher Characteristics KW - Mathematics Achievement KW - Academic Achievement KW - Models KW - Outcomes of Education KW - Comparative Analysis KW - Reading Achievement KW - Reading Instruction KW - Program Implementation KW - Program Evaluation KW - Student Behavior KW - Effect Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61852654?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2018. Thirty-Seventh Edition. NCES 2009-062 AN - 61852606; ED506451 AB - "Projections of Education Statistics to 2018" is the 37th report in a series begun in 1964. It includes statistics on elementary and secondary schools and degree-granting institutions. Included are projections of enrollment, graduates, teachers, and expenditures to the year 2018. This is the first edition of the "Projections of Education Statistics" to include projections of first-time freshmen in public and private postsecondary institutions. 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 2018 at the state level. The projections in this report were produced to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. The projections presented in this report are based on the 2000 census and assumptions for the fertility rate, internal migration, net immigration, and mortality rate. Appendix A describes the methodology and assumptions used to develop the projections; appendix B presents supplementary tables; appendix C describes data sources; appendix D is a list of abbreviations; appendix E presents the references; and appendix F is a glossary of terms. (Contains 71 tables and 47 figures.) [For "Projections of Education Statistics to 2017. Thirty-Sixth Edition. NCES 2008-078," see ED502632.] AU - Hussar, William J. AU - Bailey, Tabitha M. Y1 - 2009/09// PY - 2009 DA - September 2009 SP - 168 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 - Higher Education KW - High School Graduates KW - Immigration KW - Statistics KW - Masters Degrees KW - College Freshmen KW - Methods KW - Public Colleges KW - Private Colleges KW - Public School Teachers KW - Elementary School Teachers KW - Associate Degrees KW - Secondary School Teachers KW - Enrollment Projections KW - Secondary Schools KW - Bachelors Degrees KW - Public Schools KW - Enrollment KW - Doctoral Degrees KW - Statistical Data KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61852606?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Teacher Strategies to Help Fourth-Graders Having Difficulty in Reading: An International Perspective. Statistics in Brief. NCES 2009-013 AN - 61837956; ED506646 AB - The Progress in International Reading Literacy Study (PIRLS) assesses the reading achievement of fourth-graders and collects data on their teachers' reading instruction practices and strategies. Presenting data from the United States and the 44 other jurisdictions that participated in PIRLS 2006, this Statistics in Brief describes international patterns in the strategies reported by teachers to help fourth-graders falling behind in reading. These strategies include: (1) waiting to see if performance improves with maturation; (2) spending more time working on reading individually with that student; (3) having other students work on reading with the student having difficulty; (4) having the student work in the regular classroom with a teacher-aide; (5) having the student work in the regular classroom with a reading specialist; (6) having the student work in a remedial reading classroom with a reading specialist; (7) assigning homework to help the student catch up; and (8) and asking the parents to help the student with reading. Asking the parents to help the student was among the most commonly cited strategies in 44 of the 45 jurisdictions. Working with a reading specialist in a regular classroom was among the least commonly cited strategies in 40 jurisdictions. This brief presents information regarding these eight strategies used by fourth-grade teachers to help struggling readers in two groups: (1) out-of-school support strategies if they are generally applied outside the school setting; and (2) school support strategies if they are primarily applied within the school setting. Appended is a standard error table. (Contains 2 tables.) AU - Sen, Anindita AU - Burns, Stephanie AU - Miller, David C. Y1 - 2009/09// PY - 2009 DA - September 2009 SP - 16 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 - Grade 4 KW - Educational Strategies KW - Elementary School Students KW - Remedial Reading KW - Reading Consultants KW - Motivation Techniques KW - Comparative Analysis KW - Reading Achievement KW - Foreign Countries KW - Reading Instruction KW - Specialists KW - Data Collection KW - Academic Support Services KW - Student Evaluation KW - Reading Difficulties KW - Global Approach UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61837956?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Technical Methods Report: The Estimation of Average Treatment Effects for Clustered RCTs of Education Interventions. NCEE 2009-0061 rev. AN - 757173251; ED511787 AB - This paper examines the estimation of two-stage clustered RCT designs in education research using the Neyman causal inference framework that underlies experiments. The key distinction between the considered causal models is whether potential treatment and control group outcomes are considered to be fixed for the study population (the finite-population model) or randomly selected from a vaguely-defined universe (the super-population model). Appropriate estimators are derived and discussed for each model. Using data from five large-scale clustered RCTs in the education area, the empirical analysis estimates impacts and their standard errors using the considered estimators. For all studies, the estimators yield identical findings concerning statistical significance. However, standard errors sometimes differ, suggesting that policy conclusions from RCTs could be sensitive to the choice of estimator. Thus, a key recommendation is that analysts test the sensitivity of their impact findings using different estimation methods and cluster-level weighting schemes. Appendices include: (1) Proofs; and (2) Summary of Data Sources. (Contains 4 tables and 7 footnotes.) AU - Schochet, Peter Z. Y1 - 2009/08// PY - 2009 DA - August 2009 SP - 49 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 - Research Methodology KW - Structural Equation Models KW - Error of Measurement KW - Scores KW - Intervention KW - Reading Comprehension KW - Research Design KW - Outcomes of Education KW - Regression (Statistics) KW - Models KW - Maximum Likelihood Statistics KW - Computation KW - Control Groups KW - Equations (Mathematics) KW - Causal Models KW - Statistical Analysis KW - Science Experiments KW - Statistical Significance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757173251?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Impact of the Federal School-Based Student Mentoring Program. NCEE Evaluation Brief. NCEE 2009-4074 AN - 757171435; ED511780 AB - The Office of Management and Budget requested that the Institute of Education Sciences (IES) oversee an independent impact evaluation of the federal Student Mentoring Program, and in 2005 IES contracted with Abt Associates and its team of subcontractors (Branch Associates, Moore and Associates, and the Center for Resource Management) to conduct the study. This three and a half year evaluation is designed to describe the grant-funded programs and to estimate their impact on a range of student outcomes. Findings reveal that school-based mentoring programs can provide at-risk students with guidance, academic assistance, and new experiences. But mentoring programs under the federal competitive Student Mentoring Program grants had no statistically significant impacts on student-level outcomes after one school year. [For the full report, "Impact Evaluation of the U.S. Department of Education's Student Mentoring Program. Final Report. NCEE 2009-4047," see ED504310.] Y1 - 2009/08// PY - 2009 DA - August 2009 SP - 4 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 4 KW - Grade 5 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Program Effectiveness KW - Context Effect KW - Elementary School Students KW - Middle School Students KW - Delinquency KW - Academic Achievement KW - Outcomes of Education KW - Mentors KW - At Risk Students KW - Federal Programs KW - Statistical Significance KW - Program Evaluation KW - Student Behavior KW - Student Responsibility KW - Interpersonal Relationship KW - Prosocial Behavior UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757171435?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Effect of Supplemental Reading Comprehension Curricula on Grade 5 Students. NCEE Evaluation Brief. NCEE 2009-4076 AN - 757171338; ED511812 AB - Improving the ability of disadvantaged students to read and comprehend text is also fundamental to the federal education policy aimed at closing the achievement gap between low- and high-achieving students. Title I of the No Child Left Behind Act of 2001 calls on educators to close the gap using approaches shown to be effective through scientifically based research. But such rigorous research is relatively scarce, making it difficult for educators to determine how best to use Title I funds to improve student outcomes. Identifying curricula that improve reading comprehension is part of this challenge. The Institute of Education Sciences has undertaken a rigorous evaluation of curricula designed to improve reading comprehension to meet that research challenge. Four supplemental curricula were selected in a competitive process to participate in a rigorous test of their effectiveness beginning in the 2006/07 school year: (1) Project CRISS by CRISS; (2) ReadAbout by Scholastic; (3) Read for Real by Chapman University and Zaner-Bloser; and (4) Reading for Knowledge by the Success for All Foundation. Results from this study show no effects for three of the curricula and a negative effect for the fourth. (Contains 1 figure.) [For the full report, "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. NCEE 2009-4032," see ED505578.] Y1 - 2009/08// PY - 2009 DA - August 2009 SP - 4 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 Education KW - Grade 5 KW - Program Effectiveness KW - Reading Achievement KW - Elementary School Students KW - Reading Improvement KW - Enrichment Activities KW - Program Evaluation KW - Reading Comprehension KW - Evidence KW - Curriculum Evaluation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757171338?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study. NCEE 2009-4072 AN - 757170685; ED511788 AB - One of the main policy responses to the problems of turnover and inadequate preparation among beginning teachers is to support them with a formal, comprehensive induction program. Congressional interest in formal, comprehensive teacher induction has grown in recent years. The No Child Left Behind Act of 2001 (NCLB), which reauthorized the Elementary and Secondary Education Act of 1965 (ESEA), emphasizes the importance of teacher quality in student improvement. Title II, Part A of ESEA--the Improving Teacher Quality State Grants program--provides nearly $3 billion a year to states to train, recruit, and prepare high quality teachers. The implementation of teacher induction programs is one allowable use of these funds. Current discussions on the reauthorization of NCLB argue for a continued focus on supporting teachers through professional development opportunities and teacher mentoring programs, with a call to fund "proven models" to meet these objectives. In addition, the Higher Education Opportunity Act of 2008 authorizes grants that include teacher induction or mentoring programs for new teachers. These initiatives highlight the need to conduct rigorous research to determine whether comprehensive teacher induction programs produce a measurable impact on teacher retention and other positive outcomes for teachers and students. The National Center for Education Evaluation and Regional Assistance within the U.S. Department of Education's Institute of Education Sciences (IES) contracted with Mathematica Policy Research (MPR) to address this issue by evaluating the impact of structured and intensive teacher induction programs over a three year time period, beginning when teachers first enter the teaching profession. An earlier report (Glazerman et al. 2008) presented results from the first year of the evaluation. The current report presents findings from the second year of the evaluation and a future report will present findings from the third and final year. Appendices include: (1) Analytic Methods; (2) Supplementary Figures: Impacts by District; (3) Sensitivity Analyses and Supplemental Tables for Chapter V; (4) Sensitivity Analyses and Supplemental Tables for Chapter VI; (5) Impacts on Teacher Preparedness (Two-Year Districts); and (6) Sensitivity Analyses for Chapter VII. (Contains 105 tables, 22 figures and 59 footnotes.) [For the "Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034," see ED503061.] AU - Isenberg, Eric AU - Glazerman, Steven AU - Bleeker, Martha AU - Johnson, Amy AU - Lugo-Gil, Julieta AU - Grider, Mary AU - Dolfin, Sarah AU - Britton, Edward Y1 - 2009/08// PY - 2009 DA - August 2009 SP - 233 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 - Teacher Surveys KW - Beginning Teacher Induction KW - Faculty Mobility KW - Satisfaction KW - Teacher Characteristics KW - Scores KW - Academic Achievement KW - Teacher Persistence KW - Professional Development KW - Teacher Effectiveness KW - Mentors UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757170685?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Relative Achievement Effects of Four Early Elementary School Math Curricula. NCEE Evaluation Brief. NCEE 2009-4075 AN - 757170673; ED511813 AB - Many U.S. children start school with weak math skills, and children from poor households lag behind those from affluent ones. These differences grow over time, resulting in substantial differences in math achievement by the time students reach grade 4. The federal Title I program provides financial assistance to schools with a high number or percentage of students from low-income households, to help all students meet state academic standards. Under the No Child Left Behind (NCLB) Act of 2001, these schools must make adequate yearly progress in meeting state-specific targets for proficiency in math and reading, with the goal of ensuring that all students are proficient in math and reading by 2014. To provide educators with information that may contribute to making adequate yearly progress, this large-scale national study examines whether some math curricula for early elementary school are more effective than others at improving student math achievement. A small number of curricula, based on different theories for developing math skills, dominate elementary school math instruction--seven math curricula make up 91 percent of the curricula used by K-2 educators. Although the NCLB Act emphasizes the importance of adopting scientifically based education practices, there is little rigorous research evidence to support one theory or curriculum over another. This study aims to help fill that knowledge gap. After one year this study demonstrated that math achievement for grade 1 students was significantly higher among schools using the Math Expressions and Saxon Math curricula than among those using Investigations in Number, Data, and Space and Scott Foresman-Addison Wesley Mathematics. (Contains 1 figure.) [For the full report, "Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools. NCEE 2009-4052," see ED504418.] Y1 - 2009/08// PY - 2009 DA - August 2009 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 - Elementary Education KW - Grade 1 KW - Primary Education KW - Elementary School Mathematics KW - Elementary School Students KW - Instructional Effectiveness KW - Mathematics Instruction KW - Mathematics Achievement KW - Disadvantaged Youth KW - Elementary School Teachers KW - Curriculum Implementation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757170673?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Profile on Alternate Assessments Based on Alternate Achievement Standards: A Report From the National Study on Alternate Assessments. NCSER 2009-3014 AN - 61872730; ED506073 AB - This study is examining student eligibility for and participation in alternate assessments, the technical quality of the alternate assessment instruments and implementation procedures, the alignment of assessments with content and achievement standards, and the use and effectiveness of alternate assessments in measuring student outcomes. The report describes individual state approaches to designing and administering alternate assessments based on alternate achievement standards, key features of individual state alternate assessments, and student participation and performance data for each state for the 2006-2007 school year. The NSAA is a comprehensive, integrated study that is organized around three central objectives related to alternate assessments that are based on alternative achievement standards for students with significant cognitive disabilities: (1) Develop state and national profiles of the 50 states' and the District of Columbia's alternate assessment policies and practices; (2) Conduct in-depth case studies and report on selected states' approaches to alternate assessment; and (3) Conduct quantitative analyses of data related to alternate assessment. Two appendices are included: (1) Methodology; and (2) Data Tables. (Contains 62 figures and 2 footnotes.) (State Profiles on Alternate Assessments Based on Alternate Achievement Standards: A Report from the National Study on Alternate Assessments. NCSER 2009-3013, see ED506078) AU - Cameto, Renee AU - Knokey, Anne-Marie AU - Nagle, Katherine AU - Sanford, Christopher AU - Blackorby, Jose AU - Sinclair, Beth AU - Riley, Derek Y1 - 2009/08// PY - 2009 DA - August 2009 SP - 297 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - District of Columbia KW - United States KW - ERIC, Resources in Education (RIE) 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 - Intermediate Grades KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Program Effectiveness KW - Measures (Individuals) KW - Special Education KW - Case Studies KW - Academic Achievement KW - Student Participation KW - Eligibility KW - Disabilities KW - Statistical Analysis KW - Alignment (Education) KW - Alternative Assessment KW - Student Evaluation KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61872730?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State Profiles on Alternate Assessments Based on Alternate Achievement Standards: A Report from the National Study on Alternate Assessments. NCSER 2009-3013 AN - 61866457; ED506078 AB - The National Study on Alternate Assessments (NSAA) was mandated by the Individuals With Disabilities Education Improvement Act of 2004 (IDEA). Specifically, the law called for a "Study on Ensuring Accountability for Students Who Are Held to Alternative Achievement Standards" to examine: (1) the criteria that states use to determine eligibility for alternate assessments; and the number and type of children who take those assessments and are held accountable to alternative achievement standards; (2) the validity and reliability of alternate assessment instruments and procedures; (3) the alignment of alternate assessments and alternative achievement standards to state academic content standards in reading, mathematics, and science; and (4) the use and effectiveness of alternate assessments in appropriately measuring student progress and outcomes specific to individualized instructional need. This report presents data summaries in the form of individual state profiles for the 2006-07 school year for each of the 50 states and the District of Columbia. The NSAA State Profiles describe individual state approaches to designing and administering alternate assessments based on alternate achievement standards, key features of individual state alternate assessments, and student participation and performance data for each state. Two appendices are included: (1) Methodology; and (2) Explanation of Item Codes. (Contains 3 figures, 1 table, 5 footnotes. Individual profiles are footnoted separately.) [For "National Profile on Alternate Assessments Based on Alternate Achievement Standards: A Report from the National Study on Alternate Assessments. NCSER 2009-3014", see ED506073.] AU - Cameto, Renee AU - Knokey, Anne-Marie AU - Nagle, Katherine AU - Sanford, Christopher AU - Blackorby, Jose AU - Sinclair, Beth AU - Riley, Derek Y1 - 2009/08// PY - 2009 DA - August 2009 SP - 371 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - District of Columbia KW - Individuals with Disabilities Education Act KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Program Effectiveness KW - Measures (Individuals) KW - Special Education KW - Academic Achievement KW - Student Participation KW - Test Validity KW - Scoring KW - Accountability KW - Eligibility KW - Outcomes of Education KW - Test Reliability KW - Profiles KW - Disabilities KW - Statistical Analysis KW - Alignment (Education) KW - Alternative Assessment KW - Student Evaluation KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61866457?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - U.S. Performance Across International Assessments of Student Achievement: Special Supplement to The Condition of Education 2009. NCES 2009-083 AN - 61858047; ED506230 AB - The "Condition of Education" summarizes important developments and trends in education using the latest available data. For the 2009 edition, the National Center for Education Statistics (NCES) prepared this supplemental report to take a closer look at U.S. student performance on international assessments. This special analysis examines the performance of U.S. students in reading, mathematics, and science compared with the performance of their peers in other countries that participated in the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS). It identifies which of these countries have outperformed the United States, in terms of students' average scores and then percentage of students reaching internationally benchmarked performance levels, and which countries have done so consistently. Major findings for reading include: (1) In PIRLS 2006, the average U.S. 4th-graders' reading literacy score (540) was above the PIRLS scale average of 500, but below that of 4th-graders in 10 of the 45 participating countries, including 3 Canadian provinces; and (2) Among the 28 countries that participated in both the 2001 and 2006 PIRLS assessments, the average reading literacy score increased in 8 countries and decreased in 6 countries; in the rest of these countries, including the United States, there was no measurable change in the average reading literacy score between 2001 and 2006; the number of these countries that outperformed the United States increased from 3 in 2001 to 7 in 2006. Major findings in mathematics include: (1) The 2007 TIMSS results showed that U.S. students; average mathematics score was 529 for 4th-graders and 508 for 8th-graders; both scores were above the TIMSS scale average, which is set at 500 for every administration of TIMSS at both grades, and both were higher than the respective U.S. score in 1995; and (2) In PISA 2006, U.S. 15-year-old students' average mathematics literacy score of 474 was lower than the Organization for Economic Cooperation and Development (OECD) average of 498, and placed U.S. 15-year-olds in the bottom quarter of participating OECD nations, a relative position unchanged from 2003. In science, major findings include: (1) The 2007 TIMSS results showed that U.S. students' average science score was 539 for 4th-graders and 520 for 8th-graders; both scores were above the TIMSS scale average, which is set at 500 for every administration of TIMSS at both grades, but neither was measurably different than the respective U.S. score in 1995; and (2) In PISA 2006, U.S. 15-year-old students' average science literacy score of 489 was lower than the OECD average of 500, and placed U.S. 15-year-olds in the bottom third of participating OECD nations; fifteen-year-old students in 16 of the 29 other participating OECD-member countries outperformed their U.S. peers in terms of average scores. Technical notes about the data sources, methodology, and standard errors are appended. (Contains 42 footnotes, 17 figures and 17 tables.) [For "The Condition of Education 2009. NCES 2009-081," see ED505415.] AU - Provasnik, Stephen AU - Gonzales, Patrick AU - Miller, David Y1 - 2009/08// PY - 2009 DA - August 2009 SP - 110 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Program for International Student Assessment KW - United States 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 - Secondary Education KW - Achievement Rating KW - Measures (Individuals) KW - Numeracy KW - Educational Indicators KW - Mathematics Achievement KW - Scores KW - Reading Skills KW - Mathematics Skills KW - Evaluation Methods KW - Comparative Analysis KW - Reading Achievement KW - Foreign Countries KW - Educational Assessment KW - Tables (Data) KW - Mathematical Aptitude KW - Scientific Literacy UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61858047?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Effects of Teachers Trained through Different Routes to Certification. NCEE Evaluation Brief. NCEE 2009-4070 AN - 757173402; ED511779 AB - The No Child Left Behind (NCLB) Act provides support "to ensure that teachers have the necessary subject matter knowledge and teaching skills in the academic subjects that the teachers teach." Title II of the act allows funds to be used for "carrying out programs that establish, expand, or improve alternative routes for state certification of teachers," as well as for "reforming teacher certification (including recertification) or licensing requirements." This study informs that effort by rigorously examining the effect of alternative-route program teachers on student achievement and classroom practices. It also investigates whether certification training experiences are associated with teacher performance. The study found no benefit, on average, to student achievement from placing an alternative-route program teacher in the classroom when the alternative was a teacher certified through a traditional route, but there was no evidence of harm either. In addition, the experimental and nonexperimental findings together indicate that while individual teachers appear to have an effect on student achievement, the study could not identify what about a teacher affects student achievement. Variation in student achievement was not strongly linked to the teachers' chosen preparation route or to other measured teacher characteristics. (Contains 1 figure.) [For the full report, "An Evaluation of Teachers Trained through Different Routes to Certification. Final Report. NCEE 2009-4043," see ED504313.] Y1 - 2009/07// PY - 2009 DA - July 2009 SP - 4 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 - California KW - Georgia KW - Illinois KW - Louisiana KW - New Jersey KW - Texas KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Teacher Characteristics KW - Mathematics Achievement KW - Scores KW - Academic Achievement KW - Outcomes of Education KW - Reading Achievement KW - Selective Admission KW - Teacher Certification KW - Federal Legislation KW - Teaching Skills KW - Alternative Teacher Certification KW - Statistical Significance KW - Teachers KW - Effect Size KW - Elementary Schools KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757173402?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Comprehensive Teacher Induction. NCEE Evaluation Brief. NCEE 2009-4069 AN - 757172597; ED511785 AB - One of the main policy responses to turnover and inadequate preparation among beginning teachers is supporting them with an induction program. Informal or low-intensity teacher induction programs are prevalent and include pairing each new teacher with another full-time teacher without providing training, supplemental materials, or release time for the induction. Much less common is induction that is intensive, comprehensive, structured, and delivered sequentially in response to a teacher's emerging pedagogical needs. But there is little evidence on whether investing more resources in a more comprehensive, and more expensive, induction program would help districts attract, develop, and retain beginning teachers. This study examines whether comprehensive teacher induction programs lead to higher teacher retention rates and to other positive teacher and student outcomes compared with the prevailing, generally less comprehensive approaches to supporting new teachers. After the first year, comprehensive induction made a difference only in the support received by beginning teachers. It had no impact on teacher practices, student test scores, teacher retention, or the characteristics of a district's teaching force. (Contains 2 notes.) [For the full report, "Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034," see ED503061.] Y1 - 2009/07// PY - 2009 DA - July 2009 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 - Elementary Education KW - Grade 1 KW - Grade 2 KW - Grade 3 KW - Grade 4 KW - Grade 5 KW - Grade 6 KW - Kindergarten KW - Beginning Teacher Induction KW - Program Effectiveness KW - Teacher Orientation KW - Academic Achievement KW - Scores KW - Observation KW - Beginning Teachers KW - Mentors KW - Outcomes of Education KW - Comparative Analysis KW - Faculty Mobility KW - Control Groups KW - Teacher Persistence KW - Program Evaluation KW - Faculty Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757172597?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - A Profile of Successful Pell Grant Recipients: Time to Bachelor's Degree and Early Graduate School Enrollment. Statistical Analysis Report. NCES 2009-156 AN - 61877336; ED505976 AB - In 2006-07, the federal government awarded over $13 billion in Pell Grants to more than 5 million undergraduate students (U.S. Department of Education 2007). The goal of the Pell Grant program is to help students with financial need enroll in and graduate from college by providing them with a basic foundation of financial aid, to which they may add other grants, loans, or work-study awards from both federal and nonfederal sources. This study expands on the earlier research by analyzing factors related to timely completion of a bachelor's degree (i.e., within 6 years or less) and early enrollment in a graduate program (i.e., enrollment within 1 year of graduating from college) while comparing college graduates who received a Pell Grant with those who did not. Appended to this document are: (1) Glossary; and (2) Technical Notes and Methodology. (Contains 21 footnotes, 6 figures, and 17 tables.) AU - Wei, Christina Chang AU - Horn, Laura Y1 - 2009/07// PY - 2009 DA - July 2009 SP - 69 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 - Graduate Study KW - Undergraduate Students KW - Federal Aid KW - Student Characteristics KW - Grants KW - Federal Government KW - Educational Attainment KW - Tuition KW - Time to Degree KW - Student Financial Aid KW - Comparative Analysis KW - At Risk Students KW - Paying for College KW - Enrollment Trends KW - Federal Programs KW - Enrollment KW - Statistical Analysis KW - College Graduates KW - Financial Needs KW - Academic Persistence UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61877336?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Achievement Gap Patterns of Grade 8 American Indian and Alaska Native Students in Reading and Math. Issues & Answers. REL 2009-No. 073 AN - 61876270; ED505877 AB - Focusing on student proficiency in reading and math from 2003-04 to 2006-07, this report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and Alaska Native students. In response to a request by the Council of Chief State School Officers (CCSSO), this study reports on the gap between American Indian and Alaska Native students and all other students on state achievement tests beginning in 2003/04, shortly after implementation of the No Child Left Behind Act (NCLB). It describes achievement patterns for grade 8 American Indian and Alaska Native students and all other grade 8 students between 2003/04 and 2006/07, focusing on student proficiency in reading and math on state assessments in 26 states serving large populations of American Indian and Alaska Native students. Staff at eight regional educational laboratories collected data on statewide assessment results, number of students tested, and annual measurable objectives for states with grade 8 state assessment data for 2003/04 (20 CCSSO network states and 6 other states that served at least 4,000 American Indian and Alaska Native students). Using annual measurable objectives, the researchers analyzed proficiency rates in each subject against NCLB goals by state. Proficiency rates were graphically arrayed for each state and subject across the four years to show patterns in the achievement gaps between American Indian and Alaska Native students and other students. This revealed changes in the performance of these students relative to all other students and to the annual measurable objective. Results indicate that in most states both American Indian and Alaska Native students and all other students experienced achievement gains across the study period. Although achievement gaps were generally found to persist, the American Indian and Alaska Native students were at least keeping pace by increasing in achievement along with all other students. The majority of states with three or four years of continuous data saw an increase in the proficiency rates of American Indian and Alaska Native students in both reading and math, with either a decrease in their performance deficit or, in states where their performance was above that of other groups, an increase in their performance lead over other students. Five appendices are included: (1) Results from the National Indian Education Study and Trend Analyses; (2) Methods and Data Limitations; (3) Table of State Assessment Program Web Addresses; (4) Reading Proficiency Rates by State: 2003/04 to 2006/07; and (5) Math Proficiency Rates by State: 2003/04 to 2006/07. (Contains 2 notes, 52 figures, 2 boxes and 6 tables.) [For the associated summary report, see ED505876.] AU - Nelson, Steven AU - Greenough, Richard AU - Sage, Nicole Y1 - 2009/07// PY - 2009 DA - July 2009 SP - 52 PB - Regional Educational Laboratory Northwest. , 101 SW Main Street Suite 500, Portland, OR 97204-3213. KW - No Child Left Behind Act 2001 KW - Alabama KW - Alaska KW - Arizona KW - California KW - Colorado KW - Florida KW - Hawaii KW - Idaho KW - Iowa KW - Kansas KW - Louisiana KW - Michigan KW - Montana KW - Nebraska KW - Nevada KW - New Mexico KW - New York KW - North Carolina KW - North Dakota KW - Oklahoma KW - Oregon KW - South Dakota KW - Texas KW - Utah KW - Wisconsin KW - Wyoming KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Measurement KW - Mathematics Achievement KW - Scores KW - Students KW - Achievement Gains KW - American Indians KW - Comparative Analysis KW - Reading Achievement KW - Achievement Gap KW - American Indian Education KW - Achievement Tests KW - Alaska Natives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61876270?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A Multistate Review of Professional Teaching Standards. Issues & Answers. REL 2009-No. 075 AN - 61876199; ED505875 AB - This review of teaching standards in six states (California, Florida, Illinois, North Carolina, Ohio, and Texas) focuses on the structure, target audience, and selected content of the standards to inform California's revision of its teaching standards. The report was developed at the request of key education agencies in California. The review examined each state's teaching standards and supporting documents. Each of the six states whose standards were reviewed has taken a distinctive approach to the design of its teachings standards, and each set of standards may offer different insights to the people involved in developing and supporting teaching standards in other states. Collectively, the six sets of state teaching standards reviewed offer various options for broad consideration, such as structure and target groups of teachers. They also offer specific details on issues and topics emphasized and on language choices. (Contains 5 notes, 1 box and 5 tables.) [For the associated summary report, see ED505874.] AU - White, Melissa Eiler AU - Makkonen, Reino AU - Stewart, Kari Becker Y1 - 2009/07// PY - 2009 DA - July 2009 SP - 20 PB - Regional Educational Laboratory West. , 730 Harrison Street, San Francisco, CA 94107-1242. KW - California KW - Florida KW - Illinois KW - North Carolina KW - Ohio KW - Texas KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Language Acquisition KW - Cooperation KW - Federal Government KW - Accountability KW - Credentials KW - English (Second Language) KW - Teacher Competencies KW - Assistive Technology KW - Federal Legislation KW - Public Agencies KW - Disabilities KW - Standards KW - Educational Technology UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61876199?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education. Stats in Brief. NCES 2009-161 AN - 61871254; ED506035 AB - Rising concern about America's ability to maintain its competitive position in the global economy has renewed interest in science, technology, engineering and mathematics (STEM) education. To understand who enters into and completes undergraduate programs in STEM fields, this report examined data from three major national studies: the 1995-96 Beginning Postsecondary Students Longitudinal Study (BPS:96/01); the 2003-04 National Postsecondary Student Aid Study (NPSAS:04); and the Education Longitudinal Study of 2002/06 (ELS:02/06). STEM fields, as defined in this study, include mathematics, natural sciences (including physical sciences and biological/agricultural sciences), engineering/engineering technologies, and computer/information sciences. This study used students' reported major field of study to identify STEM entrants and considered a STEM entrant anyone who reported a major in a STEM field at any time during his or her postsecondary enrollment. Looking only at single points in time, STEM majors accounted for 14 percent of all undergraduates enrolled in U.S. postsecondary education in 2003-04 and 15 percent of 2003-04 high school graduates who were enrolled in postsecondary education in 2006. In general, the percentage of students entering STEM fields was higher among male students, younger and dependent students, Asian/Pacific Islander students, foreign students or those who spoke a language other than English as a child, and students with more advantaged family background characteristics and strong academic preparation than among their counterparts who did not have these characteristics. After 6 years of initial college enrollment, STEM entrants generally did better than non-STEM entrants in terms of bachelor's degree attainment and overall persistence. Although students in various STEM fields were generally alike in terms of their demographic, academic, and enrollment characteristics and their outcomes, those entering computer/information sciences differed in many respects. According to the BPS data, older students, students from low-income families, and those less academically prepared enrolled in computer/information sciences more often than did their peers who were younger, from high-income families, or more academically prepared. Additionally, compared to other STEM students, a larger percentage of computer/information sciences majors attended public 2-year institutions, enrolled in sub-baccalaureate programs, and attended classes exclusively part-time. A Technical Notes section describes data sources, study samples, weights, and derived variables used for this report. It also includes a crosswalk for the specific contents of the STEM categorization for various major fields of study. (Contains 2 figures and 8 tables.) AU - Chen, Xianglei Y1 - 2009/07// PY - 2009 DA - July 2009 SP - 25 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 - Science Education KW - Family Characteristics KW - High School Graduates KW - Gender Differences KW - Parent Background KW - Undergraduate Study KW - Science Interests KW - Low Income KW - Majors (Students) KW - Educational Attainment KW - Longitudinal Studies KW - English (Second Language) KW - Mathematics Education KW - Outcomes of Education KW - Foreign Students KW - Engineering Education KW - Computer Science Education KW - Academic Persistence KW - Family Income KW - Technical Education KW - Pacific Islanders KW - Global Approach UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61871254?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress. Statistical Analysis Report. NCES 2009-455 AN - 61869705; ED505903 AB - Mathematics and reading scores on the National Assessment of Educational Progress (NAEP) have increased among students attending elementary and secondary schools since the first time the assessment was administered. These score increases have been observed both for Black and White students; statistically significant score differences between the two racial/ethnic groups have also been observed. This statistical analysis report, "Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress," examines achievement gaps between Black and White public-school students at both the national and state levels. The report uses data from two assessment programs--main NAEP and Long-Term Trend (LTT) NAEP. While both programs assess reading and mathematics, they are different in three major respects: (1) main NAEP assesses performance of students in 4th- and 8th-grades, while LTT NAEP assesses performance of students ages 9 and 13; (2) main NAEP reports results for both the national and state levels, while LTT NAEP reports results for the national level only; (3) main NAEP was first administered in the 1990s, while LTT NAEP was first administered in the 1970s. The report uses results from all assessment years including the 2007 main NAEP and the 2004 LTT NAEP. All results are for public school students. The percentages of Black and White students in individual states vary by state. Some states' trends could not be reported because there were not enough Black or White students in the sample to have reportable results. This report is organized as follows. Following an introduction, the remainder of this report presents first mathematics and then reading results. In each section, long-term trend results are presented first, giving national results only for public school students ages 9 and 13. These are followed by both national and state results for public school fourth- and eighth-graders from main NAEP. National data from main NAEP are also presented by (1) gender; and (2) eligibility categories for the National School Lunch Program. The last section consists of two appendixes that contain relevant technical notes and supplemental tables. (Contains 12 footnotes, 11 tables, and 24 figures.) [This report was prepared under a project of the NAEP Education Statistics Services Institute (NAEP-ESSI) of the American Institutes for Research (AIR) in support of the National Center for Education Statistics (NCES). For the report highlights, see ED505902.] AU - Vanneman, Alan AU - Hamilton, Linda AU - Anderson, Janet Baldwin AU - Rahman, Taslima Y1 - 2009/07// PY - 2009 DA - July 2009 SP - 80 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - High Schools KW - Secondary Education KW - Mathematics Achievement KW - Scores KW - Lunch Programs KW - Secondary School Students KW - Racial Differences KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - White Students KW - Public Schools KW - Achievement Gap KW - Statistical Analysis KW - African American Students KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61869705?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Secondary School Experiences and Academic Performance of Students with Mental Retardation. Facts From NLTS2. NCSER 2009-3020 AN - 61865607; ED506039 AB - The purpose of this fact sheet is to explore the secondary school experiences of students with mental retardation. Topics include the instructional practices in general, vocational, and nonvocational special education classrooms; the participation of students in various classroom settings; accommodations and support services provided to students; how their experiences compare with those of their classmates; and how students with mental retardation perform academically. Specifically, this fact sheet begins by providing a description of the educational experiences of students with mental retardation in terms of the types of schools they attended, grade levels, and course taking by educational setting. The fact sheet then describes their experiences in three types of classes--general education academic, vocational education, and nonvocational special education classes. Each of these sections provides information about aspects of their educational experience within that type of educational setting, such as curriculum modification, types of instruction, students' active participation, and teachers' perceptions and expectations of student performance. Findings related to their receipt of accommodations and supports are presented next. The fact sheet closes with a focus on the academic achievement of students with mental retardation. (Contains 26 tables and 19 footnotes.) AU - Yu, Jennifer AU - Newman, Lynn AU - Wagner, Mary Y1 - 2009/07// PY - 2009 DA - July 2009 SP - 33 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - Teacher Expectations of Students KW - Special Education KW - Access to Education KW - Teacher Attitudes KW - Student Participation KW - Academic Achievement KW - Secondary School Students KW - Regular and Special Education Relationship KW - Mental Retardation KW - Comparative Analysis KW - Instructional Program Divisions KW - Curriculum Design KW - Educational Experience KW - Academic Accommodations (Disabilities) KW - Academic Support Services KW - Vocational Education KW - Courses KW - Secondary School Curriculum KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61865607?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Achievement Gaps: How Black and White Students in Public Schools Perform on the National Assessment of Educational Progress. Highlights. NCES 2009-495 AN - 61864032; ED505902 AB - This highlights report presents a broad summary of the full report [ED505903] concerning mathematics and reading scores on the National Assessment of Educational Progress (NAEP) and how they have increased among Black and White students attending elementary and secondary schools since the first time the assessment was administered. The report uses results from all assessment years including the 2007 main NAEP and the 2004 LTT [Long-Term-Trend] NAEP, and includes state results. (Contains 4 figures.) Y1 - 2009/07// PY - 2009 DA - July 2009 SP - 12 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 - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - High Schools KW - Secondary Education KW - Elementary School Students KW - Mathematics Achievement KW - Scores KW - Secondary School Students KW - National Competency Tests KW - Comparative Analysis KW - Reading Achievement KW - White Students KW - Public Schools KW - Statistical Analysis KW - African American Students KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61864032?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Technical Report and Data File User's Manual: For the 2003 National Assessment of Adult Literacy. NCES 2009-476 AN - 61855926; ED506133 AB - The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy skills of a nationally representative sample of more than 19,000 U.S. adults (age 16 and older) residing in households and correctional institutions. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey (NALS). The NAAL and NALS produced direct estimates of Prose, Document, and Quantitative literacy, each reported on a 0 to 500 scale and on four performance levels: Below Basic, Basic, Intermediate, and Proficient based on this scale. This report provides information on the 2003 NAAL development and implementation, including development of survey instruments; field test and main assessment sample design; assessment items and scoring rubrics; data collection process and quality of the data; weighting, scaling, treatment of missing data, and data analysis. In addition, the NAAL technical report includes detail information on the development of NAAL innovative additions--Fluency Addition to NAAL (FAN) and Adult Literacy Supplement Assessment (ALSA). Other sections of the report contain information about health literacy cognitive items, data collection and analysis in the US correctional institutions and a user's manual on how to use statistical programs for analyzing NAAL data. The NAAL Technical Report and Data File User's Manual is a key resource for secondary data analysts and for those who want to understand how NAAL was developed and implemented. Chapters include: (1) The 2003 National Assessment of Adult Literacy: An Overview (Mark Kutner and Elizabeth Moore); (2) Development of the Survey Instruments (Elizabeth Greenberg); (3) Field Test (Michelle Amsbary, Martha Berlin, Thomas Krenzke, Leyla Mohadjer, Lyn Clark, and Jacqueline Hogan); (4) Field-Test Scoring and Analysis of Field-Test Data (Elizabeth Greenberg); (5) Field Test of the Fluency Addition to NAAL (Michelle Amsbary); (6) Field Test of Adult Literacy Supplemental Assessment (Michelle Amsbary and Barbara Forsyth); (7) Sample Design (Leyla Mohadjer and Thomas Krenzke); (8) Main Household Study Data Collection and Quality Control (Michelle Amsbary, Martha Berlin, Thomas Krenzke, and Leyla Mohadjer); (9) Correctional Institution Study Data Collection and Quality Control (Michelle Amsbary, Terri Annis, and Martha Berlin); (10) Reducing the Risk of Data Disclosure (Thomas Krenzke, Sylvia Dohrmann, and Laura Alvarez-Rojas); (11) Response Rates and Nonresponse Bias Analysis (Thomas Krenzke and Leyla Mohadjer); (12) Weighting and Variance Estimation (Thomas Krenzke and Leyla Mohadjer); (13) Scoring (Justin Baer, Jared Bernstein, and Michelle Amsbary); (14) Item Analysis, Scaling, and Estimates of Subpopulation Proficiencies (Stephane Baldi and Justin Baer); (15) The Literacy of Adults without Cognitive Data (Ying Jin and Stephane Baldi); (16) Variable Construction and File Development (Ying Jin); and (17) The NAAL Health Literacy Component (Ying Jin and Eric Dunleavy). Appended are: (1) Derived Variables; (2) Instructions On Using AM Software to Analyze the 2003 NAAL Data; (3) Electronic Codebook For Windows User's Manual; (4) NAAL Item Descriptions and Parameters; (5) P-Values Of NAAL 2003 Items; (6) NAAL Household Background Questionnaire; and (7) NAAL Prison Background Questionnaire. (Contains 135 tables, 19 figures, and 1 exhibit.) AU - Baldi, Stephane AU - Kutner, Mark AU - Greenberg, Elizabeth AU - Jin, Ying AU - Baer, Justin AU - Moore, Elizabeth AU - Dunleavy, Eric AU - Berlin, Martha AU - Mohadjer, Leyla AU - Binzer, Greg AU - Krenzke, Thomas AU - Hogan, Jacqueline AU - Amsbary, Michelle AU - Forsyth, Barbara AU - Clark, Lyn AU - Annis, Terri AU - Bernstein, Jared AU - White, Sheida Y1 - 2009/07// PY - 2009 DA - July 2009 SP - 628 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Adult Literacy KW - United States KW - ERIC, Resources in Education (RIE) KW - Adult Literacy KW - Program Effectiveness KW - Research Reports KW - Measures (Individuals) KW - Numeracy KW - Scores KW - Scoring Rubrics KW - Scoring KW - National Surveys KW - Field Tests KW - Correctional Institutions KW - Scoring Formulas KW - Comparative Analysis KW - Reading Fluency KW - Quality Control KW - Scaling KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61855926?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Structuring Out-of-School Time to Improve Academic Achievement. IES Practice Guide. NCEE 2009-012 AN - 61820131; ED505962 AB - Out-of-school time programs can enhance academic achievement by helping students learn outside the classroom. The purpose of this practice guide is to provide recommendations for organizing and delivering school-based out-of-school time (OST) programs to improve the academic achievement of student participants. The five recommendations in this guide are intended to help district and school administrators, out-of-school program providers, and educators design out-of-school time programs that will increase learning for students. These recommendations are: (1) Align the OST program academically with the school day; (2) Maximize student participation and attendance; (3) Adapt instruction to individual and small group needs; (4) Provide engaging learning experiences; and (5) Assess program performance and use the results to improve the quality of the program. The guide also describes the research supporting each recommendation, how to carry out each recommendation, and how to address roadblocks that might arise in implementing them. The scope of this practice guide is limited to programs that (1) serve elementary and middle school students; (2) are organized by or conducted in partnership with a school or school district; and (3) aim to improve academic outcomes. Appendices include: (1) Postscript from the Institute of Education Sciences; (2) About the authors; (3) Disclosure of potential conflicts of interest; and (4) Technical information on the studies. (Contains 9 tables, 1 exhibit, and 421 footnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences by the What Works Clearinghouse, a project of Mathematica Policy Research, Inc.] AU - Beckett, Megan AU - Borman, Geoffrey AU - Capizzano, Jeffrey AU - Parsley, Danette AU - Ross, Steven AU - Schirm, Allen AU - Taylor, Jessica Y1 - 2009/07// PY - 2009 DA - July 2009 SP - 98 PB - What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Administrators KW - Elementary Education KW - Junior High Schools KW - Middle Schools KW - Elementary School Students KW - Student Improvement KW - After School Programs KW - Middle School Students KW - Academic Achievement KW - Student Participation KW - Conflict of Interest KW - Learning Experience KW - Learner Engagement KW - Attendance KW - Outcomes of Education KW - Partnerships in Education KW - Educational Change KW - Student Needs KW - Alignment (Education) KW - Program Evaluation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61820131?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Dreams Deferred?: The Relationship Between Early and Later Postsecondary Educational Aspirations Among Racial/Ethnic Groups AN - 61737420; 200935485 AB - This study uses data from the Educational Longitudinal Study of 2002 to test a conceptual model that integrates aspects of sociological and econometric frameworks into a traditional status attainment model for educational aspirations. Using descriptive and logistic analyses, this study advanced understanding of the patterns and stability of aspirations; characteristics of students who increase, decrease, and maintain aspirations; predictors of 12th-grade aspirations; and variations in predictors of 12th-grade aspirations by race/ethnicity. The study's findings have implications for policy, practice, and research. Specifically, the findings reinforce the need for policies and practices geared toward enhancing existing high school reform efforts. The study also identifies recommendations for future research. [Reprinted by permission of Sage Publications, Inc., copyright the Corwin Press.] JF - Educational Policy AU - Cooper, Michelle Asha AD - Advisory Committee on Student Financial Assistance (U.S. Department of Education, Washington, D.C.) Y1 - 2009/07// PY - 2009 DA - July 2009 SP - 615 EP - 650 PB - Sage Publications, Thousand Oaks CA VL - 23 IS - 4 SN - 0895-9048, 0895-9048 KW - college access, high schools, racial/ethnic data, aspirations, postsecondary KW - Ethnic Groups KW - High Schools KW - Aspiration KW - Race KW - Access KW - Higher Education KW - Students KW - Reform KW - article KW - 1432: sociology of education; sociology of education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61737420?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Asocabs&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Educational+Policy&rft.atitle=Dreams+Deferred%3F%3A+The+Relationship+Between+Early+and+Later+Postsecondary+Educational+Aspirations+Among+Racial%2FEthnic+Groups&rft.au=Cooper%2C+Michelle+Asha&rft.aulast=Cooper&rft.aufirst=Michelle&rft.date=2009-07-01&rft.volume=23&rft.issue=4&rft.spage=615&rft.isbn=&rft.btitle=&rft.title=Educational+Policy&rft.issn=08959048&rft_id=info:doi/10.1177%2F0895904807312467 LA - English DB - Sociological Abstracts N1 - Date revised - 2010-10-21 N1 - Number of references - 71 N1 - Last updated - 2016-09-28 N1 - CODEN - EDPOEI N1 - SubjectsTermNotLitGenreText - Higher Education; Access; High Schools; Ethnic Groups; Race; Students; Reform; Aspiration DO - http://dx.doi.org/10.1177/0895904807312467 ER - TY - GEN T1 - Late High School Dropouts: Characteristics, Experiences, and Changes Across Cohorts. Descriptive Analysis Report. NCES 2009-307 AN - 61886240; ED505580 AB - This report presents information about selected characteristics and experiences of high school sophomores in 2002 who subsequently dropped out of school. It also presents comparative data about late high school dropouts in the years 1982, 1992, and 2004. Three data sources provide the information for the report: the High School and Beyond Longitudinal Study of 1980 Sophomores (HS&B-So:80/92), the sophomore cohort of the National Education Longitudinal Study of 1988 (NELS:88), and the sophomore cohort of the Education Longitudinal Study of 2002 (ELS:2002). In each case, high school students were surveyed in the spring term of their sophomore year and then again 2 years later in the spring, when most of them were seniors. Dropouts are defined as sophomores who left school (and remained out of school) without receiving a regular diploma or earning a GED or equivalency credential by the spring 2 years later. All estimates have been weighted to represent the population of high school sophomores in each cohort, and the estimated standard errors account for the complex survey designs of these studies. All comparisons reported, unless explicitly noted, have met the criterion of statistical significance using a two-tailed Student's t test with an alpha level of 0.05. Adjustments for multiple comparisons were not included. The report is provided with the caution that the relationships between student characteristics and dropping out are purely correlational and do not indicate causality. This report is descriptive in nature, and the results are from bivariate comparisons that test for differences between groups defined by student characteristics and dropout status. Release of this descriptive report is intended to encourage more in-depth analyses of the relationship between these variables using more sophisticated statistical methods. Dropping out of high school is a major life event that severely impacts students' chances for subsequent educational and occupational opportunities. Even if dropouts obtain an equivalency credential, their ability to benefit from additional postsecondary options may be limited. Two appendixes are included; (A) Technical Notes and Glossary; and (B) Standard Error Tables. (Contains 9 footnotes, 3 figures and 51 tables. Appendix A is footnoted and referenced separately.) AU - Dalton, Ben AU - Glennie, Elizabeth AU - Ingels, Steven J. Y1 - 2009/06// PY - 2009 DA - June 2009 SP - 124 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - General Educational Development Tests KW - T Test KW - Multiple Comparisons KW - ERIC, Resources in Education (RIE) KW - High Schools KW - High School Equivalency Programs KW - Student Characteristics KW - Statistical Significance KW - Data Collection KW - Longitudinal Studies KW - Credentials KW - Cohort Analysis KW - Education Work Relationship KW - Dropouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61886240?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009 in Brief. NCES 2009-082 AN - 61881240; ED505416 AB - This publication contains a sample of the indicators in "The Condition of Education 2009." The indicators include: (1) Enrollment Trends by Age; (2) Reading Performance and Achievement Gaps; (3) Mathematics Performance and Achievement Gaps; (4) Reading and Mathematics Score Trends; (5) Annual Earnings of Young Adults; (6) Public High School Graduation Rates; (7) Status Dropout Rates; (8) Immediate Transition to College; (9) Postsecondary Graduation Rates; (10) Public School Expenditures; (11) Undergraduate Fields of Study; and (12) Financial Aid for First-Time Students. A list of Indicators for "The Condition of Education" Website (2000-2009) is also included. (Contains 12 figures.) [For "The Condition of Education in Brief 2008," see ED501488. For full report "The Condition of Education 2009," see ED505415. For reports of all individual indicators from the participation in education section of "The Condition of Education 2009," see ED505404-ED505414.] AU - Planty, Michael AU - Kena, Grace AU - Hannes, Gretchen Y1 - 2009/06// PY - 2009 DA - June 2009 SP - 41 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Postsecondary Education KW - Intellectual Disciplines KW - Undergraduate Students KW - College Bound Students KW - Undergraduate Study KW - Educational Indicators KW - Dropout Rate KW - Mathematics Achievement KW - Scores KW - Educational Trends KW - Young Adults KW - National Competency Tests KW - Income KW - Student Financial Aid KW - Expenditures KW - Reading Achievement KW - Public Schools KW - High Schools KW - Enrollment Trends KW - Achievement Gap KW - Graduation Rate KW - Age Differences KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61881240?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Teachers in the United States: Results From the 2007-08 Schools and Staffing Survey. First Look. NCES 2009-324 AN - 61875130; ED505837 AB - This report presents selected findings from the school teacher data files of the 2007-08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The public school sample was designed so that national-, regional-, and state-level elementary, secondary, and combined public school estimates can be made. Public schools include both traditional public and public charter schools. The private school sample was designed so that national-, regional-, and affiliation-level estimates can be produced. BIE schools on the 2005-06 Common Core of Data (CCD) were sampled with certainty, and thus national estimates for BIE schools can be produced. The School District data file includes responses from school districts to the School District Questionnaire along with the "district items" taken from the Public School Questionnaire (With District Items) completed by the subset of public schools that were not associated with "traditional" school districts. These schools include state-run schools, traditional public schools in single-school districts, and independent charter schools. Selected findings reported in tabular form include: (1) In the 2007-08 school year, there were an estimated 3,898,400 teachers in the United States. About 3,404,500 of them were in public schools, 489,500 were in private schools, and 4,400 were in BIE-funded schools (table 1); (2) About 83 percent of all public school teachers were non-Hispanic White, 7 percent were non-Hispanic Black, and 7 percent were Hispanic. Among all private school teachers, 86 percent were non-Hispanic White, 4 percent were non- Hispanic Black, and 6 percent were Hispanic (table 2); (3) The average age of teachers in traditional public schools (42.3 years) was greater than the average age of teachers in public charter schools (37.9 years). The average age of teachers in Catholic schools (45.6 years) was greater than the average age of teachers in Nonsectarian schools (43.2 years) (table 3); (4) On average, public school teachers had 13.0 years of full-time teaching experience. Private school teachers, on average, had 11.6 years of full-time teaching experience (table 4); (5) The percentage of public school teachers with a master's degree as their highest degree was higher in traditional public schools (45 percent) than in public charter schools (30 percent). Among private school teachers, the percentage with a master's degree as their highest degree was higher in Nonsectarian schools (38 percent) and Catholic schools (35 percent) than in Other Religious schools (28 percent) (table 5); (6) On average, regular full-time public school teachers spent 52.8 hours per week on all school-related activities, including 30.2 hours per week delivering instruction to students. Regular full-time private school teachers, on average, spent 52.1 hours per week on all school related activities, including 30.1 hours per week delivering instruction to students (table 6); (7) In 2007-08, the average annual base salary of regular full-time public school teachers ($49,600) was higher than the average annual base salary of regular full-time private school teachers ($36,300) (table 7); and (8) Among public school teachers of self-contained classes in elementary schools, the average class size was 20.3 students per class. Among private school teachers of self-contained classes in elementary schools, the average class size was 18.1 students per class (table 8). Four appendices are included: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 22 tables and 14 footnotes.) AU - Coopersmith, Jared Y1 - 2009/06// PY - 2009 DA - June 2009 SP - 65 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 - Age KW - Race KW - Educational Attainment KW - National Surveys KW - Elementary School Teachers KW - Teacher Salaries KW - Secondary School Teachers KW - Public Schools KW - Teaching Experience KW - Teaching Load KW - American Indian Education KW - Teacher Distribution KW - Private Schools KW - Class Size KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61875130?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary Schools in the United States: Results From the 2007-08 Schools and Staffing Survey. First Look. NCES 2009-321 AN - 61874869; ED505836 AB - This report presents selected findings from the school data files of the 2007-08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The 2007-08 SASS sample is a school-based stratified probability-proportionate-to-size (PPS) sample. The 2005-06 Common Core of Data (CCD) served as a starting point for the public school sampling frame, and the 2005-06 Private School Universe Survey (PSS) served as a starting point for the private school sampling frame. The public school sample was designed so that national-, regional-, and state-level elementary, secondary, and combined public school estimates can be made. The private school sample was designed so that national-, regional-, and affiliation-level estimates can be produced. BIE schools on the 2005-06 CCD were sampled with certainty, and thus national estimates for BIE schools can be produced. The selected samples include about 9,800 public schools, 180 BIE schools, and 2,940 private schools; 5,250 public school districts; 9,800 public school principals, 180 BIE school principals, and 2,940 private school principals; 47,440 public school teachers, 750 BIE teachers, and 8,180 private school teachers; and 9,800 public school library media centers and 180 BIE school library media centers. The data were collected via mailed questionnaires with telephone and field follow-up. The first questionnaires were mailed in September 2007, and data collection ended in June 2008. The unit response rates varied from 72 percent for private school principals to 88 percent for public school districts. Nonresponse bias analyses were performed when survey response rates for major reporting groups were less than 85 percent. Selected findings are reported in tabular form and include: (1) In the 2007-08 school year, there were an estimated 119,150 K-12 schools in the United States: 87,190 traditional public, 3,560 public charter, 180 BIE-funded, and 28,220 private schools, among which 52 percent of traditional public, 55 percent of charter, 85 percent of BIE-funded, and 19 percent of private schools enrolled students received Title I services; (2) About 72 percent of all public elementary schools had students who were identified as limited-English-proficient (LEP), with most LEP students students enrolled in elementary schools; (3) The racial and ethnic composition of students enrolled in public schools was 58 percent non-Hispanic White, 20 percent Hispanic, 16 percent non-Hispanic Black, 4 percent Asian/Pacific Islander, and 1 percent American Indian/Alaska Native; Among private schools, the racial and ethnic composition was 74 percent non-Hispanic White, 10 percent non-Hispanic Black, 9 percent Hispanic, 6 percent Asian/Pacific Islander, and 1 percent American Indian/Alaska Native; (4) On average, 81 percent of 12th-graders graduated with a diploma in public schools in 2006-07: 86 percent in rural schools, 81 percent and 80 percent in schools located in suburban areas and towns, respectively, and 72 percent in urban schools; (5) Including full-time and part-time staff, public schools employed about 73,230 instructional coordinators, 81,670 librarians, 125,590 school counselors, 361,730 student support services professional staff, approximately 898,790 aides, 269,350 secretaries and other clerical support staff, 401,310 food service personnel, and 369,210 custodial maintenance and security personnel; and (6) About 63 percent of public and 37 percent of private schools employed staff with academic specialist or coaching assignments. Four appendices are included: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 18 tables and 14 footnotes.) AU - Keigher, Ashley Y1 - 2009/06// PY - 2009 DA - June 2009 SP - 62 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 - Coaching (Performance) KW - Grade 12 KW - Institutional Characteristics KW - High School Graduates KW - Federal Aid KW - Race KW - Lunch Programs KW - National Surveys KW - Public Schools KW - Specialists KW - College Students KW - School Personnel KW - American Indian Education KW - Population Distribution KW - Limited English Speaking KW - Individualized Education Programs KW - Graduation Rate KW - Disadvantaged Schools KW - Private Schools KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61874869?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009. NCES 2009-081 AN - 61873774; ED505415 AB - To ensure reliable, accurate, and timely data capable of monitoring 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 46 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 along with the environment for learning and resources for education. The indicators represent a consensus of professional judgment for which accurate data are available. In the 2009 the 46 indicators are organized in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. Five appendices are included: (1) Supplemental Tables; (2) Supplemental Notes; (3) Glossary; (4) Bibliography; and (5) Index. (Contains 82 figures and 103 tables.) [For "The Condition of Education, 2008," see ED501487. For "The Condition of Education 2009 in Brief," see ED505416.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - KewalRamani, Angelina AU - Kemp, Jana AU - Bianco, Kevin AU - Dinkes, Rachel Y1 - 2009/06// PY - 2009 DA - June 2009 SP - 359 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Community KW - Policymakers KW - Early Childhood Education KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Postsecondary Education KW - Student Employment KW - Intellectual Disciplines KW - Crime KW - Salaries KW - College Bound Students KW - Educational Trends KW - Young Adults KW - National Competency Tests KW - Achievement Gap KW - Child Development KW - Graduation Rate KW - Age Differences KW - Grade Repetition KW - Graduate Study KW - Suspension KW - Mathematics Achievement KW - School Safety KW - Family Involvement KW - Family School Relationship KW - Teacher Student Ratio KW - Ethnic Groups KW - Language Minorities KW - Compensation (Remuneration) KW - Graduate Students KW - Undergraduate Study KW - Scores KW - Educational Attainment KW - Income KW - Expenditures KW - Comparative Analysis KW - Reading Achievement KW - Public Schools KW - Knowledge Level KW - School District Wealth KW - Enrollment Trends KW - Disabilities KW - Home Schooling KW - Science Achievement KW - Education Work Relationship KW - Undergraduate Students KW - Young Children KW - Educational Indicators KW - Dropout Rate KW - College Faculty KW - Student Financial Aid KW - Foreign Students KW - Academic Degrees KW - Expulsion KW - Skills KW - Foreign Countries KW - Science Teachers KW - High Schools KW - Poverty KW - Professional Education KW - School Choice KW - Mathematics Teachers KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61873774?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of Public and Bureau of Indian Education Elementary and Secondary School Library Media Centers in the United States: Results From the 2007-08 Schools and Staffing Survey. NCES 2009-322 AN - 61871236; ED505839 AB - This report presents selected findings from the school library media center data files of the 2007-08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The public school sample was designed so that national-, regional-, and state-level elementary, secondary, and combined public school estimates can be made. Public schools include both traditional public and public charter schools. The private school sample was designed so that national-, regional-, and affiliation-level estimates can be produced. BIE schools on the 2005-06 CCD were sampled with certainty, and thus national estimates for BIE schools can be produced. The School District data file includes responses from school districts to the School District Questionnaire along with the "district items" taken from the Public School Questionnaire (With District Items) completed by the subset of public schools that were not associated with "traditional" school districts. These schools include state-run schools, traditional public schools in single-school districts, and independent charter schools. Selected findings reported in tabular form include: (1) In the 2007-08 school year, 80,100 of the 87,190 traditional public schools had a library media center, while 1,820 of the 3,560 public charter schools had one. Of the 180 BIE-funded schools 160 had a library media center (table 1); (2) The majority of all public school library media centers had at least one full-time, paid, state-certified library media center specialist (62 percent). Additionally, 11 percent had no full-time and at least one part-time, paid, state-certified library media center specialist and 27 percent had no full-time or part-time, paid, state-certified library media center specialists (table 2); (3) In traditional public schools, 57 percent of paid professional library media center staff had a master's degree in a library-related major, which is a higher percentage than in public charter schools (29 percent) and BIE-funded schools (27 percent) (table 3); (4) During the 2006-07 school year, BIE-funded library media centers spent an average of $7,800 on books, traditional public school library media centers spent an average of $6,630 on books, and public charter school library media centers spent an average of $6,210 on books (table 4); (5) Technology to assist students and staff with disabilities existed in 24 percent of traditional public school library media centers and in 21 percent of public charter school library media centers. About 18 percent of BIE-funded school library media centers had technology to assist students and staff with disabilities (table 5); (6) About 97 percent of library media centers in traditional public schools, 88 percent in public charter schools, and 92 percent in BIE-funded schools had computer workstations (table 6); (7) Ninety-eight percent of all public school library media centers had space for a full class of students at one time; of these library media centers, 82 percent could accommodate other activities concurrent with a full class (table 7); (8) Thirteen percent of public school library media centers in rural areas and 9 percent of public school library media centers in each of the other three community types (cities, suburbs, towns) had been used as a classroom due to classroom shortage during the most recent full week of school (table 8); and (9) Family literacy activities were supported by 53 percent of BIE-funded school library media centers, 42 percent of traditional public school library media centers, and 33 percent of public charter school library media centers (table 9). Four appendices are included: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 24 tables and 13 footnotes.) AU - Goldring, Rebecca AU - Gruber, Kerry Y1 - 2009/06// PY - 2009 DA - June 2009 SP - 53 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Library Personnel KW - Library Services KW - Suburbs KW - Rural Areas KW - Secondary Schools KW - Expenditures KW - Accessibility (for Disabled) KW - Charter Schools KW - School Libraries KW - Public Schools KW - Urban Areas KW - School Space KW - Access to Computers KW - American Indian Education KW - Family Literacy KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61871236?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results from the 2007-08 Schools and Staffing Survey. First Look. NCES 2009-323 AN - 61870133; ED505838 AB - This report presents selected findings from the school principal data files of the 2007-08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The public school sample was designed so that national-, regional-, and state-level elementary, secondary, and combined public school estimates can be made. Public schools include both traditional public and public charter schools. The private school sample was designed so that national-, regional-, and affiliation-level estimates can be produced. BIE schools on the 2005-06 Common Core of Data (CCD) were sampled with certainty, and thus national estimates for BIE schools can be produced. The School District data file includes responses from school districts to the School District Questionnaire along with the "district items" taken from the Public School Questionnaire (With District Items) completed by the subset of public schools that were not associated with "traditional" school districts. These schools include state-run schools, traditional public schools in single-school districts, and independent charter schools. Selected findings reported in tabular form include: (1) In 2007-08, there were an estimated 118,610 school principals in the United States; 90,470 were public school principals, 27,960 were private school principals, and 170 were BIE-funded school principals (table 1); (2) Among public school principals, 81 percent were non-Hispanic White, 11 percent were non-Hispanic Black, and 7 percent were Hispanic. Among private school principals, 87 percent were non-Hispanic White, 7 percent were non-Hispanic Black, and 4 percent were Hispanic (table 2); (3) About 50 percent of public school principals and 53 percent of private school principals were female (table 3); (4) Among public schools, more principals held a master's degree (61 pee) as their highest degree than a bachelor's degree or less (1 percent) or an education specialist/professional diploma (29 percent) or a doctorate/first professional degree (8 percent). Among private schools, more principals held a master's degree (50 percent) as their highest degree earned, compared to those with a bachelor's degree or less (33 percent) or an education specialist/professional diploma (10 percent) or a doctorate/first professional degree (7 percent) (table 4); (5) The average annual salary of public school principals was $85,700. Principals in public secondary schools earned more ($90,300) than principals in public elementary schools ($85,200) and in public combined schools ($75,800). Among private school principals, the average annual salary was $57,500. Principals in private secondary schools earned more ($75,100) than principals in private elementary schools ($55,500) and in private combined schools ($55,100) (table 5); (6) On average, public school principals spent 58.4 hours per week on all school-related activities, including 20.8 hours per week interacting with students. Private school principals, on average, spent 53.6 hours per week on all school-related activities, including 19.2 hours per week interacting with students (table 6); (7) Public school principals had, on average, 7.5 years of experience as a principal, of which 4.2 years were spent in their current school. Private school principals had, on average, 10.0 years of experience as a principal, of which 6.8 were spent in their current school (table 7); and (8) About 90 percent of public school principals reported having a major influence on hiring new full-time teachers at their school, while 94 percent of private school principals reported the same (table 8). Four appendices are included: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 22 tables and 12 footnotes.) AU - Battle, Danielle AU - Gruber, Kerry Y1 - 2009/06// PY - 2009 DA - June 2009 SP - 65 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - District of Columbia KW - School District Questionnaire KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Measures (Individuals) KW - Salaries KW - Ethnicity KW - Research Methodology KW - Principals KW - School Districts KW - Educational Attainment KW - Teacher Selection KW - Charter Schools KW - Work Experience KW - Tribally Controlled Education KW - Public Schools KW - Administrator Responsibility KW - Sampling KW - Private Schools KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61870133?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Financial Accounting for Local and State School Systems: 2009 Edition. NCES 2009-325 AN - 61868656; ED505993 AB - This handbook has been designed as the national standard for state and local education agencies to use in tracking and reporting financial data for school districts to use in preparing their comprehensive annual financial reports (CAFRs). The purpose of the handbook is to ensure that education fiscal data can be reported in a comprehensive manner. The 2009 Edition contains guidance conforming to Governmental Accounting Standards Board Statements, up to Statement 47. There are chapters on budgeting, governmental accounting and financial reporting. Account codes have been updated to reflect changes in the new reporting requirements and developments in technology and security. There are also special chapters on accounting student activity funds and a model for school level program cost accounting. Eight chapters comprise this guide: (1) Introduction; (2) Financial Reporting Within a System of Education Information; (3) Budgeting; (4) Government Accounting; (5) Financial Reporting; (6) Account Classification Descriptions; (7) Cost Accounting and Reporting for Educational Programs; and (8) Activity Fund Guidelines. Appendices include: (1) Summary of Account Code Changes Since 2003; (2) Other Resources; (3) Glossary of Acronyms; (4) Illustrative Financial Statements for an Independent School District; and (5) Criteria for Distinguishing Equipment from Supply Items. (Contains 27 exhibits.) AU - Allison, Gregory S. AU - Honegger, Steven D. AU - Johnson, Frank Y1 - 2009/06// PY - 2009 DA - June 2009 SP - 209 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Higher Education KW - Intermediate Grades KW - Junior High Schools KW - Kindergarten KW - Middle Schools KW - Postsecondary Education KW - Preschool Education KW - Primary Education KW - Secondary Education KW - Information Systems KW - Educational Finance KW - School Districts KW - Program Costs KW - Financial Policy KW - Financial Audits KW - National Standards KW - School Accounting KW - Expenditures KW - School Activities KW - Technology Uses in Education KW - Public Agencies KW - Budgeting KW - Public Schools KW - Budgets KW - Private Schools KW - State Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61868656?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Nation's Report Card: Arts 2008--Music & Visual Arts. National Assessment of Educational Progress at Grade 8. NCES 2009-488 AN - 61867178; ED505664 AB - This report presents the results of the 2008 National Assessment of Educational Progress (NAEP) in the arts, which was given to a nationally representative sample of 7,900 eighth-grade public and private school students. Approximately one-half of these students were assessed in music, and the other half were assessed in visual arts. The Music portion of the assessment measured student ability to respond to music in various ways. Students were asked to analyze and describe aspects of music they heard, critique instrumental and vocal performances, and demonstrate their knowledge of standard musical notation and music's role in society. The average responding score for music was reported on a NAEP scale of 0 to 300. Scores ranged from 105 for the lowest-performing students to 194 for the highest-performing students. The Visual Arts portion of the assessment included questions that measured student ability to respond to art as well as questions that measured their ability to create art. Responding questions asked students to analyze and describe works of art and design. The average responding score for visual arts was reported on a NAEP scale of 0 to 300 with scores ranging from 104 for the lowest-performing students to 193 for the highest-performing students. Creating questions required students to create works of art and design of their own. The average creating task score for visual arts was reported separately as the average percentage of the maximum possible score from 0 to 100 with a national average of 52. In general, students who performed well on the responding questions also performed well on the creating questions. Racial/ethnic and gender gaps were noted in both music and visual arts. Technical notes and data are appended. (Contains 16 figures and 4 tables.) [The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time.] AU - Keiper, S. AU - Sandene, A. B. AU - Persky, R. H. AU - Kuang, M. Y1 - 2009/06// PY - 2009 DA - June 2009 SP - 40 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 8 KW - Junior High Schools KW - Middle Schools KW - Elementary School Students KW - Measures (Individuals) KW - Gender Differences KW - Middle School Students KW - Academic Achievement KW - Racial Differences KW - National Competency Tests KW - Music Education KW - Art Education KW - Visual Arts KW - Music Appreciation KW - Art KW - Music KW - Art Appreciation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61867178?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of Public School Districts in the United States: Results From the 2007-08 Schools and Staffing Survey. First Look. NCES 2009-320 AN - 61861730; ED505835 AB - This report presents selected findings from the school district data file of the 2007-08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The public school sample was designed so that national-, regional-, and state-level elementary, secondary, and combined public school estimates can be made. Public schools include both traditional public and public charter schools. The private school sample was designed so that national-, regional-, and affiliation-level estimates can be produced. BIE schools on the 2005-06 Common Core of Data (CCD) were sampled with certainty, and thus national estimates for BIE schools can be produced. The School District data file includes responses from school districts to the School District Questionnaire along with the "district items" taken from the Public School Questionnaire (With District Items) completed by the subset of public schools that were not associated with "traditional" school districts. These schools include state-run schools, traditional public schools in single-school districts, and independent charter schools. Selected findings reported in tabular form include: (1) Of the estimated 16,330 public school districts in operation, 48 percent (7,770) were located in rural communities, 21 percent (3,480) in suburban areas, 18 percent (2,900) in towns, and 13 percent (2,190) in cities; (2) In districts' salary schedules, the average yearly base salary for teachers with a bachelor's degree and no teaching experience was $33,600, while teachers with the same degree but 10 years of teaching experience had a yearly base salary of $43,000; (3) The average lowest yearly base salary paid to full-time teachers was $34,000 and the highest was $60,400 in 2007-08 among all districts; (4) About 98 percent of school districts offered general medical insurance benefits to teachers, 85 percent offered dental insurance, and 80 percent offered group life insurance; (5) Overall, 24 percent of public school districts offered pay incentives to teachers if they attained certification from the National Board for Professional Teaching Standards, 15 percent offered pay incentives to recruit or retain teachers to teach in fields of shortage, 10 percent to reward excellence in teaching, and 6 percent to recruit or retain teachers to teach in a less desirable location; (6) On average, there were 22.4 newly hired teachers per district in the 2007-08 school year, ranging from an average of 2.1 new hires in districts with less than 250 students to an average of 206.2 new hires in districts with 10,000 or more students; (7) While 54 percent of school districts had a collective bargaining agreement with teachers' associations or unions, 11 percent of districts had meet-and-confer agreements with these groups; (8) Overall, 4.4 teachers out of an average 211.4 teachers per district did not have their contracts renewed or were dismissed as a result of poor performance; (9) Among the districts that granted high school diplomas, students were required to take on average 3.9 years of instruction in English or language arts, 3.0 years in mathematics, 1.0 years in computer science, 3.3 years in social sciences and social studies, 2.7 years in physical or biological sciences, and 1.6 years in foreign languages; (10) Among public school districts with more than one school, the average lowest yearly base salary paid to full-time principals was $73,300 in 2007-08, while the highest was $88,600; (11) Collective bargaining agreements with principals' associations or unions were reported by 16 percent of public school districts with more than one school, and meet-and-confer agreements were reported by 10 percent; and (12) Among districts with more than one school, 24 percent of the districts had a training program for aspiring school administrators and 9 percent of principals were newly hired by a district in the 2007-08 school year. Four appendices are included: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Data Files; and (4) Description of Variables. (Contains 30 tables and 13 footnotes. AU - Aritomi, Paola AU - Coopersmith, Jared AU - Gruber, Kerry Y1 - 2009/06// PY - 2009 DA - June 2009 SP - 59 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - 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 - Intermediate Grades KW - Junior High Schools KW - Kindergarten KW - Middle Schools KW - Secondary Education KW - Principals KW - School Districts KW - National Surveys KW - Teacher Salaries KW - Rural Areas KW - School District Size KW - Teacher Certification KW - Public Schools KW - Teaching Experience KW - Enrollment KW - Teacher Qualifications KW - Institutional Characteristics KW - Measures (Individuals) KW - Questionnaires KW - Rewards KW - Insurance KW - Charter Schools KW - Required Courses KW - Urban Areas KW - Tables (Data) KW - Private Schools KW - Fringe Benefits KW - Collective Bargaining UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61861730?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Making New Links, 12th Grade and beyond: Technical Panel on 12th Grade Preparedness Research. Final Report AN - 61826373; ED507257 AB - The Technical Panel on 12th Grade Preparedness Research, convened by the Governing Board, consists of seven members with expertise in a variety of measurement and policy areas related to preparedness. The purpose of the Panel was to assist the National Assessment Governing Board (NAGB) in planning research and validity studies that will enable the National Assessment of Educational Progress (NAEP) to report on the preparedness of 12th graders for postsecondary education and job training after they graduate from high school. The first round of studies will be conducted before and during the 2009 NAEP 12th grade assessments of reading and mathematics, and the Board plans to begin this new type of reporting with these NAEP 2009 results, scheduled for release in 2010. The Panel's deliberative process engaged each Panel member's expertise to refine ideas; gather supplementary materials; convene representatives of testing companies and partner organizations; and review the advantages and disadvantages of various sources of data. At each step in the process, the Technical Panel considered a range of alternatives and feasibility issues and then made choices to advance to the next point in deliberations. The panel was chaired by Michael Kirst, Professor Emeritus of Education and Business Administration at Stanford University. Panel members comprised: (1) John Campbell; (2) David T. Conley; (3) Michael Kane; (4) Mark David Milliron; (5) Robert Mislevy; and (6) George C. Thornton, III. Appendices include: (1) List of Panel Meetings and Objectives; (2) Guiding Principles for Preparedness; (3) Considerations for Terms Related to Preparedness; (4) Timelines For Completing the Studies; (5) Recommended Studies for 2009 NAEP 12th Grade Preparedness Reporting; and (6) Summary Report on Recommendations of Expert Content Alignment Group. (Contains 10 figures and 5 endnotes.) Y1 - 2009/06// PY - 2009 DA - June 2009 SP - 68 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - Sequential Tests of Educational Progress KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - High Schools KW - Research Reports KW - Research Committees KW - Action Research KW - Readiness KW - Educational Indicators KW - Mathematics Achievement KW - Feasibility Studies KW - Reading Achievement KW - Developmental Studies Programs KW - Change Strategies KW - Educational Assessment KW - Educational Research KW - Research Administration UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61826373?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - BOOK T1 - Characteristics of Public School Districts in the United States: Results from the 2007-2008 Schools and Staffing Survey AN - 1373466760; 2011-440029 AB - This report presents selected findings from the public school district data file of the 2007-2008 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with public schools and library media centers in public and BIE schools are also part of SASS. Tables, Appendixes, References. JF - American Institutes for Research, Jun 2009, 4 pp. AU - Aritomi, Paola AU - Coopersmith, Jared AU - Gruber, Kerry Y1 - 2009/06// PY - 2009 DA - June 2009 PB - American Institutes for Research KW - Science and technology policy - Science and science policy and research KW - Education and education policy - Education KW - Education and education policy - Schools KW - Education and education policy - Education policy and school administration KW - Education and education policy - Statistics, research, research methods, and research support KW - Population groups, population policy, and demographics - Native races KW - Education and education policy - Libraries KW - Education and education policy - Education personnel and population KW - United States KW - Indians KW - Educational policy KW - School districts KW - Schools KW - Libraries KW - Research and development KW - Surveys KW - Teachers KW - School principals KW - book UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1373466760?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=Aritomi%2C+Paola%3BCoopersmith%2C+Jared%3BGruber%2C+Kerry&rft.aulast=Aritomi&rft.aufirst=Paola&rft.date=2009-06-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Characteristics+of+Public+School+Districts+in+the+United+States%3A+Results+from+the+2007-2008+Schools+and+Staffing+Survey&rft.title=Characteristics+of+Public+School+Districts+in+the+United+States%3A+Results+from+the+2007-2008+Schools+and+Staffing+Survey&rft.issn=&rft_id=info:doi/ L2 - http://nces.ed.gov/pubs2009/2009320.pdf LA - English DB - PAIS Index N1 - Date revised - 2013-07-01 N1 - Publication note - American Institutes for Research, 2009 N1 - SuppNotes - First Look N1 - Last updated - 2016-09-28 ER - TY - GEN T1 - An Overview of Procedures for the NAEP Assessment. NCES 2009-493 AN - 889924670; ED521915 AB - Mandated by Congress, the National Assessment of Educational Progress (NAEP) surveys the educational accomplishments of U.S. students and monitors changes in those accomplishments. NAEP tracks the educational achievement of fourth-, eighth-, and twelfth-grade students over time in selected content areas. Since 1969, NAEP has been collecting data to provide educators and policymakers with accurate and useful information. NAEP gives a comprehensive picture of how students are doing year after year. It has become widely known as "The Nation's Report Card." The goals of this publication are to provide readers with an overview of the project and to help them better understand the philosophical approach, procedures, analyses, and psychometric underpinnings of NAEP. The guide follows a question-and-answer format, presenting the most commonly asked questions and following them with succinct answers. A bibliography, a glossary and an index are included. Y1 - 2009/05// PY - 2009 DA - May 2009 SP - 59 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 - Program Descriptions KW - Grade 12 KW - Grade 8 KW - Grade 4 KW - Academic Achievement KW - Data Collection KW - Report Cards KW - Psychometrics KW - National Competency Tests KW - Educational Philosophy UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889924670?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: 2007-08. First Look. NCES 2009-326 AN - 61889256; ED505156 AB - This report presents findings on crime and violence in U.S. public schools, using data from the 2007-08 School Survey on Crime and Safety (SSOCS:2008). SSOCS provides information about school crime-related topics from the perspective of schools by asking school principals about the frequency of incidents, such as physical attacks, robberies, and thefts, in their schools. Tables in the report contain totals and percentages generated from bivariate cross-tabulation procedures. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Reported findings include: (1) During the 2007-08 school year, the rate of violent incidents per 1,000 students was higher in middle schools than in primary schools or high schools; (2) Nine percent of schools reported at least one incident of threat with a weapon; (3) Rate of the distribution, possession, or use of illegal drugs was higher in schools with 1,000 or more students than in schools with lower enrollments; (4) About 13 percent of city schools reported at least one gang crime; (5) About 18 percent of city schools reported that student acts of disrespect for teachers (other than verbal abuse) happen daily or at least once a week; (6) For students involved in the use or possession of a weapon other than a firearm or explosive device at school, the most frequently used disciplinary action was an out-of-school suspension; (7) A lower percentage of schools with 1,000 or more students reported that more than 75 percent of students had a parent or guardian who attended regularly scheduled parent-teacher conferences than did schools with lower enrollments; (8) A higher percentage of schools with minority enrollments of 50 percent or more involved students in resolving student conduct problems as a component of violence prevention programs than did schools with lower minority enrollments; (9) Compared to schools in towns or rural areas, larger percentages of city and suburban schools reported having a written plan for procedures to be followed if the Department of Homeland Security issues a warning for a severe risk of terrorist attack; (10) A higher percentage of middle schools reported drilling students on a written plan describing the procedures to be performed during a shooting than high schools or primary schools; and (11) Among factors that were reported to limit schools' efforts to reduce or prevent crime, lack of or inadequate alternative placements or programs for disruptive students, inadequate funds, and federal/state/district policies on disciplining special education students are most frequently reported. Four appendixes are included: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Variables; and (4) 2007-08 School Survey on Crime and Safety Questionnaire. (Contains 18 footnotes and 23 tables.) [For "Crime, Violence, Discipline, and Safety in U.S. Public Schools. Findings from the School Survey on Crime and Safety: 2005-06. NCES 2007-361," see ED498378.] AU - Neiman, Samantha AU - DeVoe, Jill F. Y1 - 2009/05// PY - 2009 DA - May 2009 SP - 81 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 - Substance Abuse KW - Crime KW - Rural Schools KW - Urban Schools KW - School Safety KW - Crisis Management KW - Violence KW - Middle Schools KW - Suburban Schools KW - Prevention KW - Weapons KW - Public Schools KW - High Schools KW - Discipline Problems KW - Planning KW - Parent Participation KW - Juvenile Gangs KW - School Vandalism KW - School Surveys KW - Tables (Data) KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61889256?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students. NCEE 2009-4032 AN - 61882547; ED505578 AB - This document reports on the impacts on student achievement for four supplemental reading curricula that use similar overlapping instructional strategies designed to improve reading comprehension in social studies and science text. Fifth-grade reading comprehension for each of three commercially-available curricula (Project CRISS, ReadAbout, and Read for Real) was not significantly different from the control group. The fourth curriculum, Reading for Knowledge, was adapted from Success for All for this study, and had a statistically-significant negative impact on fifth-grade reading comprehension. The study is based on a rigorous experimental design and a large sample that includes 10 districts, 89 schools, 268 teachers, and 6,350 students. During the first year of the study, it was found that over 90 percent (91 to 100 percent) of treatment teachers were trained to use the assigned curriculum, and more than half (56 to 80 percent) reported that they were very well prepared by the training to implement it. Over 80 percent (81 to 91 percent) of teachers reported using their assigned curriculum. Classroom observation data showed that teachers implemented 55 to 78 percent of the behaviors deemed important by the developers for implementing each curriculum. Scores on the three reading comprehension assessments were not statistically significantly higher in schools using the selected reading comprehension curricula. Impacts were correlated with some subgroups defined by student, teacher, and school characteristics. Appendixes include: (1) Random Assignment; (2) Flow of Schools and Students through the Study; (3) Obtaining Parent Consent; (4) Implementation Timeline; (5) Sample Sizes and Response Rates; (6) Creation and Reliability of Classroom Observation and Teacher Survey Measures; (7) Estimating Impacts; (8) Assessing Robustness of the Impacts; (9) Key Descriptive Statistics for Classroom Observation and Fidelity Data; (10) Study Instruments; and (11) Unadjusted Means. (Contains 91 tables, 8 figures, and 78 footnotes.) AU - James-Burdumy, Susanne AU - Mansfield, Wendy AU - Deke, John AU - Carey, Nancy AU - Lugo-Gil, Julieta AU - Hershey, Alan AU - Douglas, Aaron AU - Gersten, Russell AU - Newman-Gonchar, Rebecca AU - Dimino, Joseph AU - Faddis, Bonnie Y1 - 2009/05// PY - 2009 DA - May 2009 SP - 334 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - No Child Left Behind Act 2001 KW - Elementary Secondary Education Act Title I KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 5 KW - Intermediate Grades KW - Educational Strategies KW - Program Effectiveness KW - Scores KW - Intervention KW - Urban Schools KW - Elementary School Teachers KW - Teacher Competencies KW - Reading Instruction KW - Achievement Gap KW - Program Evaluation KW - Sample Size KW - Measures (Individuals) KW - Elementary School Students KW - Educational Legislation KW - Reliability KW - Response Rates (Questionnaires) KW - Social Studies KW - Observation KW - Reading Comprehension KW - Robustness (Statistics) KW - Teacher Surveys KW - Federal Legislation KW - Sciences KW - Control Groups KW - Urban Areas UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61882547?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 2007-08 National Postsecondary Student Aid Study (NPSAS:08): Student Financial Aid Estimates for 2007-08. First Look. NCES 2009-166 AN - 61904374; ED504877 AB - This is the First Look at the results of the 2007-08 National Postsecondary Student Aid Study (NPSAS:08), the most comprehensive, nationally representative survey of student financing of postsecondary education in the United States. About 114,000 undergraduate students and 14,000 graduate and first professional students were randomly selected from more than 1,600 postsecondary institutions. The report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, attendance pattern, dependency status, and income level. Two appendixes include: (1) Glossary, which includes information about the variables used in each table; and (2) NPSAS:08 Technical Notes and Methodology. (Contains 17 tables and 11 footnotes.) [For "2003-04 National Postsecondary Student Aid Study (NPSAS:04). Student Financial Aid Estimates for 2003-04. NCES 2005-158," see ED484516.] AU - Wei, Christina Chang AU - Berkner, Lutz AU - He, Shirley AU - Lew, Stephen AU - Cominole, Melissa AU - Siegel, Peter Y1 - 2009/04// PY - 2009 DA - April 2009 SP - 54 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 - Graduate Students KW - Undergraduate Students KW - Student Characteristics KW - Dependents KW - Income KW - Student Financial Aid KW - Attendance Patterns KW - Paying for College KW - Financial Needs KW - College Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61904374?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Technical Methods Report: Estimation and Identification of the Complier Average Causal Effect Parameter in Education RCTs. NCEE 2009-4040 AN - 61891734; ED504795 AB - In randomized control trials (RCTs) in the education field, the complier average causal effect (CACE) parameter is often of policy interest, because it pertains to intervention effects for students who receive a meaningful dose of treatment services. This report uses a causal inference and instrumental variables framework to examine the identification and estimation of the CACE parameter for two-level clustered RCTs. The report also provides simple asymptotic variance formulas for CACE impact estimators measured in nominal and standard deviation units. In the empirical work, data from ten large RCTs are used to compare significance findings using correct CACE variance estimators and commonly-used approximations that ignore the estimation error in service receipt rates and outcome standard deviations. Our key finding is that the variance corrections have very little effect on the standard errors of standardized CACE impact estimators. Across the examined outcomes, the correction terms typically raise the standard errors by less than 1 percent, and change p-values at the fourth or higher decimal place. Two appendixes are included: (1) Proof of Equation; and (2) Summary of Data Sources. (Contains 7 footnotes and 11 tables.) AU - Schochet, Peter Z. AU - Chiang, Hanley Y1 - 2009/04// PY - 2009 DA - April 2009 SP - 60 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Research Reports KW - Computation KW - Educational Policy KW - Causal Models KW - Intervention KW - Compliance (Legal) KW - Identification KW - Outcomes of Treatment KW - Educational Research KW - Regression (Statistics) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61891734?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Post-High School Outcomes of Youth With Disabilities up to 4 Years After High School: A Report From the National Longitudinal Transition Study-2 (NLTS2). NCSER 2009-3017 AN - 61877680; ED505448 AB - The National Longitudinal Transition Study-2 (NLTS2) is a 10-year-long study of the characteristics, experiences, and outcomes of a nationally representative sample of youth with disabilities who were 13 to 16 years old and receiving special education services in grade 7 or above, under the Individuals With Disabilities Education Act (IDEA) in the 2000-2001 school year. NLTS2 findings generalize to youth with disabilities nationally and to youth in each of the 12 federal special education disability categories in use for students in the NLTS2 age range. The study is designed to collect data on sample members from multiple sources in five waves, beginning in 2001 and ending in 2009. Much of the information reported in this document comes from youth with disabilities in the form of responses to either a telephone interview or a self-administered mail survey with a subset of key items from the telephone interview. Data for youth who were reported by parents to be unable to respond to an interview or complete a questionnaire or who did not respond to interview or survey attempts were provided by parents. Data from the three sources were combined for these analyses and subsetted to include only data for out-of-high school youth. This report is organized to provide information on out-of-high school youth with disabilities in several key domains, including: (1) Postsecondary education enrollment and educational experiences, such as major field of study and support services received; (2) Employment status and characteristics of youth's current or most recent job; (3) Productive engagement in school, work, or preparation for work; (4) Residential independence; the prevalence of marriage, parenting, and sexual behavior; and aspects of their financial independence; and (5) Social and community involvement, including friendship activities and community participation in both positive and negative ways. Comparisons are made between experiences across different disability categories and demographic groups, and, when data are available, with those of youth in the general population. NLTS2 will continue to follow the lives of youth with disabilities as they age, which will provide information to examine how post-high school outcomes might evolve over time. Two appendixes are included: (1) NLTS2 Sampling, Data Collection, and Analysis Procedures; and (2) Additional Analyses. (Chapters and appendixes are footnoted individually. References provided by report and individual appendix. Contains 41 figures and 81 tables.) AU - Newman, Lynn AU - Wagner, Mary AU - Cameto, Renee AU - Knokey, Anne-Marie Y1 - 2009/04// PY - 2009 DA - April 2009 SP - 202 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Employment Level KW - Special Education KW - Community Involvement KW - Longitudinal Studies KW - Outcomes of Education KW - Sexuality KW - Educational Experience KW - Disabilities KW - Mail Surveys KW - Data Collection KW - Youth KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61877680?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Nation's Report Card: 2007 at a Glance. NCES 2009-486 AN - 61871457; ED505221 AB - This report is a compilation of reprinted Executive Summaries from the reading, mathematics, and writing report cards based upon data collected in 2007. The reports provide national, state, and district-level results, as well as trends for different student groups such as gender, race/ethnicity, students with disabilities (SD), English language learners (ELL), and socioeconomic status. At a Glance also takes a closer look at the types of students who participated in the 2007 assessments. Results are reported by scale scores and by achievement levels. Scale scores report what students know and can do on National Assessment of Educational Progress (NAEP) assessments. NAEP results are generally reported on 0-300 or 0-500 point scales, and are developed independently for each subject. Achievement levels, which reflect what students should know and be able to do, are reported as percentages of students performing below the Basic level (partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at a given grade), at or above the Basic and Proficient (solid academic performance; demonstrated competency over challenging subject matter) levels, and at the Advanced (superior performance) level. An overview of other major reports released in 2007 is included. Y1 - 2009/04// PY - 2009 DA - April 2009 SP - 16 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 - Reading Achievement KW - Achievement Rating KW - Ethnicity KW - Gender Issues KW - Writing Achievement KW - Socioeconomic Status KW - Disabilities KW - Mathematics Achievement KW - Educational Trends KW - Second Language Learning KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61871457?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Indicators of School Crime and Safety: 2008. NCES 2009-022/NCJ 226343 AN - 61870702; ED504994 AB - "Indicators of School Crime and Safety: 2008" provides the most recent national indicators on school crime and safety. The information presented in this report is intended to serve as a reference for policymakers and practitioners so that they can develop effective programs and policies aimed at violence and school crime prevention. The report is the eleventh in a series of annual publications produced jointly by the National Center for Education Statistics (NCES), Institute of Education Sciences (IES), in the U.S. Department of Education, and the Bureau of Justice Statistics (BJS) in the U.S. Department of Justice. Report indicators are based on information drawn from a variety of data sources, including national surveys of students, teachers, and principals. The most recent data collection for each indicator varied by source, from 2003-2004 to 2007. Each data source has an independent sample design, data collection method, and questionnaire design or is the result of a universal data collection. All comparisons described in this report are statistically significant at the .05 level. The report covers topics such as victimization, fights, bullying, classroom disorder, weapons, student perceptions of school safety, teacher injury, and availability and student use of drugs and alcohol. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur away from school are offered as a point of comparison where available. Technical Notes and Glossary are appended. (Contains 48 footnotes, 43 figures and 45 tables.)[For "Indicators of School Crime and Safety: 2007" see ED499165.] AU - Dinkes, Rachel AU - Kemp, Jana AU - Baum, Katrina Y1 - 2009/04// PY - 2009 DA - April 2009 SP - 169 PB - National Center for Education Research. , P.O. Box 1398, Jessup, MD 20794. KW - Schools and Staffing Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Policymakers KW - Elementary Secondary Education KW - Death KW - Crime KW - Fear KW - National Surveys KW - School Security KW - Discipline KW - Public Schools KW - Victims of Crime KW - Statistical Data KW - Teachers KW - Drinking KW - Crime Prevention KW - School Safety KW - Marijuana KW - Students KW - Conflict KW - Violence KW - Antisocial Behavior KW - Weapons KW - Educational Environment KW - Juvenile Gangs KW - Incidence KW - Drug Use KW - Bullying UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61870702?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - New Indicators of High School Career/Technical Education Coursetaking: Class of 2005. Statistics in Brief. NCES 2009-038 AN - 61861642; ED505084 AB - This report examines career/technical education (CTE) coursetaking of 2005 public high school graduates using a recently revised taxonomy and new indicators of participation to present a more contemporary and detailed picture of CTE coursetaking than is provided by previously-used indicators. To understand how students use the CTE curriculum, this brief examines different patterns of student participation in CTE.: (1) Across the three main CTE curriculum areas (family and consumer sciences education, general labor market preparation, and occupational education); (2) Coursetaking within occupational areas, including occupational concentration; and (3) Coursetaking across occupational areas, to determine the extent to which students earn credits across multiple occupational areas versus within one occupational area, and which occupational areas students tend to combine. Following an overview of data used to examine participation, the report presents the new indicators used. A technical section describes in more detail the data source, the recent taxonomy revision, and analytic procedures. Standard Error Tables are appended. (Contains 16 footnotes, 4 figures and 17 tables.) AU - Hudson, Lisa AU - Laird, Jennifer Y1 - 2009/04// PY - 2009 DA - April 2009 SP - 20 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - High School Graduates KW - Statistics KW - Credits KW - Educational Indicators KW - Student Participation KW - Consumer Science KW - Academic Records KW - Classification KW - Statistical Analysis KW - Course Selection (Students) KW - Data Collection KW - Labor Market KW - Vocational Education KW - Occupations UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61861642?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - NAEP 2008: Trends in Academic Progress. NCES 2009-479 AN - 61860561; ED505083 AB - This report presents the results of the National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics, which were most recently given in the 2007-2008 school year to students at ages 9, 13, and 17. Nationally representative samples of over 26,000 public and private school students were assessed in each subject area. The most recent results are compared to those from 2004 and from the first year the assessment was conducted: the reading assessment was first administered in 1971, and the mathematics assessment was first administered in 1973. The long-term trend program has used essentially the same assessments in each administration year to provide data that can be used to evaluate changes in student performance over long periods of time. In 2004, a number of changes were made to the long-term trend assessment to update the assessment content and procedures while maintaining the ability to report trends over the long term. Some of the changes included replacing questions that were based on outdated contexts; changing some administration procedures; and providing accommodations for students with disabilities and for English language learners. These revisions did not alter the knowledge and skills that are assessed by the long-term trend assessments. In reading, average scores increased at all three ages since 2004. Average scores were 12 points higher than in 1971 for 9-year-olds and 4 points higher for 13-year-olds. The average reading score for 17-year-olds was not significantly different from that in 1971. In mathematics, average scores for 9- and 13-year-olds increased since 2004, while the average score for 17-year-olds did not change significantly. Average scores were 24 points higher than in 1973 for 9-year-olds and 15 points higher for 13-year-olds. The average mathematics score for 17-year-olds was not significantly different from that in 1973. (Contains 1 footnote, 21 figures and 9 tables.) AU - Rampey, D. B. AU - Dion, S. G. AU - Donahue, L. P. Y1 - 2009/04// PY - 2009 DA - April 2009 SP - 56 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 - Catholic Schools KW - Student Improvement KW - Gender Differences KW - Parent Background KW - Mathematics Achievement KW - Scores KW - Educational Trends KW - Educational Attainment KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - White Students KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - African American Students KW - Hispanic American Students KW - Private Schools KW - Age Differences KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61860561?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Mini-Digest of Education Statistics, 2008. NCES 2009-021 AN - 864941792; ED518030 AB - This publication is the 14th edition of the "Mini-Digest of Education Statistics," a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The "Mini-Digest" is designed as an easy reference for materials found in much greater detail in the "Digest of Education Statistics, 2008". These volumes include selections of data from many government sources, especially drawing on results of surveys and activities carried out by 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, 2008". Unless indicated as a projection or estimate, all data presented in this report are actual. Information on statistical procedures, definitions, and survey sources appears in the introduction and appendixes A and B of the "Digest of Education Statistics, 2008". (Contains 1 footnote, 1 figure and 42 tables.) [For the "Digest of Education Statistics, 2008", see ED504502.] AU - Snyder, Thomas D. Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 77 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 - Kindergarten KW - Postsecondary Education KW - Secondary Education KW - Federal Aid KW - Student Characteristics KW - Educational Finance KW - Academic Achievement KW - Graduates KW - Elementary School Teachers KW - Educational Attainment KW - Teacher Salaries KW - Secondary School Teachers KW - Dropouts KW - Outcomes of Education KW - Expenditures KW - Reading Achievement KW - Public Schools KW - Disabilities KW - Enrollment KW - Science Achievement KW - Graduation Rate KW - Undergraduate Students KW - Teacher Characteristics KW - Educational Objectives KW - Mathematics Achievement KW - Racial Differences KW - School Statistics KW - College Faculty KW - Student Financial Aid KW - Ethnic Groups KW - Private Schools KW - Tables (Data) KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941792?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The NAEP Long-Term Trend Assessment: A Review of Its Transformation, Use, and Findings AN - 742875334; ED509383 AB - During the past 25 years, the country witnessed a dramatic transformation of the National Assessment of Educational Progress (NAEP). Actions by the Educational Testing Service (ETS), Congress, and the National Assessment Governing Board fundamentally changed NAEP's role in federal educational policy and the nation's schools. Developed in the 1960s through a privately funded initiative, NAEP began as a voluntary program run by a state consortium with financial support from the Department of Health, Education, and Welfare. It later became a congressionally legislated program administered by one of the country's premier testing organizations and overseen by a federally mandated public board. Over time, NAEP's focus and scope changed substantially, expanding to grade and state testing, reporting by achievement levels, and, as part of No Child Left Behind (NCLB), requiring participation to receive Title 1 funds. NAEP was no longer a program whose results were reported in passing, but had become central to monitoring the nation's progress in achievement and equity. One major change was splitting NAEP into two separate programs: (1) the main assessment that tested students in grades 4, 8, and 12 in diverse subjects and (2) the long-term trend assessment that tracked performance in reading, writing, math, and science at ages 9, 13, and 17 as NAEP had done since 1969. This paper describes how NAEP's trend assessment changed, its use in national educational discussions, and its major findings. From the earliest days, NAEP trends have figured prominently in debates over the decline of excellence, and extra attention is devoted to that issue. The paper also discusses the way in which NAEP trends have been used in evaluations of NCLB and the minority-majority achievement gap. A final section addresses the future of the long-term trend assessment. Its utility has been sufficiently questioned that the Board has considered eliminating it. (Contains 7 tables, 5 figures, 23 endnotes, and an appendix entitled "Establishing Trends."A bibliography is also included.) AU - Stedman, Lawrence C. Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 51 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 - Scholastic Aptitude Test KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 11 KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Educational Trends KW - Standardized Tests KW - Educational History KW - National Competency Tests KW - White Students KW - Reading Achievement KW - Public Schools KW - Achievement Gap KW - Low Achievement KW - Science Achievement KW - Civics KW - Age Differences KW - Trend Analysis KW - Teaching Methods KW - Educational Legislation KW - Gender Differences KW - Minority Group Children KW - Change KW - Mathematics Achievement KW - Federal Government KW - Educational Testing KW - Racial Differences KW - Equal Education KW - Federal Legislation KW - Writing Achievement KW - Homework KW - Educational Policy KW - African American Students KW - Hispanic American Students KW - Private Schools KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742875334?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A History of NAEP Achievement Levels: Issues, Implementation, and Impact 1989-2009 AN - 742868957; ED509389 AB - A history of the achievement levels for the National Assessment of Educational Progress (NAEP) could be documented in different ways. A chronological history might be the obvious approach, but in the author's view, that could miss the most salient aspects of setting student performance standards on an assessment like NAEP. Further, new initiatives are fostered within a social and political context that is critical to understanding the initiative's development, direction, and destiny. Therefore, rather than following a strict chronology, the author has adopted an issues-based approach, describing first the contextual issues that surrounded NAEP during the beginnings of achievement levels in the late 1980s and early 1990s. The paper will then discuss the critical initial implementation decisions made by the National Assessment Governing Board as it developed the student performance standards for NAEP. Then it will follow new implementation issues into the first decade of the 21st century; finally, it will discuss the broad impact of the achievement levels on American education. (Contains 5 figures, 2 tables, and 24 endnotes.) [This paper was commissioned for the 20th Anniversary of the National Assessment Governing Board, 1988-2008.] AU - Bourque, Mary Lyn Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 34 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 - Hawkins Stafford Act 1988 KW - Elementary Secondary Education Act KW - Improving Americas Schools Act 1994 KW - Goals 2000 KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - School Administration KW - Citizenship KW - Administrators KW - Academic Achievement KW - Accountability KW - Educational Improvement KW - Educational History KW - Governing Boards KW - National Competency Tests KW - Mathematics KW - Models KW - Evaluation KW - Reading Achievement KW - Federal Legislation KW - Achievement UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742868957?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Getting the Word Out About the National Assessment: The National Assessment Governing Board and Changes in NAEP Reporting AN - 742860772; ED509381 AB - This paper describes the development of Board policy on the reporting, release, and dissemination of National Assessment results and other relevant information. Through selected scenarios, it also illustrates the kinds of issues that required action by the Board. These issues have included concerns about the testing and reporting of English language learners and students with disabilities, the challenges of assessing performance in Puerto Rico, reporting on private schools, and producing a special study of public charter schools. (Contains 76 endnotes.) AU - Stevens, John H. Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 32 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - National Assessment of Educational Progress KW - Puerto Rico KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Reports KW - Disabilities KW - Information Dissemination KW - Second Language Learning KW - Limited English Speaking KW - Testing KW - Administrative Policy KW - Governing Boards KW - National Competency Tests KW - English (Second Language) KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742860772?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - To Be a Member of The Governing Board AN - 742860771; ED509384 AB - The author of this paper describes the responsibilities of the National Assessment Governing Board, of which she served as a member from November 1997 to September 2004. The Board is unlike any other board of which she has been a member. At the quarterly meetings, the Board not only discusses and makes major policy decisions but determines the inner workings of national assessments. The Board's responsibilities are spelled out in federal law. It is the policymaking board for the National Assessment of Educational Progress (NAEP), which examines samples of American students in a variety of subjects. The Board carefully discusses and decides which subjects will be tested, when tests will be given, how tests will be constructed, what kinds of standards will be used to gauge the results, and how the results will be reported to the public. The Board is also responsible for assuring that the assessments are valid, free of bias, and reliable. She states that her years as a Board member taught her a great deal. She saw a citizen Board function responsibly and energetically, and saw the internal operation of a consensus process that produced a genuine enthusiasm for high standards and educational excellence. If there should ever be a time when the United States again decides that national standards and national assessments are good ideas, the model created by the Board will stand forth as proof that such things can be accomplished without falling prey to political zealots, religious controversies, or the schemes of those who would use testing to advance their own narrow agenda. AU - Ravitch, Diane Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 7 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 - Voluntary National Tests KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Evaluation KW - Federal Legislation KW - Governing Boards KW - National Competency Tests KW - Educational Quality KW - National Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742860771?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Assessment Governing Board and Voluntary National Tests: A Tale of Tribulations without Trials AN - 742860381; ED509400 AB - As the National Assessment Governing Board marks its 20th anniversary, it looks back at its stewardship of the National Assessment of Educational Progress (NAEP) with understandable pride. NAEP existed for 20 years before the Board was established to provide an independent governance structure for the assessment. During its first two decades, NAEP tested only national and regional samples of students. Its reports were generally considered technically excellent. But while they may have been groundbreaking in the assessment field, they were little noticed and played virtually no role in shaping educational policy or practice. NAEP received little political heat in exchange for casting modest educational light--a tacit trade making NAEP non-controversial and inconsequential. For the past 20 years, the Board has been second-guessed often, but never criticized for politically motivated decisions. The Governing Board's political purity explains why the Board was eventually given the job of developing the Voluntary National Tests (VNT). This paper takes a look at the history of the National Assessment Governing Board and the Voluntary National Tests. Appendices include: (1) Archived Information for Voluntary National Tests; (2) Sec. 447. Prohibition on Federally Sponsored Testing; and (3) Tables about Draft Scenarios for the Proposed Voluntary National Test and (4) Implementation and Other Issues. AU - Guerra, Michael Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 17 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - Voluntary National Tests KW - National Assessment of Educational Progress KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Presidents KW - Mathematics Achievement KW - Academic Achievement KW - Federal Government KW - Pilot Projects KW - Field Tests KW - Governing Boards KW - National Competency Tests KW - Evaluation KW - Education KW - Reading Achievement KW - Public Agencies KW - Federal Legislation KW - Educational Policy KW - Governance KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742860381?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A History of NAEP Assessment Frameworks AN - 742860331; ED509382 AB - National Assessment for Educational Progress (NAEP) frameworks describe the content and skills measured on NAEP assessments as well as the design of the assessment. They provide both the "what" and the "how" for national assessment. Representing the best thinking of thousands of educators, experts, parents, and policymakers, NAEP frameworks describe a broad range of what students learn and the skills they can demonstrate in reading, mathematics, writing, science, history, civics, economics, foreign language, geography, and the arts. NAEP is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. The frameworks represent a vision for America's future. This paper discusses the following: (1) the audience for NAEP frameworks; (2) how NAEP assessment framework is developed; (3) how a governing board policy determines the development of NAEP frameworks; (4) the content-specific issues NAEP framework committees must address; and (5) what states and local districts can learn from NAEP assessment frameworks and the framework assessment process. [This paper was commissioned for the 20th Anniversary of the National Assessment Governing Board 1988-2008.] AU - Jago, Carol Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 15 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 - Grade 4 KW - Grade 8 KW - Mathematical Models KW - Mathematics Achievement KW - Academic Achievement KW - National Competency Tests KW - Educational Improvement KW - Governing Boards KW - Mathematics KW - Models KW - Evaluation KW - Reading Achievement UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742860331?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Comparative Indicators of Education in the United States and Other G-8 Countries: 2009. NCES 2009-039 AN - 61899475; ED504634 AB - This report describes how the education system in the United States compares with education systems in the other Group of Eight (G-8) countries (Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom) that are among the world's most economically developed countries and among the United States' largest economic partners. The report draws on the most current information about education from four primary sources: the Indicators of National Education Systems (INES) at the Organization for Economic Cooperation and Development (OECD); the Progress in International Reading Literacy Study (PIRLS); the Program for International Student Assessment (PISA); and the Trends in International Mathematics and Science Study (TIMSS). Begun in 2002, the series is published on a biennial basis. Highlights are organized around the five major sections of the report: (1) Population and school enrollment; (2) Academic performance; (3) Context for learning; (4) Expenditure for education; and (5) Education Returns: Educational attainment and income. Two appendixes are included: (1) The Education Systems of the G-8 Countries; and (2) PIRLS 2006 Indicator Tables including Canadian Provincial Data. (Contains 29 footnotes, 48 figures, and 16 tables.) [For "Comparative Indicators of Education in the United States and Other G-8 Countries: 2006," see ED498383.] AU - Miller, David C. AU - Sen, Anindita AU - Malley, Lydia B. AU - Burns, Stephanie D. Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 119 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Canada KW - France KW - Germany KW - Italy KW - Japan KW - United Kingdom KW - Russia KW - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Kindergarten KW - Postsecondary Education KW - Preschool Education KW - Educational Indicators KW - Mathematics Achievement KW - Educational Finance KW - Expenditure per Student KW - Academic Achievement KW - Educational Attainment KW - Behavior Problems KW - Grade 8 KW - International Studies KW - Educational Environment KW - Foreign Countries KW - Reading Instruction KW - Grade 4 KW - Developed Nations KW - Enrollment KW - Science Achievement KW - Teaching Conditions KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61899475?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Evaluation of the DC Opportunity Scholarship Program: Impacts after Three Years. NCEE 2009-4050 AN - 61899033; ED504783 AB - The "District of Columbia School Choice Incentive Act of 2003," passed by the Congress in January 2004, established the first federally funded, private school voucher program in the United States. The purpose of the new scholarship program was to provide low-income residents, particularly those whose children attend schools in need of improvement or corrective action under the "Elementary and Secondary Education Act," with "expanded opportunities to attend higher performing schools in the District of Columbia" (Sec. 303). As part of this legislation, the Congress mandated a rigorous evaluation of the impacts of the Program, now called the "DC Opportunity Scholarship Program" (OSP). This report presents findings from the evaluation on the impacts three years after families who applied were given the option to move from a public school to a participating private school of their choice. The evaluation is based on a randomized controlled trial design that compares the outcomes of eligible applicants randomly assigned to receive (treatment group) or not receive (control group) a scholarship through a series of lotteries. The main findings of the evaluation so far include: (1) After 3 years, there was a statistically significant positive impact on reading test scores, but not math test scores; (2) The OSP had a positive impact overall on parents' reports of school satisfaction and safety, but not on students' reports; (3) This same pattern of findings holds when the analysis is conducted to determine the impact of using a scholarship rather than being offered a scholarship; (4) The OSP improved reading achievement for 5 of the 10 subgroups examined; and (5) No achievement impacts were observed for five other subgroups of students, including those who entered the Program with relative academic disadvantage. Six appendices are included: (1) Research Methodology; (2) Benjamini-Hochberg Adjustments for Multiple Comparisons; (3) Sensitivity Testing; (4) Detailed ITT Tables; (5) Relationship Between Attending a Private School and Key Outcomes; and (6) Intermediate Outcome Measures.. (Contains 115 footnotes, 15 figures and 129 tables.) [For Executive Summary, see ED504784. For "Evaluation of the DC Opportunity Scholarship Program: Impacts after Two Years", see ED501696. For "Evaluation of the DC Opportunity Scholarship Program: Impacts after One Year", see ED497154.] AU - Wolf, Patrick AU - Gutmann, Babette AU - Puma, Michael AU - Kisida, Brian AU - Rizzo, Lou AU - Eissa, Nada Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 198 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - United States KW - Elementary Secondary Education Act KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Program Effectiveness KW - Reading Tests KW - Scholarships KW - Research Methodology KW - Academic Achievement KW - Scores KW - School Involvement KW - Tuition KW - Outcomes of Education KW - Reading Achievement KW - Public Schools KW - Mathematics Tests KW - Compliance (Legal) KW - Educational Vouchers KW - Low Income Groups KW - Educational Legislation KW - Mathematics Achievement KW - Student Participation KW - Experimental Groups KW - School Safety KW - Charter Schools KW - Educational Environment KW - Federal Legislation KW - Control Groups KW - Student Attitudes KW - Satisfaction KW - Parent Attitudes KW - School Choice KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61899033?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Digest of Education Statistics, 2008. NCES 2009-020 AN - 61897957; ED504502 AB - The primary purpose of the "Digest of Education Statistics" 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 both government and private sources, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion, 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 educational attainment, finances, federal funds for education, libraries, and international comparisons. Although the "Digest" contains information on federal education funding, more detailed information on federal activities is available from federal education program offices. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including (1) Number and percentage of public school students eligible for free or reduced-price lunch; (2) Percentage distribution of children at about 2 and 4 years of age, by type of child care arrangement and selected child and family characteristics; (3) Percentage distribution of quality ratings of child care arrangements of children at about 4 years of age, by type of arrangement and selected child and family characteristics; (4) Children's specific language, literacy, mathematics, color knowledge, and fine motor skills at about 4 years of age, by age of child and selected characteristics; (5) Average National Assessment of Educational Progress (NAEP) reading scale scores of 4th-, 8th-, and 12th-graders, by selected student and school characteristics; (6) Average NAEP writing scale score and percentage of students attaining NAEP writing achievement levels, by selected student characteristics and grade level; (7) Average NAEP mathematics scale scores of 4th-, 8th-, and 12th-graders, by selected student and school characteristics; (8) Average NAEP mathematics scale score of 8th-graders and percentage reporting various attitudes toward mathematics work, by frequency of attitude and selected student and school characteristics; (9) Average NAEP science scale score of 12th-graders and percentage reporting various attitudes toward science, by selected student and school characteristics; (10) Percentage of elementary and secondary school students who do homework outside of school, whose parents check that homework is done, and whose parents help with homework, by frequency and selected student and school characteristics; (11) Total full-year enrollment in degree-granting institutions, by control and type of institution and state or jurisdiction; (12) Degrees in Arabic, Chinese, Korean, and Russian conferred by degree-granting institutions, by level of degree; (13) Full-time, first-time degree/certificate seeking undergraduate students enrolled in degree-granting institutions, by participation and average amount awarded in financial aid programs, and type and control of institution; and (14) Percentage of 18- to 25-year-olds reporting substance abuse during the past 30 days and the past year, by drug used and selected characteristics. 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. The document includes 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 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. Three appendixes conclude the document: (1) Guide to Sources; (2) Definitions; and (3) Index of Table Numbers. (Contains 29 figures and 438 tables.) [For the 2007 "Digest of Education Statistics," see ED500670.] AU - Snyder, Thomas D. AU - Dillow, Sally A. AU - Hoffman, Charlene M. Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 728 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Adult Education 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 - Higher Education KW - Intermediate Grades KW - Junior High Schools KW - Kindergarten KW - Middle Schools KW - Postsecondary Education KW - Preschool Education KW - Primary Education KW - Secondary Education KW - Two Year Colleges KW - Family Characteristics KW - Substance Abuse KW - Student Characteristics KW - Educational Attainment KW - Outcomes of Education KW - School Libraries KW - Reading Achievement KW - Public Schools KW - Uncommonly Taught Languages KW - Federal Programs KW - College Graduates KW - Science Achievement KW - Civics KW - Population Trends KW - Graduation Rate KW - Institutional Characteristics KW - Measures (Individuals) KW - Undergraduate Students KW - Teacher Characteristics KW - Mathematics Achievement KW - Labor Force KW - School Statistics KW - Student Financial Aid KW - Rating Scales KW - Student Attitudes KW - Writing Achievement KW - Homework KW - Parent Participation KW - Vocational Education KW - Tables (Data) KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61897957?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Final Report: Results from Accessing Curriculum through Technology Tools (ACTTT), A Model Development Project AN - 61896322; ED504739 AB - Accessing Curriculum through Technology Tools (ACTTT), a model development project, was developed and tested by staff of the Center for Best Practices in Early Childhood (the Center), a research and development unit within the College of Education and Human Services at Western Illinois University. The major goal of ACTTT was to develop, demonstrate, and evaluate an innovative technology tool model that allowed children with disabilities in kindergarten, first and second grades to access, participate in, and benefit from activities in the general curriculum. Kindergarten, first, and second grade classrooms in three elementary schools in Canton, Illinois, served as demonstration sites. Six objectives guided the development and testing of this project and this report contains information related to the completion of each of the following objectives: (1) Develop, test, and demonstrate the ACTTT model in randomly-selected classrooms in elementary schools in Canton, Illinois; (2) Provide training on the ACTTT model to site teachers; (3) Collect data on participating children and teachers; (4) Provide information to families; (5) Develop ACTTT products based on tested classroom technology-based activities; and (6) Disseminate information about ACTTT. ACTTT was a success. All objectives were met. The products produced are of excellent quality. Participation in ACTTT's technology-based activities led to many learning opportunities for children in the treatment groups. Children in treatment classrooms scored higher than children in comparison classrooms on over half of the technology skills assessed by the "Technology Assessment Based on Standards" (TABS) instrument. All treatment teachers increased their technology skills, as well as their confidence with respect to technology over the course of the project. Teachers took ownership of the activities created by ACTTT staff members. The report notes that unanticipated difficulties resulted from data collection. One unanticipated outcome was the success of the children's podcasts. A second unexpected outcome was collaboration with the APTE software company in the treatment classroom teachers' use of "Photo Kit Junior." (Contains 15 tables.) AU - Johanson, Joyce AU - Clark, Letha AU - Daytner, Katrina AU - Robinson, Linda Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 45 PB - Center for Best Practices in Early Childhood Education. 32 Horrabin Hall, Western Illinois University, Macomb, IL 61455. KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Grade 1 KW - Grade 2 KW - Kindergarten KW - Program Effectiveness KW - Elementary School Students KW - Special Education KW - Parent Materials KW - Experimental Groups KW - Professional Development KW - Computer Software KW - Outcomes of Education KW - Electronic Learning KW - Online Courses KW - Demonstration Programs KW - Curriculum Development KW - Best Practices KW - Federal Programs KW - Disabilities KW - Program Evaluation KW - Educational Technology KW - Internet KW - Handheld Devices UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61896322?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Evaluation of the DC Opportunity Scholarship Program: Impacts after Three Years. Executive Summary. NCEE 2009-4051 AN - 61893387; ED504784 AB - The "District of Columbia School Choice Incentive Act of 2003," passed by the Congress in January 2004, established the first federally funded, private school voucher program in the United States. The purpose of the new scholarship program was to provide low-income residents, particularly those whose children attend schools in need of improvement or corrective action under the "Elementary and Secondary Education Act," with "expanded opportunities to attend higher performing schools in the District of Columbia" (Sec. 303). As part of this legislation, the Congress mandated a rigorous evaluation of the impacts of the Program, now called the "DC Opportunity Scholarship Program" (OSP). This report presents findings from the evaluation on the impacts three years after families who applied were given the option to move from a public school to a participating private school of their choice. The evaluation is based on a randomized controlled trial design that compares the outcomes of eligible applicants randomly assigned to receive (treatment group) or not receive (control group) a scholarship through a series of lotteries. The main findings of the evaluation so far include: (1) After 3 years, there was a statistically significant positive impact on reading test scores, but not math test scores; (2) The OSP had a positive impact overall on parents' reports of school satisfaction and safety, but not on students' reports; (3) This same pattern of findings holds when the analysis is conducted to determine the impact of using a scholarship rather than being offered a scholarship; (4) The OSP improved reading achievement for 5 of the 10 subgroups examined; and (5) No achievement impacts were observed for five other subgroups of students, including those who entered the Program with relative academic disadvantage. (Contains 11 footnotes, 4 figures and 3 tables.) [For full report, see ED504783.] AU - Wolf, Patrick AU - Gutmann, Babette AU - Puma, Michael AU - Kisida, Brian AU - Rizzo, Lou AU - Eissa, Nada Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 24 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - United States KW - Elementary Secondary Education Act KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Program Effectiveness KW - Reading Tests KW - Research Methodology KW - Scholarships KW - Academic Achievement KW - Scores KW - School Involvement KW - Tuition KW - Outcomes of Education KW - Reading Achievement KW - Public Schools KW - Mathematics Tests KW - Compliance (Legal) KW - Educational Vouchers KW - Low Income Groups KW - Educational Legislation KW - Mathematics Achievement KW - Student Participation KW - Experimental Groups KW - School Safety KW - Charter Schools KW - Educational Environment KW - Federal Legislation KW - Control Groups KW - Student Attitudes KW - Satisfaction KW - Parent Attitudes KW - School Choice KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61893387?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Early Childhood Technology Integrated Instructional System (EC-TIIS): Phase 3. Final Report AN - 61888710; ED504740 AB - The Early Childhood Technology Integrated Instructional System 3 (EC-TIIS 3), housed in the Center for Best Practices in Early Childhood (the Center) within the College of Education and Human Services at Western Illinois University (WIU), was funded in 2004 by the U.S. Department of Education's Office of Special Education Programs (OSEP) as a three-year Steppingstones of Technology Innovation Phase 3 Project. EC-TIIS 3 was designed to confirm the positive results of EC-TIIS 2 (Hutinger, Robinson, Schneider, & Daytner, 2006) and to test the effects of web-based training on a diverse audience in large, complex settings, ultimately providing a website that is easy for educators and families to use and that contains information leading to improved technology services for young children. The EC-TIIS site is a unique teaching/learning website that combines training content from the Center's tested and effective early childhood technology-related projects, into a series of nine workshops designed to provide technology knowledge and skills. The major goals of EC-TIIS 3 were four-fold: (1) to test the effects of EC-TIIS' online training on a diverse audience in large, complex settings, ultimately providing a teaching/learning community web site easy for families and educators to access and use; (2) to improve access to functional use of technologies in developmentally appropriate curriculum targeting young children with disabilities and their families; (3) to determine the effects of strategies to increase the quantity and quality of web-based training and data collection; and (4) to further refine EC-TIIS usability, to advance the availability, quality, and use of technology in addressing the practical problem of improving online education. Study 3, which included university and community college faculty and students, was designed to explore, confirm, extend, and compare findings related to use of the workshops as a supplement to university and community college courses and as a stand-alone graduate course. Results of EC-TIIS 3 demonstrate attainment of the study's research goals and the effectiveness of the workshops on the use of technology with young children with disabilities. Research results confirm Phase 2 findings. Data results from the surveys and workshop pre and post assessments indicate that EC-TIIS online workshops were effective in increasing knowledge, attitude, and skill in using technologies in the early childhood environment. (Contains 23 tables.) [For the Phase 2 report, see ED491294. For the Phase 1 report, see ED489166.] AU - Robinson, Linda AU - Schneider, Carol AU - Daytner, Gary AU - Johanson, Joyce AU - Hutinger, Patricia Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 70 PB - Center for Best Practices in Early Childhood Education. 32 Horrabin Hall, Western Illinois University, Macomb, IL 61455. KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Parent Education KW - Educational Strategies KW - Workshops KW - Program Effectiveness KW - Web Sites KW - Special Education KW - Parent Materials KW - Professional Development KW - Electronic Learning KW - Online Courses KW - Federal Programs KW - Disabilities KW - Program Evaluation KW - Educational Technology KW - Web Based Instruction KW - Young Children KW - Surveys KW - Pretests Posttests KW - Distance Education KW - College Faculty KW - Best Practices KW - Parent Participation KW - Community Colleges KW - Internet UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61888710?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Enrollment in Postsecondary Institutions, Fall 2007; Graduation Rates, 2001 & 2004 Cohorts; and Financial Statistics, Fiscal Year 2007. First Look. NCES 2009-155 AN - 61880581; ED504432 AB - This First Look report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2008 data collection, which included four components: Student Financial Aid for full-time, first-time degree/certificate-seeking undergraduate students for the 2007-08 academic year; Enrollment for fall 2007; Graduation Rates for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2001 at 4-year institutions or in 2004 at less-than-4-year institutions; and Finance for fiscal year 2007. This First Look report is based on the collection of data from over 6,500 postsecondary education institutions that participate in Title IV federal student financial aid programs. Tabulations in this report present selected data items collected from the 6,551 Title IV institutions in the United States (excluding those in other jurisdictions) that were eligible for at least one component of the spring 2008 collection. In addition, 81 administrative offices in the United States were eligible for the Finance component and are included in the Finance tabulations. Information regarding IPEDS survey procedures and response rates is available in appendix A. Detailed definitions of terms used in this report are available in appendix B. (Contains 8 footnotes and 16 tables.) [For "Enrollment in Postsecondary Institutions, Fall 2006; Graduation Rates, 2000 & 2003 Cohorts; and Financial Statistics, Fiscal Year 2006. First Look. NCES 2008-173," see ED501565.] AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 58 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Graduate Students 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/61880581?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - English Literacy of Foreign-Born Adults in the United States: 2003. Issue Brief. NCES 2009-034 AN - 61874846; ED504475 AB - Learning to read and write in the English language is a challenge faced by numerous foreign-born adults who arrive in the United States each year. Since 1970, the foreign-born population living in the United States has increased both in number and as a percentage share of the entire population (Census 2007; Schmidley 2001). This growth contributes to continued interest in how well foreign-born adults use written information to function in society and the factors associated with their literacy. Although prior studies have examined adult literacy in the United States by a variety of background characteristics (Kutner et al. 2007), no national-level research has focused specifically on the literacy abilities of the foreign-born adult population using the most recent data. This Issue Brief draws on data from the 2003 National Assessment of Adult Literacy (NAAL) to explore the English literacy of foreign-born adults living in households in the United States. The brief presents the English literacy scores of foreign-born adults age 16 and older in 2003 by race/ethnicity, age of arrival in the United States, years spent in the United States, highest level of educational attainment, and language spoken before starting school. In addition, the distribution of the foreign-born adult population is reported for each of these categories. (Contains 4 tables and 9 endnotes.) AU - Warkentien, Siri AU - Clark, Michael AU - Jacinto, Beth Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 5 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Adult Literacy KW - ERIC, Resources in Education (RIE) KW - Adult Literacy KW - Individual Characteristics KW - Scores KW - Immigrants KW - Educational Attainment KW - Racial Differences KW - National Surveys KW - Adults KW - Age Differences KW - English UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61874846?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - An Evaluation of Bias in the 2007 National Household Education Surveys Program: Results from a Special Data Collection Effort. NCES 2009-029 AN - 61873730; ED505418 AB - The National Household Education Surveys Program (NHES) is a random digit dialing (RDD) survey program developed by the National Center for Education Statistics (NCES) in the Institute of Education Sciences, U.S. Department of Education. The surveys are designed to help NCES collect data directly from households about important education topics. Like many household studies that rely on landline phone sampling frames, NHES has experienced both declining response rates and increasing undercoverage rates. The study described in this report was designed to examine bias in the NHES:2007 due to nonresponse, as well as bias due to noncoverage of households that only had cell phones and households without any telephones. Results from this study suggest that there is no systematic pattern of bias in key statistics from the NHES:2007, though it might underestimate some indicators such as the percentage of preschoolers who watch two or more hours of TV in a typical weekday and overestimate some indicators such as the percentage of preschoolers with mothers who are not in the labor force. Seven appendices are included: (1) Advance, Refusal, and Community Letters; (2) Household Folder; (3) Interviewer Observation Form (IOF); (4) Sorry I Missed You Card; (5) Appointment Card; (6) Field Non-Interview Report Form (NIRF); and (7) Nonresponse Bias Estimates With Unadjusted Base Weights. (Contains 47 footnotes, 59 tables, 4 figures, and 15 exhibits.) AU - Van de Kerckhove, Wendy AU - Montaquila, Jill M. AU - Carver, Priscilla R. AU - Brick, Michael J. Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 254 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 - Adult Education KW - Elementary Secondary Education KW - Preschool Education KW - Response Rates (Questionnaires) KW - Labor Force KW - Exhibits KW - National Surveys KW - Telecommunications KW - Evaluation KW - Family Involvement KW - Response Style (Tests) KW - Telephone Surveys KW - Electronic Equipment KW - Parent Participation KW - Data Collection KW - Interviews KW - Sampling KW - Bias KW - School Readiness KW - Family (Sociological Unit) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61873730?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Impact Evaluation of the U.S. Department of Education's Student Mentoring Program. Final Report. NCEE 2009-4047 AN - 61868868; ED504310 AB - This report summarizes the findings from a national evaluation of mentoring programs funded under the U.S. Department of Education's Student Mentoring Program. The impact evaluation used an experimental design in which students were randomly assigned to a treatment or control group. Thirty-two purposively selected School Mentoring Programs and 2,573 students took part in the evaluation, which estimated the impact of the programs over one school year on a range of student outcomes. The evaluation also describes the characteristics of the program and the mentors, and provides information about program delivery. The Student Mentoring Program is designed to fund grantees to enable them to provide mentoring to at-risk students in grades 4-8. The ultimate goal of the program is to improve student academic and behavioral outcomes through the guidance and encouragement of a volunteer mentor. Seventeen total impacts in the domains of academic achievement/engagement, interpersonal relationships/personal responsibility, and high-risk/delinquent behavior were measured. The main finding of the Impact Study was that there were no statistically significant impacts of the Student Mentoring Program for the sample as a whole on this array of student outcomes. However, there was some scattered evidence that impacts were heterogeneous across types of students. In particular, impacts on girls were statistically significantly different from impacts on boys for two self-reported scales: Scholastic Efficacy and School Bonding, and Pro-social Behaviors. For boys, the impact on Prosocial Behaviors was negative and statistically significant. For girls, the impact on Scholastic Efficacy and School Bonding was positive and statistically significant. The impact on truancy was negative and statistically significant for students below age 12. There were negative associations between program supervision of mentors and site-level impacts on three of the seventeen individual outcome measures: Pro-social Behaviors, grades in math and social studies, and a positive relationship with the outcome of school-reported delinquency. The report also presented results demonstrating that the Student Mentoring Program represented a fairly low level of intensity in terms of service: although grantees, on average, adhered to the general intents of the legislation and program guidance, they were simultaneously constrained by the limits of the school calendar and the population from which to draw mentors. Thirty-five percent of the control group students reported receiving mentoring either from the program or elsewhere in the community; this finding, coupled with the fact that not all treatment group students met with a mentor, reduced the treatment contrast and may have led to some dilution of the impacts on students compared to expectations. Seven appendices are included; (1) Sampling Design and Methodology; (2) Survey Instruments; (3) Construction of Student Outcome Measures; (4) Impact Analysis Results on Original Student Survey Scales and Measures; (5) Sensitivity Tests; (6) Standard Errors and Confidence Intervals of Main Effects; and (7) Site-Level Predictors and Impacts. (Contains 109 footnotes and 122 exhibits.) ["Impact Evaluation of the U.S. Department of Education's Student Mentoring Program. Final Report" was written with the assistance of Christine Dyous, Michelle Klausner, Nancy McGarry, Rachel Luck and William Rhodes.] AU - Bernstein, Lawrence AU - Rappaport, Catherine Dun AU - Olsho, Lauren AU - Hunt, Dana AU - Levin, Marjorie Y1 - 2009/03// PY - 2009 DA - March 2009 SP - 295 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 4 KW - Grade 5 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Intermediate Grades KW - Junior High Schools KW - Middle Schools KW - Student Improvement KW - School Schedules KW - Academic Achievement KW - Research Design KW - Mathematics KW - Outcomes of Education KW - At Risk Students KW - Student Responsibility KW - Interpersonal Relationship KW - Student Behavior KW - Prosocial Behavior KW - Elementary School Students KW - Volunteers KW - Gender Differences KW - Delinquency KW - Social Studies KW - Experimental Groups KW - Secondary School Students KW - Mentors KW - Grades (Scholastic) KW - Control Groups KW - Student School Relationship KW - Self Efficacy KW - Statistical Significance KW - Females UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61868868?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Reading First's Impact. NCEE Evaluation Brief. NCEE 2009-4054 AN - 757172697; ED511777 AB - The No Child Let Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting five essential components of reading instruction. The program invested about $1 billion a year in classroom reading instruction over FY 2002-07 and $393 million in FY 2008. As required by the legislation, the Reading First impact study examined instruction and student reading outcomes in 248 schools (about half Reading First and half not) in 17 districts and 1 statewide program to address three main questions: (1) What is the impact of Reading First on student reading achievement?; (2) What is the impact of Reading First on classroom instruction?; and (3) What is the relationship between the degree of implementation of scientifically based reading instruction and student reading achievement? Findings reveal that Reading First did not improve student reading comprehension in grades 1, 2, or 3. But it did improve first grader's skills in decoding unfamiliar words. And it produced changes in several instructional practices, such as the amount of time spent on five essential components of reading instruction and the amount of professional development in reading instruction. (Contains 3 figures and 1 note.) [For the full report, "Reading First Impact Study. Final Report. NCEE 2009-4038," see ED503344.] Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 4 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 Education KW - Program Effectiveness KW - Phonics KW - Scores KW - Surveys KW - Professional Development KW - Reading Comprehension KW - Early Reading KW - Evaluation KW - Reading Achievement KW - Federal Legislation KW - Reading Instruction KW - Grade 3 KW - Grade 1 KW - Grade 2 KW - Phonemic Awareness KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757172697?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - After-School Math. NCEE Evaluation Brief. NCEE 2009-4057 AN - 757172664; ED511786 AB - After-school programs receive federal support through the 21st Century Community Learning Centers, established in 1999. A primary purpose of the program is to provide opportunities for academic enrichment to help students meet state and local standards in core content areas. Findings from a previous national evaluation of the program indicate that the program grants awarded between 1999 and 2002 had, on average, a limited academic impact on the academic achievement of participating elementary school students. A possible factor is that most academic activities at the evaluation sites consisted of homework sessions in which students received limited additional academic assistance (such as instruction or assistance with homework). In addition, attendance was limited and sporadic. But analyses comparing the academic outcomes of frequent and infrequent participants suggest that increasing attendance alone is unlikely to improve the academic findings. So, the limited academic effects and the low levels of formal academic assistance offered in these programs highlight the need for better academic programming. In response, the Institute of Education Sciences supported the development and evaluation of instructional resources in core content areas that could be used in after-school programs. This brief presents findings for the first of two years of program operations (school year 2005-06) on a study for math. (Contains 1 figure.) [For the full report, "The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021," see ED501655.] Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 3 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Attendance Patterns KW - Program Effectiveness KW - Elementary School Students KW - Mathematics Instruction KW - Program Implementation KW - After School Programs KW - Homework KW - Mathematics Achievement KW - Scores KW - Program Evaluation KW - Enrichment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757172664?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Combined User's Manual for the ECLS-K Eighth-Grade and K-8 Full Sample Data Files and Electronic Codebooks. NCES 2009-004 AN - 757172629; ED511826 AB - This manual provides guidance and documentation for users of the eighth-grade data of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). It begins with an overview of the ECLS-K study. Subsequent chapters provide details on the instruments and measures used, the sample design, weighting procedures, response rates, data collection and processing procedures, and the structure of the data file. The ECLS-K followed a nationally representative cohort of children from kindergarten into middle school. The base-year data were collected in the fall and spring of the 1998-99 school year when the sampled children were in kindergarten. A total of 21,260 kindergartners throughout the nation participated. (Contains 86 tables, 74 exhibits and 37 footnotes.) AU - Tourangeau, Karen AU - Nord, Christine AU - Le, Thanh AU - Sorongon, Alberto G. AU - Najarian, Michelle Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 433 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 - Grade 8 KW - Kindergarten KW - Documentation KW - Measures (Individuals) KW - Research Methodology KW - Exhibits KW - Early Childhood Education KW - Children KW - Longitudinal Studies KW - Measurement Techniques KW - User Needs (Information) KW - Information Utilization KW - Guides KW - Data Collection KW - Sampling UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757172629?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - After-School Programs in Public Elementary Schools: First Look. NCES 2009-043 AN - 61911792; ED504193 AB - How school-age children spend their time after school is a topic of interest among educators, policymakers, researchers, and parents. Many parents choose to have their children attend after-school programs, which may provide services such as academic instruction, cultural enrichment, safe places to stay, and adult supervision for children. This study provides a national profile of various types of formal after-school programs physically located at public elementary schools in 2008. Examples of formal after-school programs include extended day care programs, academic instruction/tutoring programs, and 21st Century Community Learning Centers and exclude clubs or activities that are offered as school-sponsored extra curricular activity. In this report, stand-alone programs refer to after-school programs that focus primarily on a single type of service while broad-based programs refer to after-school programs that provide a combination of services. After-school programs are further categorized into four types: (1) Fee-based stand-alone day care programs; (2) Stand-alone academic instruction/tutoring programs; (3) The 21st Century Community Learning Centers (21st CCLCs); and (4) Other types of formal stand-alone or broad-based after-school programs. The National Center for Education Statistics in the Institute of Education Sciences conducted the survey in spring 2008 using the Fast Response Survey System (FRSS), a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of schools, with minimal burden on respondents and within a relatively short period of time. Questionnaires were mailed to approximately 1,800 public elementary schools in the 50 states and the District of Columbia. Data were adjusted for non-response and weighted to yield national estimates that represent all public elementary schools in the United States. The purpose of this report is to introduce new NCES data through the presentation of tables containing descriptive information: selected findings have been chosen to demonstrate the range of information available from the FRSS study rather than to discuss all of the observed differences. Findings are based on self-reported data from public elementary schools. All specific statements of comparisons made have been tested for statistical significance at the .05 level using Student t-statistics to ensure that the differences are larger than those that might be expected due to sampling variation. Adjustments for multiple comparisons were not included. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Selected reported findings include: (1) Of the estimated 49,700 public elementary schools in the nation, 56 percent reported that one or more after-school programs were physically located at the school in 2008; (2) Forty-six percent of all public elementary schools reported a fee-based stand-alone day care program, 43 percent reported one or more stand-alone academic instruction/tutoring programs, and 10 percent reported a 21st CCLC; (3) One-tenth of public elementary schools indicated that they provided Supplemental Educational Services (SES); (4) Eighteen percent of all public elementary schools reported one formal after-school program, 23 percent reported two programs, 14 percent reported three or more programs, and 44 percent indicated that no formal after-school programs were located at the school; (5) Public elementary schools reported an estimated 4 million enrollments in formal after-school programs at public elementary schools; (6) Forty-one percent of public elementary schools with 21st CCLCs reported that their 21st CCLC provided transportation home for students, 37 percent of the schools with stand-alone academic instruction/tutoring programs reported providing transportation home; 4 percent of the schools with fee-based stand-alone day care reported providing transportation home; and 24 percent with other types of after-school programs indicated that the school provided transportation home for students; and (7) Forty-six percent of public elementary schools reported that their students attended fee-based standalone day care at another location, 22 percent reported that students attended stand-alone academic instruction/tutoring programs, 3 percent reported that students attended 21st CCLCs, and 8 percent reported that students attended other types of formal after-school programs at another location. Three appendices include: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 3 footnotes and 22 tables.) AU - Parsad, Basmat AU - Lewis, Laurie Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 55 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 Education KW - Supplementary Education KW - Institutional Characteristics KW - Student Transportation KW - Questionnaires KW - Reliability KW - Response Rates (Questionnaires) KW - After School Programs KW - Child Care KW - National Surveys KW - Public Schools KW - Tutorial Programs KW - Enrichment Activities KW - Enrollment KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61911792?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 from First Graders in 39 Schools. NCEE 2009-4053. Executive Summary AN - 61909704; ED504419 AB - The purpose of this large-scale, national study is to determine whether some early elementary school math curricula are more effective than others at improving student math achievement, thereby providing educators with information that may be useful for making adequate yearly progress (AYP). This report presents results from the first cohort of first grade in 39 schools participating in the evaluation during the 2006-2007 school year, with the goal of determining the relative effects of different early elementary math curricula on student math achievement in disadvantaged schools. The report also examines whether curriculum effects differ for student subgroups in different instructional settings. A competitive process was used to select four curricula Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics) that represent many of the approaches used to teach elementary school math in the United States. An experimental design randomly assigned schools in each participating district to the four curricula, setting up an experiment in each district. The relative effects of the curricula were calculated by comparing math achievement of students in the four curriculum groups. Hierarchical linear modeling (HLM) techniques were used to conduct statistical tests to assess the significance of all the results. Curriculum implementation findings include: (1) All teachers received initial training from the publishers and 96 percent received follow-up training; combined training varied by curriculum and ranged from 1.4 to 3.9 days; (2) Nearly all teachers reported using their assigned curriculum as their core math curriculum and about a third reported supplementing their curriculum with other materials; (3) Eighty-eight percent of teachers reported completing at least 80 percent of their assigned curriculum; and (4) On average, Saxon Math teachers reported spending one more hour on math instruction per week than did teachers of the other curricula. Achievement findings include: (1) Student math achievement was significantly higher in schools assigned to Math Expressions and Saxon Math, than in schools assigned to Investigations in Number, Data, and Space and Scott Foresman-Addison Wesley Mathematics; and (2) Math achievement in schools assigned to the two more effective curricula was not significantly different, nor was math achievement in schools assigned to the two less effective curricula. Another 71 schools joined the study during the 2007-2008 school year and curriculum implementation occurred in both the first and second grades in all participating schools. A follow-up report is planned that will present results based on all 110 schools participating in the evaluation, and for both the first and second grades. The study also is supporting curriculum implementation and data collection during the 2008-2009 school year in a subset of schools, in which implementation will be expanded to the third grade. A third report is planned that will present those results. (Contains 7 footnotes.) [For complete report, see ED504418.] AU - Agodini, Roberto AU - Harris, Barbara AU - Atkins-Burnett, Sally AU - Heaviside, Sheila AU - Novak, Timothy AU - Murphy, Robert Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 11 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 1 KW - Elementary School Mathematics KW - Instructional Effectiveness KW - Mathematics Instruction KW - Educational Indicators KW - Mathematics Achievement KW - Longitudinal Studies KW - Educational Improvement KW - Models KW - Regression (Statistics) KW - Comparative Analysis KW - Federal Programs KW - Mathematics Curriculum KW - Mathematics Tests KW - Mathematics Teachers KW - Data Collection KW - Curriculum Implementation KW - Investigations KW - Disadvantaged Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61909704?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 2006-07 (Fiscal Year 2007): First Look. NCES 2009-337 AN - 61907831; ED504440 AB - This report presents findings on public education revenues and expenditures using fiscal year 2007 (FY 07) data from the National Public Education Financial Survey (NPEFS) of the Common Core of Data (CCD) survey system. Programs covered in the NPEFS include regular, special, and vocational education; charter schools that reported data to the state education agency (SEA); and state-run education programs such as special education centers or education programs for incarcerated youth. Selected reported findings include: (1) Approximately $555.3 billion was collected in revenues for public elementary and secondary education in the 50 states and the District of Columbia in FY 07; (2) Current expenditures for the day-to-day operation of schools and school districts totaled $476.8 billion in FY 07, approximately $9,683 per pupil (an increase of nearly 30% since FY 95); (3) In FY 07, $290.7 billion was spent on instruction, 61 percent of all current expenditures; and (4) In addition to current expenditures in FY 07, $56.4 billion was spent in facilities acquisition and construction, $6.5 billion in replacement equipment, $7.8 billion in other programs, and $14.7 billion in interest on debt for a total expenditure of $562.3 billion. Two appendices are included: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 3 footnotes, 3 figures and 8 tables.) [For the Fiscal Year 2006 edition, see ED502166.] AU - Zhou, Lei Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 31 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - District of Columbia 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 - Educational Facilities KW - School Administration KW - Equipment KW - Expenditure per Student KW - Educational Finance KW - School Districts KW - Debt (Financial) KW - Instruction KW - Pupil Personnel Services KW - Income KW - Expenditures KW - School Construction KW - Public Education KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61907831?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 from First Graders in 39 Schools. NCEE 2009-4052 AN - 61905919; ED504418 AB - The purpose of this large-scale, national study is to determine whether some early elementary school math curricula are more effective than others at improving student math achievement, thereby providing educators with information that may be useful for making adequate yearly progress (AYP). This report presents results from the first cohort of first grade in 39 schools participating in the evaluation during the 2006-2007 school year, with the goal of determining the relative effects of different early elementary math curricula on student math achievement in disadvantaged schools. The report also examines whether curriculum effects differ for student subgroups in different instructional settings. A competitive process was used to select four curricula Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics) that represent many of the approaches used to teach elementary school math in the United States. An experimental design randomly assigned schools in each participating district to the four curricula, setting up an experiment in each district. The relative effects of the curricula were calculated by comparing math achievement of students in the four curriculum groups. Hierarchical linear modeling (HLM) techniques were used to conduct statistical tests to assess the significance of all the results. Curriculum implementation findings include: (1) All teachers received initial training from the publishers and 96 percent received follow-up training; combined training varied by curriculum and ranged from 1.4 to 3.9 days; (2) Nearly all teachers reported using their assigned curriculum as their core math curriculum and about a third reported supplementing their curriculum with other materials; (3) Eighty-eight percent of teachers reported completing at least 80 percent of their assigned curriculum; and (4) On average, Saxon Math teachers reported spending one more hour on math instruction per week than did teachers of the other curricula. Achievement findings include: (1) Student math achievement was significantly higher in schools assigned to Math Expressions and Saxon Math, than in schools assigned to Investigations in Number, Data, and Space and Scott Foresman-Addison Wesley Mathematics; and (2) Math achievement in schools assigned to the two more effective curricula was not significantly different, nor was math achievement in schools assigned to the two less effective curricula. Another 71 schools joined the study during the 2007-2008 school year and curriculum implementation occurred in both the first and second grades in all participating schools. A follow-up report is planned that will present results based on all 110 schools participating in the evaluation, and for both the first and second grades. The study also is supporting curriculum implementation and data collection during the 2008-2009 school year in a subset of schools, in which implementation will be expanded to the third grade. A third report is planned that will present those results. Four appendixes are included; (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 Analysis Samples and Estimating Curriculum Effects. (Contains 66 footnotes, 10 figures and 43 tables.) A table of acronyms is included. [For Executive Summary of this report, see ED504419.] AU - Agodini, Roberto AU - Harris, Barbara AU - Atkins-Burnett, Sally AU - Heaviside, Sheila AU - Novak, Timothy AU - Murphy, Robert Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 148 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 - Elementary School Mathematics KW - Instructional Effectiveness KW - Mathematics Instruction KW - Educational Indicators KW - Mathematics Achievement KW - Longitudinal Studies KW - Educational Improvement KW - Models KW - Regression (Statistics) KW - Comparative Analysis KW - Federal Programs KW - Mathematics Curriculum KW - Mathematics Tests KW - Mathematics Teachers KW - Data Collection KW - Curriculum Implementation KW - Investigations KW - Disadvantaged Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61905919?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Effectiveness of Reading and Mathematics Software Products: Findings From Two Student Cohorts. NCEE 2009-4041 AN - 61905493; ED504657 AB - In the No Child Left Behind Act (NCLB), Congress called for the U.S. Department of Education (ED) to conduct a rigorous study of the conditions and practices under which educational technology is effective in increasing student academic achievement. A 2007 report presenting study findings for the 2004-2005 school year, indicated that, after one school year, differences in student test scores were not statistically significant between classrooms that were randomly assigned to use software products and those that were randomly assigned not to use products. School and teacher characteristics generally were not related to whether products were effective. The second year of the study examined whether an additional year of teaching experience using the software products increased the estimated effects of software products on student test scores. The evidence for this hypothesis is mixed. For reading, there were no statistically significant differences between the effects that products had on standardized student test scores in the first year and the second year. For sixth grade math, product effects on student test scores were statistically significantly lower (more negative) in the second year than in the first year, and for algebra I, effects on student test scores were statistically significantly higher in the second year than in the first year. The study also tested whether using any of the 10 software products increased student test scores. One product had a positive and statistically significant effect. Nine did not have statistically significant effects on test scores. Five of the insignificant effects were negative and four were positive. Study findings should be interpreted in the context of design and objectives. The study examined a range of reading and math software products in a range of diverse school districts and schools. But it did not study many forms of educational technology and it did not include many types of software products. How much information the findings provide about the effectiveness of products that are not in the study is an open question. Products in the study also were implemented in a specific set of districts and schools, and other districts and schools may have different experiences with the products. The findings should be viewed as one element within a larger set of research studies that have explored the effectiveness of software products. Three appendixes are included: (1) Second-Year Data Collection and Response Rates; (2) Description of Sample for the 10 Products; and (3) Details of Estimation Methods. (Contains 29 footnotes, 4 figures and 24 tables. AU - Campuzano, Larissa AU - Dynarski, Mark AU - Agodini, Roberto AU - Rall, Kristina Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 111 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Stanford Achievement Tests KW - Iowa Tests of Basic Skills KW - Normal Curve Equivalent Scores KW - Otis Lennon School Ability Test KW - California Achievement Tests KW - Internal Consistency KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Grade 1 KW - Grade 4 KW - Grade 6 KW - Reading Tests KW - Institutional Characteristics KW - Mathematics Instruction KW - Monte Carlo Methods KW - Teacher Characteristics KW - Scores KW - Academic Achievement KW - Computer Software KW - Research Design KW - Markov Processes KW - Algebra KW - Control Groups KW - Federal Legislation KW - Reading Instruction KW - Teaching Experience KW - Grouping (Instructional Purposes) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61905493?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Statistics in Brief: Course Credit Accrual and Dropping Out of High School, by Student Characteristics, February 2009. NCES 2009-035 AN - 61898599; ED504131 AB - With federal legislation now requiring schools to report graduation rates, high school dropouts are receiving renewed attention from educators, policymakers, and researchers. Recent research has indicated a relationship between the number of course credits that students accrue each school year and students' high school completion status (Allensworth and Easton 2005). This Statistics in Brief uses data from the Education Longitudinal Study of 2002 (ELS:2002) to examine the number of credits earned by high school students and the relationship between course credit accrual and dropping out. Differences in course credit accrual are first reported by selected subjects (English, mathematics, and science). Then, differences in the average cumulative number of course credits accrued across academic years between high school graduates and dropouts are examined in order to describe their enrollment and completion behaviors. This analysis examines variations in course credit accrual and the timing of dropping out by student characteristics (sex, race/ethnicity, and socioeconomic status) and students' school characteristics (location and sophomore class size). In addition, this Statistics in Brief compares the characteristics of students who dropped out with those of students who graduated on time, to show how these groups differ. Findings indicate that high school dropouts earned fewer credits than did on-time graduates within each year of high school, and the cumulative course credit accrual gap increased with each subsequent year. Standard Error Tables are appended. (Contains 9 figures, 14 tables and 18 footnotes.) AU - Hampden-Thompson, Gillian AU - Warkentien, Siri AU - Daniel, Bruce Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 16 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Institutional Characteristics KW - Comparative Analysis KW - High School Graduates KW - Grade 10 KW - Credits KW - Student Characteristics KW - Statistical Data KW - Longitudinal Studies KW - High School Students KW - Dropouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61898599?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - An Evaluation of Teachers Trained through Different Routes to Certification. Final Report. NCEE 2009-4043 AN - 61880906; ED504313 AB - This study addresses two questions related to teacher preparation and certification: (1) What are the relative effects on student achievement of teachers who chose to be trained through different routes to certification and how do observed teacher practices vary by chosen route to certification?; and (2) What aspects of certification programs (such as the amount of coursework, the timing of coursework relative to being the lead teacher in the classroom, the core coursework content) are associated with teacher effectiveness? In 63 study schools, every grade that contained at least one eligible alternatively certified (AC) and one eligible traditionally certified (TC) teacher was included. Students in these study grades were randomly assigned to be in the class of an AC or a TC teacher. Students were tested at the beginning of the school year as a baseline measure and at the end of the year as an outcome. Classroom instruction was observed at one point during the year as an outcome. Reported findings include: (1) Both the AC and the TC programs with teachers in the study were diverse in the total instruction they required for their candidates; (2) While teachers trained in TC programs receive all their instruction (and participate in student teaching) prior to becoming regular full-time teachers, AC teachers do not necessarily begin teaching without having received any formal instruction; (3) There were no statistically significant differences between the AC and TC teachers in this study in their average scores on college entrance exams, the selectivity of the college that awarded their bachelor's degree, or their level of educational attainment; (4) There was no statistically significant difference in performance between students of AC teachers and those of TC teachers; (5) There is no evidence from this study that greater levels of teacher training coursework were associated with the effectiveness of AC teachers in the classroom; and (6) There is no evidence that the content of coursework is correlated with teacher effectiveness. Supplementary Technical Information on Data Collection, Response Rates, and Analyses is appended. (Contains 90 footnotes and 28 exhibits.) AU - Constantine, Jill AU - Player, Daniel AU - Silva, Tim AU - Hallgren, Kristin AU - Grider, Mary AU - Deke, John Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 142 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Program Effectiveness KW - Teacher Education KW - Academic Achievement KW - Observation KW - Educational Attainment KW - Teacher Effectiveness KW - Teacher Certification KW - Selective Admission KW - Student Teaching KW - Required Courses KW - Alternative Teacher Certification KW - College Admission KW - Certification UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61880906?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Basic Reading Skills and the Literacy of America's Least Literate Adults: Results from the 2003 National Assessment of Adult Literacy (NAAL) Supplemental Studies. NCES 2009-481 AN - 61879086; ED505187 AB - The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy of adults in the United States for the first time since the 1992 National Adult Literacy Survey. The assessment was administered to more than 19,000 adults (ages 16 and older) in households and prisons. The tasks included on the assessment were designed to measure functional literacy. Unlike indirect measures of literacy, which rely on self-reports and other subjective evaluations, the assessment measured literacy directly through tasks completed by adults. These tasks represent a range of literacy activities that adults are likely to face in their daily lives. The main literacy assessment and the core literacy tasks are two of the four components of the NAAL project. This report focuses on the results of the remaining two components: the Fluency Addition to NAAL (FAN) and the Adult Literacy Supplemental Assessment (ALSA). It was beyond the scope of the initial report of the main literacy assessment, Literacy in Everyday Life: Results from the 2003 National Assessment of Adult Literacy (Kutner et al. 2006), to also adequately present the results of the FAN and ALSA. The results of the FAN and ALSA appear together in this report because both components address basic reading skills. Four chapters comprise this report. Following Chapter 1: Introduction, Chapter 2 provides background information on the oral fluency assessment and the supplemental assessment, describing the tasks and the theory that guided the development of each instrument. Results from the oral reading fluency assessment are presented in Chapter 3, which explores the relationship between background characteristics and the fluency tasks as well as the relationship between a basic reading scale and prose literacy. Results from the supplemental assessment are described in Chapter 4. This chapter compares the characteristics of adults in the supplemental assessment population with the characteristics of adults in the Below Basic and main literacy assessment populations and also summarizes the kinds of tasks low literacy adults can and cannot accomplish. Three appendices include: (1) Definitions of All Subpopulations and Background Variables Reported; (2) Technical Notes; and (3) Estimates and Standard Errors for Tables and Figures. (Contains 41 tables and 15 figures.) AU - Baer, Justin AU - Kutner, Mark AU - Sabatini, John AU - White, Sheida Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 83 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Adult Literacy KW - United States KW - Literacy Assessment KW - ERIC, Resources in Education (RIE) KW - Adult Basic Education KW - Adult Literacy KW - Basic Skills KW - Reading Fluency KW - Reading Skills KW - Low Achievement KW - Educational Assessment KW - Functional Literacy KW - Correctional Institutions KW - Family (Sociological Unit) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61879086?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - After-School Math. NCEE Evaluation Brief 2009-4057 AN - 61863029; ED506345 AB - After-school programs receive federal support through the 21st Century Community Learning Centers. A primary purpose of the program is to provide opportunities for academic enrichment to help students meet state and local standards in core content areas. This brief presents findings for the first of two years of program operations (school year 2005-06) on a study for math. Harcourt School Publishers was selected through a competitive process to adapt its school-day materials for use in the after-school setting. "Mathletics" was developed to be engaging for students, tied to academic standards, appropriate for students from diverse economic and social backgrounds, and fairly easy for teachers to use with a small amount of preparation time. The program resulted in 49 more hours of math instruction during the school year (30 percent more) for math program students than for their counterparts. Participating students scored 2.8 scaled points higher on a test of math achievement at the end of one year, an 8.5 percent difference in achievement growth. The impacts did not vary significantly for students in different grades or with different prior levels of achievement. Nor did the math program students and their counterparts differ significantly on other in-school behavior. (Contains 1 note and 1 figure.) [For the full report, "The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021," see ED501655.] Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 3 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Stanford Achievement Tests KW - ERIC, Resources in Education (RIE) KW - Evaluation KW - Mathematics Instruction KW - After School Programs KW - Mathematics Achievement KW - Enrichment KW - Attendance KW - Mathematics Education KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61863029?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Professional Development for Early Reading Teachers. NCEE Evaluation Brief 2009-4055 AN - 61859547; ED506346 AB - A recent national study of state and local No Child Left Behind activities indicated that 80 percent of elementary teachers reported participating in 24 hours or less of professional development on reading instruction during the 2003-2004 school year and summer. Reading and professional development experts are concerned that this is not intensive enough to be effective and that it does not focus enough on subject-matter knowledge. To help states and districts make informed decisions about professional development to improve reading instruction, the U.S. Department of Education commissioned the study of early reading professional development to examine the impact of two research-based interventions for reading instruction. One was an eight-day institute and seminar series that began in the summer of 2005 and continued through much of the 2005-06 school year. The second was the same institute series plus in-school coaching. The study was implemented in 90 schools in six districts (270 teachers and about 5,500 students), with equal numbers of schools randomly assigned in each district to the institute group, the institute-plus-coaching group, or the control group, which received the usual professional development offered by the district. Although research-based professional development for early reading teachers increased their knowledge of reading content and recommended instructional practices and their use of one of those practices (explicit instruction), findings did not indicate improved student reading achievement. (Contains 3 figures.) [For the full report, "The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement. NCEE 2008-4030," see ED502700.] Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 4 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 Education KW - Grade 2 KW - Reading Teachers KW - Coaching (Performance) KW - Program Effectiveness KW - Educational Legislation KW - Intervention KW - Outcomes of Education KW - Beginning Reading KW - Reading Achievement KW - Pedagogical Content Knowledge KW - Federal Legislation KW - Control Groups KW - Reading Instruction KW - Seminars KW - Knowledge Base for Teaching KW - Faculty Development KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61859547?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Reading First's Impact. NCEE Evaluation Brief 2009-4054 AN - 61854959; ED506347 AB - The No Child Left Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting essential components of reading instruction. As required by the legislation, the Reading First impact study examined instruction and student reading outcomes in 248 schools (about half Reading First and half not) in 17 districts and 1 statewide program to address three main questions: (1) What is the impact of Reading First on student reading achievement? (2) What is the impact of Reading First on classroom instruction? and (3) What is the relationship between the degree of implementation of scientifically based reading instruction and student reading achievement? The study collected observational data on reading instruction in grades 1 and 2 and assessed student reading comprehension in grades 1 through 3 over three school years: 2004-05, 2005-06, and 2006-07. The study also assessed students' decoding skills in grade 1 and surveyed school personnel about their reading programs in spring 2007. Reading First was not found to improve student reading comprehension in grades 1, 2, or 3, although it did improve first graders' skills in decoding unfamiliar words. It also produced changes in instructional practices, including the amount of time spent on essential components of reading instruction and the amount of professional development in reading instruction. The analyses are considered exploratory because they are based on correlational analysis. The study was not designed to provide a rigorous test of these hypotheses, so the results must be considered as suggestive. (Contains 1 note and 2 figures.) [For the full report, "Reading First Impact Study. Final Report. NCEE 2009-4038," see ED503344. For the Executive Summary of the report, "Reading First Impact Study. Final Report. Executive Summary. NCEE 2009-4039," see ED503345.] Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 4 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 Education KW - Grade 1 KW - Grade 2 KW - Grade 3 KW - Vocabulary Development KW - State Programs KW - Program Effectiveness KW - Elementary School Students KW - Educational Legislation KW - Phonics KW - Observation KW - Correlation KW - Reading Comprehension KW - Outcomes of Education KW - Decoding (Reading) KW - Reading Achievement KW - Beginning Reading KW - Federal Legislation KW - Reading Programs KW - Reading Instruction KW - Reading Fluency KW - Phonemic Awareness KW - School Personnel KW - Faculty Development KW - Time on Task KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61854959?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - After-School Reading. NCEE Evaluation Brief. NCEE 2009-4056 AN - 61842370; ED506350 AB - After-school programs receive federal support through the 21st Century Community Learning Centers, established in 1999. A primary purpose of the program is to provide opportunities for academic enrichment to help students meet state and local standards in core content areas. Findings from a previous national evaluation of the program indicate that the program grants awarded between 1999 and 2002 had, on average, a limited academic impact on the academic achievement of participating elementary school students. This brief presents findings for the first of two years of program operations (school year 2005-06) on a study for reading. (Contains 1 figure.) [For the full report, "The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021," see ED501655.] Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 3 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 2 KW - Grade 3 KW - Grade 4 KW - Grade 5 KW - Program Effectiveness KW - Elementary School Students KW - Reading KW - After School Programs KW - Academic Achievement KW - Comparative Analysis KW - Reading Instruction KW - Reading Programs KW - Program Evaluation KW - Student Behavior KW - Enrichment KW - State Standards KW - Academic Standards KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61842370?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Contents for a New NAEP Report: The Five Largest States AN - 61824186; ED507253 AB - This paper addresses the possible content and organization of a National Assessment Governing Board (NAGB) "Mega Report" based on the most populous five states and the largest metropolitan areas in each of them, namely California, Florida, Illinois, New York, and Texas. It is not a "design" but is much more than an outline, since it discusses the content the report could encompass and why a particular measure should be included, names the sources of information used, and illustrates with data so the reader can "see" what a chart or a table might look like and what either might convey. The author suggests that the report would begin in a traditional way with averages and achievement levels. The five states would be compared on the basis of averages and with the US as a whole. Data would be by gender, race/ethnicity, and school lunch eligibility for each subject and grade. The presentation would allow each state to be compared by each subgroup. (Contains 5 figures, 4 tables, and 1 footnote.) AU - Barton, Paul E. Y1 - 2009/02// PY - 2009 DA - February 2009 SP - 32 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - California KW - Florida KW - Illinois KW - New York KW - Texas KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Elementary Secondary Education KW - Research Reports KW - Educational Indicators KW - Academic Achievement KW - Benchmarking KW - Governing Boards KW - Achievement Gains KW - Comparative Analysis KW - Educational Practices KW - State Surveys KW - Educational Assessment KW - Metropolitan Areas KW - Trend Analysis KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61824186?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 8, Public Schools AN - 860369009; ED516691 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 Houston was 138. This was higher than the average score of 134 for public school students in large cities. The percentage of students in Houston who performed at or above the NAEP "Proficient" level was 17 percent in 2009. This percentage was not significantly different from large cities (17 percent). The percentage of students in Houston 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 - 2009 PY - 2009 DA - 2009 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/860369009?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Assessment of Adult Literacy: Indirect County and State Estimates of the Percentage of Adults at the Lowest Literacy Level for 1992 and 2003. Research and Development Report. NCES 2009-482 AN - 61902674; ED503830 AB - The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy skills of a nationally representative sample of 18,500 U.S. adults (age 16 and older) residing in private households. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey (NALS). The NAAL and NALS produced direct estimates of Prose, Document, and Quantitative literacy, each reported on a 0 to 500 scale and on four performance levels: Below Basic, Basic, Intermediate, and Proficient based on this scale. This report, describes the statistical methodology used to produce the model-dependent (indirect) estimates of the percentages of adults at the lowest literacy level for individual states and counties for 1992 and 2003. The measure chosen for the indirect estimation is the percentage of adults lacking Basic prose literacy skills (BPLS). The literacy of adults who lack BPLS ranges from being unable to read and understand any written information in English to being able to locate easily identifiable information in short, commonplace prose text, but nothing more advanced. It should be noted that adults who were not able to take the assessment because they were not able to communicate in English or Spanish (i.e. language barrier cases) are included in the indirect estimates and classified as lacking BPLS because they can be considered to be at the lowest level of English literacy. Three appendices are included: (1) 2003 NAAL predictor variable sources; (2) Indirect estimates of the percentage lacking Basic prose literacy skills and corresponding credible intervals, by state: 2003; and (3) Indirect estimates of the percentage lacking Basic prose literacy skills and corresponding credible intervals, by state: 1992. (Contains 70 footnotes, 2 figures and 21 tables.) [Additional BPLS information is available at: http://nces.ed.gov/naal/estimates/index.aspx] AU - Mohadjer, Leyla AU - Kalton, Graham AU - Krenzke, Tom AU - Liu, Benmei AU - Van de Kerckhove, Wendy AU - Li, Lin AU - Sherman, Dan AU - Dillman, Jennifer AU - Rao, Jan Y1 - 2009/01// PY - 2009 DA - January 2009 SP - 123 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Adult Literacy KW - ERIC, Resources in Education (RIE) KW - Adult Literacy KW - Comparative Analysis KW - Computation KW - Statistical Analysis KW - Prose KW - National Surveys KW - English KW - Models KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61902674?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009: Indicator 2--Early Development of Children. NCES 2009-081 AN - 61886296; ED505405 AB - This document includes information from "The Condition of Education 2009" focusing on the second indicator of the forty-six indicators presented in the full report. Early development of children data are reported in the participation in education section of the full report. Overall, a smaller percentage of children in poverty were read to, told stories, or sung to daily by a family member than children at or above poverty. In general, levels of maternal education were positively related to the percentage of children who were read to, told stories, or sung to daily. A smaller percentage of children whose families spoke a language other than English in the home were read to, told stories, or sung to daily than children whose families spoke primarily English in the home. (Contains 2 figures and 3 tables.) [The indicator and corresponding tables are taken directly from "The Condition of Education 2009." Pagination may not be sequential. For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416. For reports of all individual indicators from the participation in education section of "The Condition of Education 2009," see ED505404-ED505414.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - KewalRamani, Angelina AU - Kemp, Jana AU - Bianco, Kevin AU - Dinkes, Rachel Y1 - 2009 PY - 2009 DA - 2009 SP - 6 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Young Children KW - Mothers KW - Parent Background KW - Poverty KW - Educational Indicators KW - Child Development KW - Educational Attainment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61886296?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009: Indicator 11--Graduate and First-Professional Enrollment. NCES 2009-081 AN - 61885794; ED505414 AB - "The Condition of Education" is a congressionally mandated report that provides an annual portrait of education in the United States. This document includes information from "The Condition of Education 2009" about graduate and professional enrollment. Enrollment in both graduate and first-professional programs increased between 2000 and 2007. For both program types, increases in enrollment are projected to continue through 2018, with enrollment increasing at a faster rate for females than for males. Overall the "Condition of Education" reports focus on participation and persistence in education, student performance and other measures of achievement, as well as the environment for learning and resources for education. The 2009 report includes 46 indicators. (Contains 2 figures and 3 tables.) [Information and corresponding tables are taken directly from "The Condition of Education 2009" therefore the pagination may not be sequential. For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - KewalRamani, Angelina AU - Kemp, Jana AU - Bianco, Kevin AU - Dinkes, Rachel Y1 - 2009 PY - 2009 DA - 2009 SP - 6 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Graduate Students KW - Gender Differences KW - Educational Indicators KW - Part Time Students KW - Full Time Students KW - Professional Education KW - Enrollment KW - Racial Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61885794?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009: Indicator 3--Knowledge and Skills of Young Children. NCES 2009-081 AN - 61883723; ED505406 AB - "The Condition of Education" is a congressionally mandated report that provides an annual portrait of education in the United States. This document includes information from "The Condition of Education 2009" about knowledge and skills of young children. A smaller percentage of children born in 2001 who were in poverty demonstrated proficiency in various cognitive skills at about 2 years old and at about 4 years old than did their peers who were at or above poverty. Overall the "Condition of Education" reports focus on participation and persistence in education, student performance and other measures of achievement, as well as the environment for learning and resources for education. The 2009 report includes 46 indicators. (Contains 2 figures and 12 tables.) [Information and corresponding tables are taken directly from "The Condition of Education 2009" therefore the pagination may not be sequential. For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - KewalRamani, Angelina AU - Kemp, Jana AU - Bianco, Kevin AU - Dinkes, Rachel Y1 - 2009 PY - 2009 DA - 2009 SP - 15 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Thinking Skills KW - Young Children KW - Educational Indicators KW - Mathematics Skills KW - Color KW - Knowledge Level KW - Receptive Language KW - Poverty KW - Expressive Language KW - Literacy KW - Psychomotor Skills KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61883723?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009: Indicator 6--Homeschooled Students. NCES 2009-081 AN - 61883103; ED505409 AB - "The Condition of Education" is a congressionally mandated report that provides an annual portrait of education in the United States. This document includes information from "The Condition of Education 2009" about homeschooled students. In the spring of 2007, about 1.5 million, or 2.9 percent of all school-age children were homeschooled in the United States, an increase from both 1999 and 2003. More White students were homeschooled than Black or Hispanic students or students from other racial/ethnic groups, and White students constituted the majority of homeschooled students (77 percent.) Overall the "Condition of Education" reports focus on participation and persistence in education, student performance and other measures of achievement, as well as the environment for learning and resources for education. The 2009 report includes 46 indicators. (Contains 2 figures and 4 tables.) [Information and corresponding tables are taken directly from "The Condition of Education 2009" therefore the pagination may not be sequential. For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - KewalRamani, Angelina AU - Kemp, Jana AU - Bianco, Kevin AU - Dinkes, Rachel Y1 - 2009 PY - 2009 DA - 2009 SP - 7 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - White Students KW - Student Characteristics KW - Educational Indicators KW - Home Schooling KW - Racial Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61883103?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009: Indicator 1--Enrollment Trends by Age. NCES 2009-081 AN - 61882687; ED505404 AB - "The Condition of Education" is a congressionally mandated report that provides an annual portrait of education in the United States. This document includes information from "The Condition of Education 2009" for data enrollment trends by age. Changes in enrollment patterns may reflect changes in attendance requirements, the perceived value or cost of education, as well as the time taken to complete degrees. Between 1970 and 2007, children ages 3-4 saw the largest increase in enrollment rates. There was also growth in enrollment rates for those ages 18-19 and 20-24, the periods when individuals are typically enrolled in postsecondary education. Overall the "Condition of Education" reports focus on participation and persistence in education, student performance and other measures of achievement, as well as the environment for learning and resources for education. The 2009 report includes 46 indicators. (Contains 2 figures and 4 tables.) [Information and corresponding tables are taken directly from "The Condition of Education 2009" therefore the pagination may not be sequential. For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - KewalRamani, Angelina AU - Kemp, Jana AU - Bianco, Kevin AU - Dinkes, Rachel Y1 - 2009 PY - 2009 DA - 2009 SP - 7 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Postsecondary Education KW - Compulsory Education KW - Enrollment Trends KW - Educational Indicators KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61882687?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009: Indicator 4--Public School Enrollment. NCES 2009-081 AN - 61876368; ED505407 AB - "The Condition of Education" is a congressionally mandated report that provides an annual portrait of education in the United States. This document includes information from "The Condition of Education 2009" about public school enrollment. Public elementary and secondary enrollment is projected to increase to 54 million in 2018. Over the period of 2006 to 2018, the South is the region of the country projected to experience the largest increase (18 percent) in the number of students enrolled. Overall the "Condition of Education" reports focus on participation and persistence in education, student performance and other measures of achievement, as well as the environment for learning and resources for education. The 2009 report includes 46 indicators. (Contains 2 figures and 3 tables.) [Information and corresponding tables are taken directly from "The Condition of Education 2009" therefore the pagination may not be sequential. For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - KewalRamani, Angelina AU - Kemp, Jana AU - Bianco, Kevin AU - Dinkes, Rachel Y1 - 2009 PY - 2009 DA - 2009 SP - 6 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States (Northeast) KW - United States (Midwest) KW - United States (South) KW - United States (West) KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Public Schools KW - Educational Indicators KW - Regional Characteristics KW - Enrollment KW - Differences KW - Enrollment Projections UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61876368?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study. Wave 3 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS). NCSER 2009-3016 AN - 61874472; ED504311 AB - The Pre-Elementary Education Longitudinal Study (PEELS), funded by the U.S. Department of Education, is examining the characteristics of children receiving preschool special education, the services they receive, their transitions across educational levels, and their performance over time on assessments of academic and adaptive skills. PEELS includes a nationally representative sample of 3,104 children with disabilities who were 3 through 5 years of age when the study began in 2003-04. The children will be followed through 2009. This report provides selected findings from the first three waves of data collection: school year 2003-04, school year 2004-05, and school year 2005-06. Any reported differences have been tested for statistical significance at the p less than .05 level. These data were collected through several different instruments and activities, including a direct one-on-one assessment of the children, a telephone interview with the children's parents/guardians, and mail questionnaires to the teacher or service provider of each child. Young children with disabilities undergo many transitions during their early school years. These changes include moving from one program to another, from one grade to another, and in some cases, changing both at the same time. Despite these transitions, the number of services children receive is relatively stable as they move from one program to another. Ease of transition varied by child characteristics, such as severity of impairment, academic ability, and social skills. Additionally, parent report of perceived ease of transition also varied by race/ethnicity and family income. Parent and teacher report of ease of transition varied depending on whether the school initiated actions to facilitate the transition process and how much support was provided to teachers. Data on transitions to kindergarten indicate that teachers of children with disabilities used a variety of strategies to facilitate this transition; the number of strategies differed depending on whether the teacher was a regular or special education teacher. Social skills and behaviors of young children identified as having disabilities are a concern of both teachers and parents, and is similar to that found in other studies. Young children who received special education services for three years had more problem behaviors than children who received services for only 1 or 2 years; however, this difference was statistically significant for males only. Both males and females who received services all 3 years had significantly lower social skills than children who stopped receiving special education services between 2003-04 and 2004-05 or between 2004-05 and 2005-06. Eight appendices include: (1) Diagram of Selection of LEA Sample; (2) Weighting Procedures; (3) Nonresponse Bias and Related Analyses; (4) Standard Error Tables; (5) Standard Error Tables for Figures; (6) Number of Children Who Had Test Accommodations; (7) Analysis Variables Used Throughout Report; and (8) Final Augmented LEA Sample Size. (Contains 27 footnotes, 3 figures and 85 tables.) AU - Carlson, Elaine AU - Daley, Tamara AU - Bitterman, Amy AU - Heinzen, Harriotte AU - Keller, Brad AU - Markowitz, Joy AU - Riley, Jarnee Y1 - 2009/01// PY - 2009 DA - January 2009 SP - 128 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Kindergarten KW - Preschool Education KW - Special Education Teachers KW - Special Education KW - Principals KW - Student Characteristics KW - Academic Achievement KW - School Districts KW - Academic Ability KW - Adjustment (to Environment) KW - Ancillary School Services KW - Transitional Programs KW - Disabilities KW - Statistical Analysis KW - Preschool Children KW - School Readiness KW - Questionnaires KW - Social Behavior KW - Longitudinal Studies KW - Behavior Problems KW - Cohort Analysis KW - Early Intervention KW - Statistical Significance KW - Mail Surveys KW - Family Income KW - Tables (Data) KW - Participant Characteristics KW - Testing Accommodations UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61874472?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009: Indicator 8--Language Minority School-Age Children. NCES 2009-081 AN - 61874039; ED505411 AB - "The Condition of Education" is a congressionally mandated report that provides an annual portrait of education in the United States. This document includes information from "The Condition of Education 2009" about language minority school-age children. Between 1979 and 2007, the number of school-age children (children ages 5-17) who spoke a language other than English at home increased from 3.8 to 10.8 million, or from 9 to 20 percent of the population in this age range. An increase was also evident during the more recent period of 2000 through 2007. The percentage of school-age children who spoke a language other than English at home and who spoke English with difficulty varied by demographic characteristics in 2007, including race/ethnicity, poverty status, and age. English-speaking ability also varied by state and region of the country in 2007.Seventy-five percent of those who spoke English with difficulty spoke Spanish. Overall the "Condition of Education" reports focus on participation and persistence in education, student performance and other measures of achievement, as well as the environment for learning and resources for education. The 2009 report includes 46 indicators. (Contains 2 figures and 12 tables.) [Information and corresponding tables are taken directly from "The Condition of Education 2009" therefore the pagination may not be sequential. For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - KewalRamani, Angelina AU - Kemp, Jana AU - Bianco, Kevin AU - Dinkes, Rachel Y1 - 2009 PY - 2009 DA - 2009 SP - 15 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States (Northeast) KW - United States (Midwest) KW - United States (South) KW - United States (West) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Student Characteristics KW - Poverty KW - Educational Indicators KW - Regional Characteristics KW - Spanish Speaking KW - Racial Differences KW - Language Minorities KW - Differences KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61874039?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009: Indicator 9--Children and Youth With Disabilities. NCES 2009-081 AN - 61873809; ED505412 AB - "The Condition of Education" is a congressionally mandated report that provides an annual portrait of education in the United States. This document includes information from "The Condition of Education 2009" about children and youth with disabilities. The number and percentage of children and youth receiving special education services increased nearly every year between 1976-77 and 2004-05. Since 2004-05, the number and percentage of students served declined each year through 2006-07. In 2006-07, about 40 percent of all children and youth receiving services under the Individuals with Disabilities Education Act (IDEA) had specific learning disabilities, and 22 percent had speech or language impairments. Overall the "Condition of Education" reports focus on participation and persistence in education, student performance and other measures of achievement, as well as the environment for learning and resources for education. The 2009 report includes 46 indicators. (Contains 2 figures and 2 tables.) [Information and corresponding tables are taken directly from "The Condition of Education 2009" therefore the pagination may not be sequential. For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - KewalRamani, Angelina AU - Kemp, Jana AU - Bianco, Kevin AU - Dinkes, Rachel Y1 - 2009 PY - 2009 DA - 2009 SP - 5 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Preschool Education KW - Hearing Impairments KW - Special Education KW - Speech Impairments KW - Educational Indicators KW - Multiple Disabilities KW - Learning Disabilities KW - Developmental Delays KW - Head Injuries KW - Neurological Impairments KW - Mental Retardation KW - Emotional Disturbances KW - Deaf Blind KW - Visual Impairments KW - Federal Legislation KW - Language Impairments KW - Disabilities KW - Preschool Children KW - Autism KW - Physical Disabilities UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61873809?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009: Indicator 10--Undergraduate Enrollment. NCES 2009-081 AN - 61873247; ED505413 AB - "The Condition of Education" is a congressionally mandated report that provides an annual portrait of education in the United States. This document includes information from "The Condition of Education 2009" about undergraduate enrollment. From 2000 to 2007, undergraduate enrollment rose by 19 percent. During this period, there were larger relative gains in female enrollment, full-time enrollment, and enrollment in private institutions than in male enrollment, part-time enrollment, and enrollment in public institutions. Projections indicate that the pattern of increased full-time enrollment in 4-year institutions will continue, and in 2018, full-time enrollment at 4-year institutions will reach 8.1 million and part-time enrollment will reach 2.0 million. Overall the "Condition of Education" reports focus on participation and persistence in education, student performance and other measures of achievement, as well as the environment for learning and resources for education. The 2009 report includes 46 indicators. (Contains 2 figures and 2 tables.) [Information and corresponding tables are taken directly from "The Condition of Education 2009" therefore the pagination may not be sequential. For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - KewalRamani, Angelina AU - Kemp, Jana AU - Bianco, Kevin AU - Dinkes, Rachel Y1 - 2009 PY - 2009 DA - 2009 SP - 5 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Undergraduate Students KW - Gender Differences KW - Educational Indicators KW - Part Time Students KW - Full Time Students KW - Enrollment KW - Public Colleges KW - Private Colleges KW - Enrollment Projections UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61873247?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009: Indicator 5--Private School Enrollment. NCES 2009-081 AN - 61870677; ED505408 AB - "The Condition of Education" is a congressionally mandated report that provides an annual portrait of education in the United States. This document includes information from "The Condition of Education 2009" about private school enrollment. Private school enrollment in prekindergarten through grade 12 increased from 5.9 million in 1995 to 6.3 million in 2001, and then decreased to 5.9 million in 2007. About 11 percent of all elementary and secondary school students were in private schools in 2007. Overall the "Condition of Education" reports focus on participation and persistence in education, student performance and other measures of achievement, as well as the environment for learning and resources for education. The 2009 report includes 46 indicators. (Contains 2 figures and 6 tables.) [Information and corresponding tables are taken directly from "The Condition of Education 2009" therefore the pagination may not be sequential. For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - KewalRamani, Angelina AU - Kemp, Jana AU - Bianco, Kevin AU - Dinkes, Rachel Y1 - 2009 PY - 2009 DA - 2009 SP - 9 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States (Northeast) KW - United States (Midwest) KW - United States (South) KW - United States (West) KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Institutional Characteristics KW - Catholic Schools KW - Student Characteristics KW - Educational Indicators KW - Race KW - Regional Characteristics KW - Ethnic Groups KW - Enrollment KW - Differences KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61870677?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2009: Indicator 7--Racial/Ethnic Enrollment in Public Schools. NCES 2009-081 AN - 61870634; ED505410 AB - "The Condition of Education" is a congressionally mandated report that provides an annual portrait of education in the United States. This document includes information from "The Condition of Education 2009" about public school racial/ethnic enrollment. The shifting racial and ethnic distribution of public school students enrolled in kindergarten through 12th grade is one aspect of change in the composition of school enrollment. The racial/ethnic composition of public schools differed by region, though the combined enrollment of Black, Hispanic, Asian/Pacific Islander, and American Indian/Native Alaska students generally increased as a percentage of the total enrollment in all regions between 1987 and 2007 and during the broader period of 1972 and 2007. Overall the "Condition of Education" reports focus on participation and persistence in education, student performance and other measures of achievement, as well as the environment for learning and resources for education. The 2009 report includes 46 indicators. (Contains 2 figures and 4 tables.) [Information and corresponding tables are taken directly from "The Condition of Education 2009" therefore the pagination may not be sequential. For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - KewalRamani, Angelina AU - Kemp, Jana AU - Bianco, Kevin AU - Dinkes, Rachel Y1 - 2009 PY - 2009 DA - 2009 SP - 7 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States (Northeast) KW - United States (Midwest) KW - United States (South) KW - United States (West) KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Educational Indicators KW - Regional Characteristics KW - Pacific Americans KW - African Americans KW - American Indians KW - Whites KW - Public Schools KW - Hispanic Americans KW - Ethnic Groups KW - Racial Distribution KW - Multiracial Persons KW - Enrollment KW - Asian Americans KW - Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61870634?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Findings from The Condition of Education 2009: Student Educational Progress Shows Modest Gains AN - 61870319; ED505417 AB - This document is a one-page summary of "The Condition of Education 2009". "The Condition of Education" is a congressionally mandated report that provides an annual portrait of education in the United States. The 46 indicators included in this year's report cover all aspects of education, from early childhood through postsecondary education and from student achievement to school environment and resources. Primary highlighted findings include: (1) Enrollment in American elementary and secondary schools continues to rise to all-time highs; (2) Younger learners continue to show gains in educational achievement over time; and (3) Overall achievement levels of secondary school students have not risen over time, but there are some increases in the percentages of students entering college after high school and earning a postsecondary credential. [For full report "The Condition of Education 2009," see ED505415. For "The Condition of Education 2009 in Brief," see ED505416. For reports of all individual indicators from the participation in education section of "The Condition of Education 2009," see ED505404-ED505414.] Y1 - 2009 PY - 2009 DA - 2009 SP - 1 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Postsecondary Education KW - High School Graduates KW - College Bound Students KW - Educational Indicators KW - Scores KW - Academic Achievement KW - National Competency Tests KW - Enrollment Projections KW - Achievement Gains KW - Public Schools KW - Racial Distribution KW - College Graduates KW - Enrollment KW - Females KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61870319?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Publications Emerging from Research Funded through the National Center for Education Research as of September 30, 2009 AN - 61828416; ED507200 AB - Since 2002, the Institute of Education Sciences (IES) has funded more than 400 research grants through the National Center for Education Research. This document lists the publications that have resulted from these projects. Publications from IES grantees include articles intended for scientific audiences, as well as articles written for general audiences. The topics span the range from basic translational research to the evaluation of state education policies. As the publishing process is dynamic, and new articles are appearing regularly, IES plans to update this list at regular intervals. Contents contain publications in: (1) Cognition and Student Learning; (2) Education Leadership; (3) Education Policy, Finance, and Systems; (4) Education Technology; (5) Mathematics and Science Education; (6) National Research and Development Centers; (7) Preschool Curriculum Evaluation Research; (8) Reading and Writing; (9) Social and Character Development; (10) Teacher Quality-- Mathematics and Science; (11) Teacher Quality--Reading and Writing; and (12) Unsolicited and Other Awards. AD - National Center for Education Research Y1 - 2009 PY - 2009 DA - 2009 SP - 91 PB - National Center for Education Research. , P.O. Box 1398, Jessup, MD 20794. 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 - Intermediate Grades KW - Junior High Schools KW - Kindergarten KW - Middle Schools KW - Postsecondary Education KW - Preschool Education KW - Secondary Education KW - Science Education KW - Educational Finance KW - Academic Achievement KW - Mathematics Education KW - Preschool Curriculum KW - Reading Instruction KW - Audiences KW - Evaluation Research KW - Social Development KW - Educational Technology KW - Writing Instruction KW - Learning KW - Cognitive Science KW - Grants KW - Research and Development Centers KW - Research and Development KW - Publications KW - Instructional Leadership KW - Curriculum Evaluation KW - Teacher Effectiveness KW - Values Education KW - Cognitive Psychology KW - Educational Policy KW - Research Utilization KW - Educational Research KW - Science Education KW - Educational Finance KW - Academic Achievement KW - Mathematics Education KW - Preschool Curriculum KW - Reading Instruction KW - Audiences KW - Evaluation Research KW - Social Development KW - Educational Technology KW - Writing Instruction KW - Learning KW - Cognitive Science KW - Grants KW - Research and Development Centers KW - Research and Development KW - Publications KW - Instructional Leadership KW - Curriculum Evaluation KW - Teacher Effectiveness KW - Values Education KW - Cognitive Psychology KW - Educational Policy KW - Research Utilization KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61828416?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Civics Framework for the 2010 National Assessment of Educational Progress AN - 61827762; ED507259 AB - The National Assessment of Educational Progress (NAEP) is a survey mandated by the U.S. Congress to collect and report information about student achievement in various academic subjects, such as mathematics, science, reading, writing, history, geography, and civics. The National Assessment Governing Board sets policy and the overall dimensions for the assessment program. The Board has scheduled a National Assessment in civics for 2010 to gauge knowledge and skills about civics and government of the nation's 4th-, 8th-, and 12th-grade students. This civics assessment will use the same Framework as in 1998 to enable NAEP to report on trends in student achievement from 1998 to 2010. This document contains four chapters: (1) Introduction; (2) Civic Education and the Issues Framing the Assessment; (2) The Civics Assessment: Knowledge, Skills, and Dispositions; and (4) Desired Attributes of the Assessment. Appendix A includes: (1) NAEP Civics Assessment Planning Process; and (2) A Note About Terminology. Appendix B includes: (1) Organizing Questions and Content Summary; (2) Intellectual Skills; (3) Participatory Skills; and (4) Civic Dispositions. Appendix C includes: (1) Steering Committee Members; (2) Planning Committee Members; and (3) Management Team. (Contains 3 tables.) [This document was developed under contract number ZA95001001 by the Council of Chief State School Officers with the Center for Civic Education and the American Institutes for Research for the National Assessment Governing Board.] Y1 - 2009 PY - 2009 DA - 2009 SP - 95 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. 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 - Intermediate Grades KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Course Content KW - Cognitive Development KW - Citizenship Education KW - Guidelines KW - Academic Achievement KW - Educational Trends KW - National Surveys KW - Governing Boards KW - National Competency Tests KW - Skill Development KW - Government (Administrative Body) KW - Knowledge Level KW - Educational Assessment KW - Student Evaluation KW - Civics KW - Administrative Organization UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61827762?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - U.S. History Framework for the 2010 National Assessment of Educational Progress AN - 61826410; ED507261 AB - This framework identifies the main ideas, major events, key individuals, and unifying themes of American history as a basis for preparing the 2010 assessment. The framework recognizes that U.S. history includes powerful ideas, common and diverse traditions, economic developments, technological and scientific innovations, philosophical debates, religious movements, and the interconnection of all these forces. The teaching of history should introduce students to the process of historical inquiry. This process requires critical examination of evidence, thoughtful consideration of conflicting claims, and careful weighing of facts and hypotheses. Historical inquiry provides experience in the kind of reasoned and informed decisionmaking that should characterize each citizen's participation in their American democracy. The framework organizes U.S. history into four central themes. Each theme is described briefly and more fully in chapter two of the framework. This document contains the following chapters: (1) U.S. History in Elementary, Middle, and High Schools; (2) The Framework for the 2010 NAEP U.S. History Assessment; and (3) Desired Attributes of the Assessment and Its Exercises and Items. Appendices include: (1) NAEP U.S. History Framework--Staff, Committee Members, and Subcontractors; and (2) Released Items From the NAEP U.S. History Assessment. (Contains 5 tables.) [This document was developed under contract number RN 91072001 by the Council of Chief State School Officers with the American Historical Association, the American Institutes for Research, the National Council for History Education, and the National Council for the Social Studies.] Y1 - 2009 PY - 2009 DA - 2009 SP - 76 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. 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 - Intermediate Grades KW - Junior High Schools KW - Secondary Education KW - Cultural Pluralism KW - Academic Achievement KW - Decision Making KW - National Competency Tests KW - Skill Development KW - Inquiry KW - Cultural Awareness KW - Government (Administrative Body) KW - Knowledge Level KW - War KW - Science and Society KW - Elementary School Students KW - Course Content KW - Cognitive Development KW - Social Change KW - Guidelines KW - Economic Development KW - Secondary School Students KW - Democracy KW - Citizen Participation KW - Cognitive Processes KW - History Instruction KW - Social Sciences KW - Educational Assessment KW - Student Evaluation KW - Evidence KW - United States History UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61826410?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Geography Framework for the 2010 National Assessment of Educational Progress AN - 61825608; ED507256 AB - This document provides the framework to guide the development of the assessment instruments for the 2010 National Assessment of Educational Progress (NAEP) in geography. Altogether, four documents will be designed to guide the geography assessment and this Assessment Framework is the first. This framework is designed to assess the outcomes of students' education in geography in grades 4, 8, and 12 as part of the NAEP. It melds key physical science and social science aspects of geography into a cohesive and topical whole. It focuses on what geography students should know to be competent and productive 21st century citizens, and uses three content areas for assessing the outcomes of geography education. These content areas are Space and Place, Environment and Society, and Spatial Dynamics and Connections. Space and Place, which encompasses geography's basic fundamentals, should be assessed by 40 percent of the questions at grades 4, 8, and 12. The other content areas, which are more sophisticated, should be assessed by 30 percent of the questions at each of the three grade levels. This document contains four chapters: (1) The Nature of Geography Education and the Geography Curriculum; (2) Overview of the Framework for the 2010 NAEP Geography Assessment; (3) Specifics of the Framework for the 2010 NAEP Geography Assessment; and (4) Characteristics of the Assessment. Appendices include: (1) The Framework Development Process; and (2) NAEP Geography Framework Project Team, Steering Committee Members, and Planning Committee Members. (Contains 2 figures, 2 tables, and 3 footnotes.) [This document was developed for the National Assessment Governing Board under contract number RN 91073001 by the Council of Chief State School Officers.] Y1 - 2009 PY - 2009 DA - 2009 SP - 72 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. 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 - Intermediate Grades KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Concept Formation KW - Geographic Concepts KW - Curriculum Development KW - Knowledge Level KW - Academic Achievement KW - Social Studies KW - Geography Instruction KW - Geography KW - Governing Boards KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61825608?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Highlights from TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. NCES 2009-001 AN - 61975948; ED503625 AB - The 2007 Trends in International Mathematics and Science Study (TIMSS) is the fourth administration since 1995 of this international comparison. Developed and implemented at the international level by the International Association for the Evaluation of Educational Achievement (IEA)--an international organization of national research institutions and governmental research agencies--TIMSS is used to measure over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. This report focuses on the performance of U.S. students relative to that of their peers in other countries in 2007, and on changes in mathematics and science achievement since 1995. Thirty-six countries or educational jurisdictions participated at grade four in 2007, while 48 participated at grade eight. This report also describes additional details about the achievement of U.S. student subpopulations. All differences described in this report are statistically significant at the 0.05 level. No statistical adjustments to account for multiple comparisons were used. Appended are: (1) Technical Notes; (2) Example Items; (3) TIMSS-NAEP [National Assessment of Educational Progress] Comparison; (4) Online Resources and Publications. (Contains 24 tables, 27 figures, 14 exhibits, and 119 footnotes.) AU - Gonzales, Patrick AU - Williams, Trevor AU - Jocelyn, Leslie AU - Roey, Stephen AU - Kastberg, David AU - Brenwald, Summer Y1 - 2008/12// PY - 2008 DA - December 2008 SP - 112 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Multiple Comparisons KW - United States KW - Singapore KW - Taiwan (Taipei) KW - Japan KW - England KW - Korea KW - Hungary KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Mathematics Achievement KW - Exhibits KW - Benchmarking KW - Comparative Analysis KW - International Organizations KW - Foreign Countries KW - Science Achievement KW - Student Evaluation KW - Educational Research KW - Global Approach UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61975948?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card[TM]: Mathematics 2007 Performance of Public School Students in Puerto Rico--Focus on the Content Areas. NCES 2009-451 AN - 61974281; ED503642 AB - In 2007, public school students in Puerto Rico at grades 4 and 8 participated in a Spanish-language version of the National Assessment of Educational Progress (NAEP) in mathematics. A representative sample of approximately 2,800 students from 100 public schools was assessed at each grade. This report contains performance results on NAEP mathematics questions for public school students in Puerto Rico and the nation. At grade 4, the average of the question scores for students in Puerto Rico was lower than the score for students in the nation overall and within each content area. There was no statistically significant difference in performance between male and female students in Puerto Rico overall and in each content area. At grade 8, the overall average of the question scores for students in Puerto Rico was lower than the score for students in the nation. Results were similar for each content area. While there was no significant difference between the performance of male and female students in Puerto Rico overall, male students had a higher score than female students in the measurement content area, and female students had a higher score than their male peers in the data analysis and probability content area. The report includes appendix of tables, listing the NAEP 2007 mathematics questions for grades 4 and 8 that were released to the public after the assessment. They are organized by content area and increasing order of difficulty for students in Puerto Rico. (Contains 12 figures and 6 tables.) AU - Dion, S. G. AU - Kuang, M. AU - Dresher, R. A. Y1 - 2008/12// PY - 2008 DA - December 2008 SP - 43 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Puerto Rico KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - Probability KW - Spanish KW - Public Schools KW - Gender Differences KW - Mathematics Achievement KW - Student Evaluation KW - Data Analysis KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61974281?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Employees in Postsecondary Institutions, Fall 2007, and Salaries of Full-Time Instructional Faculty, 2007-08. First Look. NCES 2009-154 AN - 61974210; ED503655 AB - The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other jurisdictions, such as Puerto Rico. This report presents information from the Winter 2007-2008 IPEDS web-based data collection. A postsecondary institution is defined as an organization open to the public that has as its primary mission the provision of postsecondary education, including academic, vocational, and continuing professional education programs and excluding institutions that offer only avocational (leisure) and adult basic education programs. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2007 by employment status, gender, race/ethnicity, faculty status, contract length, academic rank, salary class intervals, and primary function/occupational activity. Survey Methodology and IPEDS Glossary are appended. (Contains 18 footnotes and 10 tables.) [For previous year's edition of this report, see ED500478.] AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2008/12// PY - 2008 DA - December 2008 SP - 43 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Postsecondary Education KW - Employment Level KW - Salaries KW - Employment Statistics KW - Response Rates (Questionnaires) KW - Race KW - Teacher Employment Benefits KW - School Statistics KW - Teacher Salaries KW - College Faculty KW - Data Collection KW - Academic Rank (Professional) KW - School Personnel KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61974210?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Mathematics Achievement of Language-Minority Students during the Elementary Years. Issue Brief. NCES 2009-036 AN - 61970044; ED503695 AB - This report uses longitudinal data to examine the scores of public-school language-minority students on a mathematics assessment in 1st grade, and gains in their scores between 1st and 5th grades. Scores are reported by student race/ethnicity, poverty status, and maternal education. Data are drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), using data from spring 2000 (when most of the children were in 1st grade) and spring 2004 (when most of the children were in 5th grade) and is restricted to children who were first-time kindergartners in 1998-1999 and who attended public school in 2000 and 2004. Students are categorized by language background and English language proficiency into three groups: (1) language-minority, English Proficient students; (2) language-minority, English Language Learners; and (3) students whose primary home language is English. The grouping of language-minority students into either English Proficient or English Language Learners is based on their score on a direct measure of oral English language proficiency in the fall of their kindergarten year. Of first-time public school kindergarten students in 1998-1999, approximately 12 percent were language-minority students, with an almost even split between English Proficient students and English Language Learners. Approximately half of all English Language Learners lived in poverty and had a mother with less than a high school education. Overall, language-minority students scored lower on a 1st-grade mathematics assessment than did students whose primary home language was English. English Language Learners generally scored lower than English Proficient students and students whose primary home language was English. This was true whether students lived at or above the poverty threshold. Between 1st and 5th grades, there was no measurable difference in gain scores on the mathematics assessment among the three language groups. However, differences within and between the groups were found by the reported scoring characteristics of race/ethnicity, poverty status, and maternal education. Standard error information is appended. (Contains 8 endnotes and 4 tables.) Y1 - 2008/12// PY - 2008 DA - December 2008 SP - 5 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Oral English KW - Elementary School Students KW - Ethnicity KW - Parent Background KW - Mathematics Achievement KW - Second Language Learning KW - Educational Attainment KW - English (Second Language) KW - Grade 5 KW - Minority Groups KW - Public Schools KW - Grade 1 KW - Kindergarten KW - Poverty KW - Mathematics Tests KW - Language Minorities UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61970044?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Expectations and Reports of Homework for Public School Students in the First, Third, and Fifth Grades. Issue Brief. NCES 2009-033 AN - 61968831; ED503479 AB - Previous research from the National Assessment of Educational Progress (NAEP) presents student reports of time spent on homework and teacher reports of amount of homework assigned. However, no research using recent, nationally representative data has investigated the amount of homework expected of and completed by a cohort of students as they progress through school. This Issue Brief offers an observation into children's homework experiences as they progress through the elementary grades. The brief uses longitudinal data to examine: (1) the amount of time that students' public school teachers expected them to spend on reading/language arts and mathematics homework in first, third, and fifth grades; and (2) reports from parents of public school children of how often children did homework at home in the first, third, and fifth grades. Previous research has shown differences in children's reading and mathematics achievement by race/ethnicity: this brief investigates whether differences exist in expectations and reports of homework by these variables. Teachers' expectations are reported by the percentage of minority students in the student's school and parents' reports are reported by the child's race/ethnicity. In general, the amount of reading and mathematics homework that teachers expected students to complete on a typical evening increased from first grade to fifth grade. In both subjects and in all grades, differences were found by the minority enrollment of the school: generally, children in schools with higher percentages of minority students had teachers who expected more homework on a typical evening than in lower minority schools. The percentage of public school children whose parents reported that their child did homework 5 or more times a week increased from first grade to fifth grade. In all three grades, larger percentages of minority children had parents who reported that their child did homework 5 or more times a week. (Contains 9 endnotes and 4 tables.) AU - Warkentien, Siri AU - Fenster, Molly AU - Hampden-Thompson, Gillian AU - Walston, Jill Y1 - 2008/12// PY - 2008 DA - December 2008 SP - 5 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 1 KW - Grade 3 KW - Grade 5 KW - Reading KW - Public School Teachers KW - Racial Differences KW - Longitudinal Studies KW - Mathematics KW - Minority Groups KW - Public Schools KW - Racial Composition KW - Homework KW - Enrollment KW - Parents KW - Expectation KW - Time on Task UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61968831?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Distance Education at Postsecondary Institutions: 2006-07. First Look. NCES 2009-044 AN - 61920137; ED503770 AB - This report provides national estimates on distance education at degree-granting postsecondary institutions in the 2006-07 academic year. While this report covers many of the topics in the previous three reports, the data are not comparable. The definition of distance education in the 2006-07 study reflected two major changes from earlier studies. First, the definition no longer included a criterion for instructional delivery to off-campus or remote locations because online courses could be accessed on campus at a convenient time and place, and the definition now included correspondence courses and distance education courses that are designated by institutions as hybrid/blended online courses. The purpose of this report is to introduce new National Center for Education Statistics (NCES) data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available from the Postsecondary Education Quick Information System (PEQIS) study rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. The findings are based on self-reported data from postsecondary institutions. Some of the survey responses (e.g., small, moderate, and large extent) were not defined for respondents. Reported findings include: (1) During the 2006-07 academic year, two-thirds of 2-year and 4-year Title IV degree-granting postsecondary institutions reported offering online, hybrid/blended online, or other distance education courses for any level or audience; (2) Sixty-one percent of 2-year and 4-year institutions reported offering online courses, 35 percent reported hybrid/blended courses, and 26 percent reported other types of college-level credit-granting distance education courses in 2006-07; (3) In the 2006-07 academic year, 2-year and 4-year institutions reported an estimated 12.2 million enrollments in college-level credit-granting distance education; (4) Approximately one-third of all 2-year and 4-year institutions reported offering college-level degree or certificate programs that were designed to be completed totally through distance education in 2006-07; (5) Of the estimated 11,200 college-level programs that were designed to be completed totally through distance education in 2006-07, two-thirds were reported as degree programs while the remaining were reported as certificate programs; (6) Twelve percent of all 2-year and 4-year institutions reported offering academic distance education courses for elementary or secondary students in 2006-07; (7) Asynchronous Internet-based technologies were cited as the most widely used technology for the instructional delivery of distance education courses; (8) Most common factors cited as affecting distance education decisions to a major extent were meeting student demand for flexible schedules, providing access to college for students who would otherwise not have access, making more courses available, and seeking to increase student enrollment; and (9) Most 2-year and 4-year institutions that reported offering credit-granting distance education courses indicated that their institutions developed the distance education courses. Three appendices are included: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 3 footnotes and 28 tables.) [For "Distance Education at Degree-Granting Postsecondary Institutions: 2000-2001. E.D. Tabs.", see ED481027.] AU - Parsad, Basmat AU - Lewis, Laurie Y1 - 2008/12// PY - 2008 DA - December 2008 SP - 60 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 - Elementary School Students KW - Web Based Instruction KW - Asynchronous Communication KW - Access to Education KW - Surveys KW - Secondary School Students KW - Flexible Scheduling KW - Distance Education KW - Academic Degrees KW - Online Courses KW - Colleges KW - Blended Learning KW - Enrollment KW - Certification KW - Internet UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61920137?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - 1.5 Million Homeschooled Students in the United States in 2007. Issue Brief. NCES 2009-030 AN - 61914657; ED503748 AB - This Issue Brief provides estimates of the number and percentage of homeschooled students in the United States in 2007 and compares these estimates to those from 1999 and 2003. From 1999 to 2007, the number of homeschooled students in the United States increased, as did the homeschooling rate. In 2007, parents homeschooled their children for a variety of reasons, but three reasons were noted as most important: (1) to provide religious or moral instruction; (2) concern about the school environment; and (3) dissatisfaction with the academic instruction at other schools. Other reasons for homeschooling included children with physical or mental health problems, additional special needs, interest in a nontraditional approach to education, family time, finances, travel and/or distance. Future reports are planned to use data from the National Household Education Surveys Program (NHES) to study the student, family and household characteristics of homeschoolers and to see how homeschooling rates may have changed between 1999, 2003, and 2007 for different segments of the student population. (Contains 6 endnotes, 2 figures and 1 table.) Y1 - 2008/12// PY - 2008 DA - December 2008 SP - 4 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - National Household Education Survey KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Intermediate Grades KW - Junior High Schools KW - Kindergarten KW - Middle Schools KW - Secondary Education KW - Educational Methods KW - Educational Environment KW - Enrollment Trends KW - Ethical Instruction KW - Statistical Data KW - Surveys KW - Parent Attitudes KW - Home Schooling KW - Parents as Teachers KW - Religious Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61914657?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Nevada Program Quality Criteria Site-Based CTE Program Assessment Instrument AN - 889930935; ED521933 AB - The Program Quality Criteria include ten components designed to help validate a comprehensive career and technical education (CTE) program. Upon a self review or third party review, any program may use this instrument to determine how the program has made progress in its development. The review instrument is not designed as an evaluation tool, whereby a program with low rating scores may be determined as "inadequate." Rather, the instrument and review process are designed to help focus program improvement. However, it would be expected that any program that has not, for example, aligned the local curriculum with state skill standards would do so as soon as reasonably possible. The Program Review Instrument is to be used for program-improvement purposes. Each of the ten quality criterion are defined by finer, more measurable criteria to determine their status: (1) Exemplary; (2) Adequate; (3) Improving; (4) Inadequate; and (5) Non-Existent. At the end of the document, the results of the review in the instrument are repeated in tables that are more condensed; this way, a quick snap shot of how a program was rated in curriculum development, for example, could easily by noted. Y1 - 2008/11// PY - 2008 DA - November 2008 SP - 18 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 - Evaluation Methods KW - Program Effectiveness KW - Program Validation KW - Program Improvement KW - Evaluation Criteria KW - Vocational Education KW - Secondary School Curriculum KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889930935?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Reading First Impact Study. Final Report. Executive Summary. NCEE 2009-4039 AN - 61992848; ED503345 AB - This document provides an executive summary of "Reading First Impact Study. Final Report. NCEE 2009-4038." The final report presents findings from the third and final year of the Reading First Impact Study (RFIS), a congressionally mandated evaluation of the federal government's initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 (NCLB) established Reading First (RF) and mandated its evaluation. This report examines the impact of Reading First funding on 248 schools in 13 states and includes 17 school districts and one statewide program for a total of 18 sites. The study includes data from three school years: 2004-05, 2005-06 and 2006-07. Key findings include: (1) Reading First produced a positive and statistically significant impact on amount of instructional time spent on the five essential components of reading instruction promoted by the program (phonemic awareness, phonics, vocabulary, fluency, and comprehension) in grades one and two; (2) Reading First produced positive and statistically significant impacts on multiple practices that are promoted by the program, including professional development in scientifically based reading instruction (SBRI), support from full-time reading coaches, amount of reading instruction, and supports available for struggling readers; (3) Reading First did not produce a statistically significant impact on student reading comprehension test scores in grades one, two or three; and (4) Reading First produced a positive and statistically significant impact on decoding among first grade students tested in one school year (spring 2007). Findings are generally consistent with findings presented in the study's Interim Report. Although the study finds, on average, that after several years of funding, the Reading First program has a consistent positive effect on reading instruction yet no statistically significant impact on student reading comprehension, findings based on exploratory analyses do not provide consistent or systematic insight into the pattern of observed impacts. (Contains 6 footnotes and 5 exhibits.) [For the interim summary of this study, see ED501219. For full interim report, see ED501218. For the final report, see ED503344.] AU - Gamse, Beth C. AU - Jacob, Robin Tepper AU - Horst, Megan AU - Boulay, Beth AU - Unlu, Fatih Y1 - 2008/11// PY - 2008 DA - November 2008 SP - 20 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 - Stanford Achievement Tests KW - ERIC, Resources in Education (RIE) KW - Grade 1 KW - Grade 2 KW - Grade 3 KW - Vocabulary Development KW - State Programs KW - Phonics KW - School Districts KW - Professional Development KW - Reading Comprehension KW - Reading Achievement KW - Federal Legislation KW - Reading Instruction KW - Reading Fluency KW - Phonemic Awareness KW - Effect Size KW - Time on Task UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61992848?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Reading First Impact Study. Final Report. NCEE 2009-4038 AN - 61987320; ED503344 AB - This report presents findings from the third and final year of the Reading First Impact Study (RFIS), a congressionally mandated evaluation of the federal government's initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 established Reading First (RF) and mandated its evaluation. This report examines the impact of Reading First funding on 248 schools in 13 states and includes 17 school districts and one statewide program for a total of 18 sites. The study includes data from three school years: 2004-05, 2005-06 and 2006-07. Key findings include: (1) Reading First produced a positive and statistically significant impact on amount of instructional time spent on the five essential components of reading instruction promoted by the program (phonemic awareness, phonics, vocabulary, fluency, and comprehension) in grades one and two; (2) Reading First produced positive and statistically significant impacts on multiple practices that are promoted by the program, including professional development in scientifically based reading instruction (SBRI), support from full-time reading coaches, amount of reading instruction, and supports available for struggling readers; (3) Reading First did not produce a statistically significant impact on student reading comprehension test scores in grades one, two or three; and (4) Reading First produced a positive and statistically significant impact on decoding among first grade students tested in one school year (spring 2007). Findings are generally consistent with findings presented in the study's Interim Report. Although the study finds, on average, that after several years of funding, the Reading First program has a consistent positive effect on reading instruction yet no statistically significant impact on student reading comprehension, findings based on exploratory analyses do not provide consistent or systematic insight into the pattern of observed impacts. Following the executive summary, detailed information is supplied in three sections: (1) Overview of the Reading First Impact Study; (2) Impact Findings; and (3) Exploratory Analyses of Variations in Impacts and Relationships Among Outcomes.) Seven appendixes are included: (1) State and Site Award Data; (2) Methods; (3) Measures; (4) Confidence Intervals; (5) Analyses of Impacts and Trends Over Time; (6) Analysis of Student Exposure to Reading First; and (7) Subgroup Analyses. (Contains 164 footnotes and 90 exhibits.) [For the interim summary of this study, see ED501219. For the full interim report, see ED501218. For the final summary of this report, see ED503345.] AU - Gamse, Beth C. AU - Jacob, Robin Tepper AU - Horst, Megan AU - Boulay, Beth AU - Unlu, Fatih Y1 - 2008/11// PY - 2008 DA - November 2008 SP - 232 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 - Stanford Achievement Tests KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 1 KW - Grade 2 KW - Grade 3 KW - Program Effectiveness KW - Scores KW - Reading Instruction KW - Reading Programs KW - Federal Programs KW - Reading Fluency KW - Phonemic Awareness KW - Teaching Methods KW - Vocabulary Development KW - State Programs KW - Elementary School Students KW - Special Needs Students KW - Teacher Improvement KW - Phonics KW - Grants KW - Exhibits KW - Federal Government KW - Reading Comprehension KW - Regression (Statistics) KW - Time Factors (Learning) KW - Federal Legislation KW - Reading Difficulties KW - Faculty Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61987320?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Rigor and Relevance Redux: Director's Biennial Report to Congress. IES 2009-6010 AN - 61985920; ED503384 AB - The mission of the Institute of Education Sciences (IES) is to provide rigorous evidence on which to ground education practice and policy and to encourage its use. The Education Sciences Reform Act of 2002 (ESRA) requires that the Director of IES, on a biennial basis, transmit to the President, the National Board for Education Sciences, and the appropriate congressional committees, and make widely available to the public, a report containing: (1) a description of the activities carried out by and through the National Education Centers during the prior fiscal years; (2) a summary of each grant, contract, and cooperative agreement in excess of $100,000 funded through the National Education Centers during the prior fiscal years, including, at a minimum, the amount, duration, recipient, purpose of the award, and the relationship, if any, to the priorities and mission of IES; (3) a description of how the activities of the National Education Centers are consistent with the principles of scientifically valid research and the priorities and mission of IES; and (4) such additional comments, recommendations, and materials as the Director considers appropriate. The 2008 report discusses critical components of IES progress, recommendations for continued investments, and lessons learned. The report concludes that recent explosion of knowledge from education research is tied to a combined focus on rigor and relevance, and that moving education to a point at which the research base is sufficient to assure a good education for every student is the work of a generation, not of a few years. The director encourages continued forward movement. Four appendixes of Grant and Contract Awards are included: (1) National Center for Education Research; (2) National Center for Education Statistics; (3) National Center for Education Evaluation and Regional Assistance; and (4) National Center for Special Education Research. (Contains 42 footnotes and 2 figures.) [For the previous edition of this report, see ED497040.] AU - Whitehurst, Grover J. Y1 - 2008/11// PY - 2008 DA - November 2008 SP - 106 PB - Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Higher Education KW - Program Descriptions KW - Program Effectiveness KW - Public Agencies KW - Federal Aid KW - Federal Programs KW - Grants KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61985920?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Enhanced Reading Opportunities Study: Findings from the Second Year of Implementation. NCEE 2009-4036 AN - 61982912; ED503380 AB - This report presents findings from the Enhanced Reading Opportunities (ERO) study, a demonstration and evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report, which is the second of three, focuses on the second of two cohorts of ninth-grade students to participate in the study and discusses the impact that the two interventions had on these students' reading comprehension skills through the end of their ninth-grade year. The report also describes the implementation of the programs during the second year of the study and provides an assessment of the overall fidelity with which the participating schools adhered to the program design as specified by the developers. Comparisons between the first and second year of the study are also provided. Key findings include: (1) On average, across the participating high schools, the supplemental literacy programs significantly improved student reading comprehension test scores; (2) Seventy-seven percent of the students who enrolled in the ERO classes in the second year of the study were still reading at two or more years below grade level at the end of ninth grade, relative to the expected reading achievement of a nationally representative sample of ninth-grade students; (3) One of the two interventions, Reading Apprenticeship Academic Literacy (RAAL), had a positive and statistically significant impact on reading comprehension test scores; a positive, although not statistically significant, impact on reading comprehension was also produced by the other intervention, Xtreme Reading: the difference in impacts between the two programs is not statistically significant; (4) Overall impact of the ERO programs on reading comprehension test scores in the second year of implementation is not statistically different from their impact in the first year of implementation, nor is each intervention's impact in the second year of implementation statistically different from its impact in the first year; and (5) Implementation fidelity of the ERO programs was more highly rated in the second year of the study than in the first year. The ultimate goal of the two ERO programs is to improve students' academic performance during high school and to keep them on course toward graduation. The outcomes examined in the final report will include students' performance in core academic classes, their performance on the high-stakes tests required by their states, their grade-to-grade promotion rates, and whether they are on track to graduate from high school. Nine appendixes are included: (1) ERO Student Follow-Up Survey Measures; (2) Follow-Up Test and Survey Response Analysis; (3) Statistical Power and Minimum Detectable Effect Size; (4) ERO Implementation Fidelity; (5) Technical Notes for Impact Findings; (6) Impact Estimates Weighted for Nonresponse; (7) Impacts on Supplementary Measures of Reading Achievement and Behaviors; (8) Impacts for Student Subgroups; and (9) The Relationship Between Impacts and Second-Year Implementation. (Contains 163 footnotes, 1 box, 11 figures, and 65 tables.) [This report was written with Terry Salinger and Courtney Tanenbaum. For the Executive Summary, see ED503381. For the first-year report, see ED499778.] AU - Corrin, William AU - Somers, Marie-Andree AU - Kemple, James J. AU - Nelson, Elizabeth AU - Sepanik, Susan Y1 - 2008/11// PY - 2008 DA - November 2008 SP - 306 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 - Supplementary Education KW - Reading Tests KW - Program Effectiveness KW - Context Effect KW - Intervention KW - Reading Comprehension KW - Cohort Analysis KW - Reading Achievement KW - Weighted Scores KW - Low Achievement KW - Program Evaluation KW - Literacy UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61982912?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Enhanced Reading Opportunities Study: Findings from the Second Year of Implementation. Executive Summary. NCEE 2009-4037 AN - 61982870; ED503381 AB - This document provides the executive summary of "The Enhanced Reading Opportunities Study: Findings from the Second Year of Implementation. NCEE 2009-4036." The full report presents findings from the Enhanced Reading Opportunities (ERO) study, a demonstration and evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report, which is the second of three, focuses on the second of two cohorts of ninth-grade students to participate in the study and discusses the impact that the two interventions had on these students' reading comprehension skills through the end of their ninth-grade year. The report also describes the implementation of the programs during the second year of the study and provides an assessment of the overall fidelity with which the participating schools adhered to the program design as specified by the developers. Comparisons between the first and second year of the study are also provided. Key findings include: (1) On average, across the participating high schools, the supplemental literacy programs significantly improved student reading comprehension test scores; (2) Seventy-seven percent of the students who enrolled in the ERO classes in the second year of the study were still reading at two or more years below grade level at the end of ninth grade, relative to the expected reading achievement of a nationally representative sample of ninth-grade students; (3) One of the two interventions, Reading Apprenticeship Academic Literacy (RAAL), had a positive and statistically significant impact on reading comprehension test scores; a positive, although not statistically significant, impact on reading comprehension was also produced by the other intervention, Xtreme Reading: the difference in impacts between the two programs is not statistically significant; (4) Overall impact of the ERO programs on reading comprehension test scores in the second year of implementation is not statistically different from their impact in the first year of implementation, nor is each intervention's impact in the second year of implementation statistically different from its impact in the first year; and (5) Implementation fidelity of the ERO programs was more highly rated in the second year of the study than in the first year. The ultimate goal of the two ERO programs is to improve students' academic performance during high school and to keep them on course toward graduation. The outcomes examined in the final report will include students' performance in core academic classes, their performance on the high-stakes tests required by their states, their grade-to-grade promotion rates, and whether they are on track to graduate from high school. (Contains 16 footnotes, 1 figure, and 1 table.) [This report was written with Terry Salinger and Courtney Tanenbaum. For full report, see ED503380. For the first-year report, see ED499778.] AU - Corrin, William AU - Somers, Marie-Andree AU - Kemple, James J. AU - Nelson, Elizabeth AU - Sepanik, Susan Y1 - 2008/11// PY - 2008 DA - November 2008 SP - 22 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 9 KW - Supplementary Education KW - Reading Tests KW - Program Effectiveness KW - Context Effect KW - Intervention KW - Reading Comprehension KW - Cohort Analysis KW - Reading Achievement KW - Weighted Scores KW - Low Achievement KW - Program Evaluation KW - Literacy UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61982870?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Preparing Elementary School Teachers in the Southeast Region to Work with Students with Disabilities: Summary. Issues & Answers. REL 2008-No. 065 AN - 61973563; ED503465 AB - The study examines the extent to which elementary education teacher preparation programs in 36 randomly selected colleges and universities in the six Southeast Region states integrate content related to students with disabilities. Findings indicate that a variety of strategies are utilized to integrate disability content into teacher preparation programs, including: (1) Pursuing a program mission with disability-focused priorities; (2) Requiring disability-focused courses; (3) Embedding disability content in other required courses; (4) Incorporating disability content into field experiences; (5) Aligning mission and coursework requirements; (6) Sharing course experiences between general and special education; and (7) Practicing collaborative program design. Most programs require one disability-focused course, two-thirds incorporate fieldwork related to students with disabilities, and more than half incorporate disability content into their mission statements. The report seeks to inform the discussions of state policymakers and teacher preparation leaders as they work to improve teacher quality through better teacher preparation, offering 3 key points for consideration: (1) Disability content is integrated in teacher preparation programs through various approaches and to varying degrees in the Southeast Region; (2) In both mission statements and core courses disability is frequently associated with diversity; and (3) Small teacher preparation programs face particular challenges in integrating disability content. [For full report, see ED503464.] AU - Holland, Dana AU - Detgen, Amy AU - Gutekunst, Lindsay Y1 - 2008/11// PY - 2008 DA - November 2008 SP - 6 PB - Regional Educational Laboratory Southeast at SERVE Center. University of North Carolina at Greensboro, 915 Northridge Street, Greensboro, NC 27403. KW - United States (Southeast) KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Policymakers KW - Elementary Education KW - Higher Education KW - Postsecondary Education KW - Elementary School Students KW - Program Design KW - Special Education KW - Integrated Curriculum KW - Preservice Teacher Education KW - Elementary School Teachers KW - State Officials KW - Regular and Special Education Relationship KW - Teacher Effectiveness KW - Disabilities KW - Required Courses KW - Educational Policy KW - Alignment (Education) KW - Field Experience Programs KW - Teacher Educators UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61973563?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 from the Common Core of Data: School Year 2006-07. First Look. NCES 2009-305 AN - 61970807; ED503407 AB - This report presents findings on the numbers of public school students and staff in the United States and other jurisdictions in school year 2006-07, 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 (SEA) to the National Center for Education Statistics (NCES) through the U.S. Department of Education's "EDFacts" data collection system. The State Nonfiscal Survey of Public Elementary/Secondary Education presents counts of students 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. State education agencies (SEAs) participate in the CCD voluntarily, following standard definitions for the data items they report. Selected findings for the 2006-07 school year include: (1) Public elementary and secondary schools had 49.3 million students in membership; (2) 34.3 million students were enrolled in prekindergarten through grade 8 and ungraded classes; 15.0 million students were enrolled in grades 9-12; (3) When examining students for whom race/ethnicity was reported, 56.5 percent were White, non-Hispanic; 20.5 percent were Hispanic; 17.1 percent were Black, non-Hispanic; 4.7 percent were Asian/Pacific Islander; and 1.2 percent were American Indian/Alaska Native; (4) Public elementary and secondary schools and local education agencies employed a total of 6.2 million FTE staff; (5) Of FTE staff, 51.6 percent were teachers; 15.1 percent were instructional aides, instructional coordinators and supervisors, guidance counselors, or librarians; 22.8 percent were student and other support staff; and 10.5 percent were school administrators, school district administrators, and administrative support staff; and (6) Overall average student/teacher ratio in public schools was 15.5, ranging from a high of 22.1 to a low of 10.8, with an average elementary student/teacher ratio of 20.2, and an average secondary student/teacher ratio of 12.0, Two appendices are included: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 5 footnotes and 4 tables.) AU - Sable, Jennifer AU - Noel, Amber AU - Hoffman, Lee Y1 - 2008/11// PY - 2008 DA - November 2008 SP - 29 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Elementary School Students KW - Public Schools KW - Teacher Student Ratio KW - Ethnicity KW - Student Characteristics KW - Race KW - Enrollment KW - School Personnel KW - Secondary School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61970807?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities: Research and Development Report. NCES 2009-453 AN - 61967875; ED503343 AB - This report examines the relationship between various characteristics of students with disabilities and the probability that they would participate in the NAEP assessments, given the current methods of accommodation adopted by their state. The report describes the methodological approach which calculates for each state an expected inclusion rate based on (a) its previous inclusion rates, (b) changes in the distribution of types of students with disabilities in the state, and (c) the set of accommodations offered by the state on its own tests. The method developed is applied to measuring changes from 2005 to 2007 for grades 4 and 8 mathematics and reading assessments. The study finds that, between 2005 and 2007, in about one-third of the states there were significant changes in inclusion rates for the mathematics assessments, and in about one-half of the states there were significant changes in inclusion rates in the reading assessments. Overall, more states had, after adjusting for differences in SD populations, lower inclusion rates than higher inclusion rates of students with disabilities on NAEP in 2007 than 2005 except in grade 4 mathematics, where the numbers were about the same from 2005 to 2007. This report is the first in a series of reports that explore methodologies to measure state-level changes in inclusion rates of students with disabilities as well as English language learners (ELLs). This report focuses on the inclusion of students with disabilities who are not English language learners. (Contains 44 tables and 4 figures.) AU - Kitmitto, Sami AU - Bandeira de Mello, Victor Y1 - 2008/11// PY - 2008 DA - November 2008 SP - 118 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 4 KW - Grade 8 KW - Measurement KW - Probability KW - Reading Tests KW - Inclusive Schools KW - Change KW - Student Characteristics KW - Student Participation KW - National Competency Tests KW - Regression (Statistics) KW - Comparative Analysis KW - Public Schools KW - Predictive Measurement KW - Disabilities KW - Mathematics Tests KW - Testing Accommodations UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61967875?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The 2005 High School Transcript Study User's Guide and Technical Report. NCES 2009-480 AN - 61918366; ED504195 AB - This technical report documents the procedures used to collect and summarize data from the 2005 High School Transcript Study (HSTS 2005). The transcript studies serve as a barometer for changes in high school graduates' course-taking patterns; these patterns provide information about the rigor of high school curricula followed across the nation. Twenty-four appendixes are included: (1) Disclosure Notice; (2) 2005 HSTS School Information Form (SIF); (3) Transcript Request Form (TRF); (4) NAEP [National Assessment of Educational Progress] 2005 Administration Schedule; (5) Documentation of Missing Transcripts; (6) Summary of School Activities; (7) Letter to NAEP School Coordinator; (8) Transcript Format Checklist; (9) Course Catalog Checklist; (10) Shipping Transmittal Form--Phase 2; (11) School Background Questionnaire; (12) 2005 SD [Students with Disabilities] Questionnaire; (13) 2005 LEP [Students with Limited English Proficiency] Questionnaire; (14) Quality Checks for the HSTS Sample: Comparison of the Full HSTS School Sample to the Responding HSTS School Sample; (15) 2005 High School Transcript Study Classification of Secondary School Courses [CSSC] Hierarchical Listing and Detailed Stub List; (16) 2005 High School Transcript Study Codebook for Catalog File; (17) 2005 High School Transcript Study Codebook for Master CSSC File; (18) 2005 High School Transcript Study Codebook for NAEP Data File; (19) 2005 High School Transcript Study Codebook for School File; (20) 2005 High School Transcript Study Codebook for SD/LEP File; (21) 2005 High School Transcript Study Codebook for Student File; (22) 2005 High School Transcript Study Codebook for Tests and Honors File; (23) 2005 High School Transcript Study Codebook for Transcript File; and (24) HSTS 2005 User's Guide and Technical Documentation Glossary. (Contains 38 footnotes, 1 figure, and 20 tables.) AU - Shettle, Carolyn AU - Cubell, Michele AU - Hoover, Katylee AU - Kastberg, David AU - Legum, Stan AU - Lyons, Marsha AU - Perkins, Robert AU - Rizzo, Lou AU - Roey, Stephen AU - Sickles, Diane Y1 - 2008/11// PY - 2008 DA - November 2008 SP - 453 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Classification of Secondary School Courses KW - United States KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - High School Graduates KW - Questionnaires KW - Academic Achievement KW - Educational Trends KW - National Surveys KW - Academic Records KW - School Activities KW - Course Selection (Students) KW - Data Processing KW - Data Collection KW - Check Lists KW - Sampling KW - Sample Size KW - Tables (Data) KW - High School Students KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61918366?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Numbers and Types of Public Elementary and Secondary Education Agencies from the Common Core of Data: School Year 2006-07. First Look. NCES 2009-303 AN - 61995336; ED503067 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 2006-07 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system. Appended are the methodology and technical notes; and Common Core of Data glossary. (Contains 6 tables, 7 footnotes, and lists 1 related data file.) AU - Hoffman, Lee Y1 - 2008/10// PY - 2008 DA - October 2008 SP - 29 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Rural Schools KW - Public Education KW - School Districts KW - Urban Schools KW - Suburban Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61995336?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study. NCEE 2009-4034 AN - 61989518; ED503061 AB - In practice, teacher induction is common, but induction that is intensive, comprehensive, structured, and sequentially delivered in response to teachers' emerging pedagogical needs is less so. Congressional interest in formal, comprehensive teacher induction has grown in recent years. The National Center for Education Evaluation and Regional Assistance within the U.S. Department of Education's (ED) Institute of Education Sciences (IES) contracted with Mathematica Policy Research, Inc. (MPR), to evaluate the impact of structured and intensive teacher induction programs. The study examines whether comprehensive teacher induction programs lead to higher teacher retention rates and other positive teacher and student outcomes as compared to prevailing, generally less comprehensive approaches to supporting new teachers. More specifically, the study is designed to address five research questions on the impacts of teacher induction services: (1) What is the effect of comprehensive teacher induction on the types and intensity of induction services teachers receive compared to the services they receive from the districts' current induction programs?; (2) What are the impacts on teachers' classroom practices?; (3) What are the impacts on student achievement?; (4) What are the impacts on teacher retention?; and (5) What is the impact on the composition of the district's teaching workforce? Statistically significant differences between the treatment and control groups were identified in the amount, types, and content of induction support teachers reported having received, both in the fall and the spring of the intervention year. Although treatment teachers reported receiving more mentoring than did control teachers; were more likely than control teachers to report participating in specific induction activities; and spent more time in certain professional activities than did control teachers during the three months prior to the spring survey, summarized comparisons between treatment and control groups found: (1) No impacts on teacher practices; (2) No positive impacts on student test scores; (3) No impacts on teacher retention; and (4) No positive impacts on composition of district teaching workforce. This report focused on the first year of findings only. The research team is conducting longer term follow-up to include additional collection of test score and teacher mobility data. Eight appendices are included: (1) National Data on Teacher Induction; (2) Analysis Weights; (3) Impact Estimation Methods; (4) Classroom Observation Methods; (5) Reference Tables for Chapter II; (6) Supplemental Tables for Chapter IV; (7) Supplemental Tables for Chapter V; and (8) Supplemental Figures. (Contains 43 footnotes, 15 figures and 101 tables.) AU - Glazerman, Steven AU - Dolfin, Sarah AU - Bleeker, Martha AU - Johnson, Amy AU - Isenberg, Eric AU - Lugo-Gil, Julieta AU - Grider, Mary AU - Britton, Edward AU - Ali, Melanie Y1 - 2008/10// PY - 2008 DA - October 2008 SP - 223 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Context Effect KW - Beginning Teacher Induction KW - Classroom Environment KW - Teacher Attitudes KW - Academic Achievement KW - Scores KW - Observation KW - Mentors KW - Faculty Mobility KW - Control Groups KW - Teacher Persistence KW - Weighted Scores UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61989518?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 2005 School Crime Supplement to the National Crime Victimization Survey. NCES 2009-306 AN - 61975715; ED503000 AB - This report provides estimates of student victimization as defined by the 2005 School Crime Supplement (SCS) to the 2005 National Crime Victimization Survey (NCVS). the nation's primary source of information on crime victimization and the victims of crime in the United States. SCS is a supplement to NCVS that was created to collect information about school-related victimization on a national level, and was conducted in 1989, 1995, 1999, 2001, 2003, and 2005. The report presents five sections of results. The first two sections discuss the prevalence and type of student victimization at school and selected characteristics of victims, including their demographic characteristics and school type. The third section explores victim and nonvictim reports of conditions of an unfavorable school climate, such as the presence of gangs and weapons and the availability of drugs. The fourth section examines victimization and student reports of security measures taken at school to secure school buildings and the use of personnel and enforcement of administrative procedures at school to ensure student safety. The fifth section examines fear and avoidance behaviors of victims and nonvictims, such as skipping class or avoiding specific places at school. SCS is cross-sectional and nonexperimental. Further, certain characteristics discussed in this report may be related to one another, but this analysis does not control for such possible relationships. Therefore, no causal inferences should be made between school or student characteristics and victimization when reading these results. Selected major findings from the 2005 NCVS and SCS include: (1) Four percent of students ages 12 through 18 reported that they were victims of any crime at school, and one percent of students reported being victims of violent crime at school; (3) The percentage of males who reported being victims of a violent crime at school was higher than the percentage of females; (4) Of the students who reported they were victims of a violent crime at school, the percentage of 6th-grade and 7th-grade students was higher than the percentage of 10th-grade students; (5) Of those students who reported being victims of violent crime, a higher percentage mostly C's than students who reported receiving mostly A's or B's; (6) Three percent of students who attended public schools reported being victims of theft, compared to 1 percent of students who attended private schools; (7) Forty-one percent of student victims of any crime reported the presence of gangs at school compared to 23 percent of students who were not victims; (9) Fifty percent of student victims of theft and 51 percent of student victims of violent crime said drugs were available at their schools, compared to 34 percent of students who were not victims; (8) A higher percentage of students who reported being victims of theft reported that their schools used security guards or assigned police officers compared to nonvictims of any crime; (9) The percentage of student victims of theft and violent crimes who reported being afraid of attack or harm at school was higher than nonvictims of any crime; and (10) A higher percentage of students reporting violent crime reported avoiding specific places at school and avoiding extracurricular activities because of fear of attack or harm than nonvictims of any crime. The U.S. public continues to be concerned about crime in school and the safety of students, as well as how victimization at school may be an impediment to student success. Crime in schools can have negative implications not only for those directly involved in the incident but also for other students, faculty, and staff, and create an environment that is unfavorable for successful educational attainment. Findings presented in this report aid in identifying the scope of victimization at school, environmental conditions that may be associated with it, and its ramifications. These findings can help educators, policymakers, administrators, and parents understand the extent of student victimization in order to develop policies that better address issues of school crime and violence. Five appendixes are included: (1) Technical Notes; (2) Estimate Tables; (3) Standard Error tables; (4) 2005 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) Instrument; and (5) Selected Items from the National Crime Victimization Survey Crime Incident Report (NCVS-2). (Contains 13 footnotes, 5 figures and 14 tables.) AU - Bauer, Lynn AU - Guerino, Paul AU - Nolle, Kacey Lee AU - Tang, Sze-Wei Y1 - 2008/10// PY - 2008 DA - October 2008 SP - 58 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 - Grade 10 KW - Grade 11 KW - Grade 12 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - Crime KW - Fear KW - Student Characteristics KW - Early Adolescents KW - National Surveys KW - School Security KW - Violence KW - Antisocial Behavior KW - Weapons KW - Educational Environment KW - Juvenile Gangs KW - Victims of Crime KW - Incidence KW - Student Behavior KW - Drug Use KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61975715?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 2006-07. First Look. NCES 2009-304 AN - 61971510; ED503068 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 2006-07 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. Appended are: methodology and technical notes; and Common Core of Data glossary. (Contains 7 tables and 5 footnotes.) AU - Hoffman, Lee Y1 - 2008/10// PY - 2008 DA - October 2008 SP - 32 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Public Elementary and Secondary School Universe KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Public Schools KW - Secondary Schools KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61971510?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Postsecondary Institutions in the United States: Fall 2007, Degrees and Other Awards Conferred: 2006-07, and 12-Month Enrollment: 2006-07. First Look. NCES 2008-159 AN - 61970897; ED502848 AB - This First Look report presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2007 data collection, which included three survey components: Institutional Characteristics for the 2007-08 academic year, Completions covering the period July 1, 2006, through June 30, 2007, and 12-Month Enrollment covering academic year 2006-07. The data on which this report is based are available to researchers and the public through the IPEDS Peer Analysis System and the College Navigator. This First Look report is based on the collection of data from more than 6,500 postsecondary education institutions that participate in Title IV federal student financial aid programs. Selected findings include: (1) In 2007-08, there were 6,709 Title IV postsecondary institutions in the United States and other jurisdictions of which 41 percent were classified as 4-year institutions, 33 percent were 2-year institutions, and the remaining were less-than-2-year institutions; (2) Among all Title IV institutions in the United States, 41 percent reported offering a bachelor's degree or higher as their highest offering, 13 percent reported offering an award of at least 2 but less than 4 years as their highest offering, 20 percent reported offering an associate's degree as their highest offering, and 26 percent reported offering an award of less than 2 years as their highest offering; (3) During 2007-08, private not-for-profit 4-year institutions reported average tuition and required fees charges for full-time undergraduates of $19,047; private for-profit 4-year institutions reported charging $14,908, on average, for tuition and required fees during 2007-08, and public 4-year institutions reported charging out-of-state undergraduates an average of $13,595 and in-state undergraduates an average of $5,730; (4) Public 4-year institutions reported a 5 percent increase (after adjusting for inflation) in instate tuition and required fees and a 3 percent increase in out-of-state tuition and required fees charged to full-time undergraduates between 2005-06 and 2007-08; over the same 2-year period, 4-year private not-for-profit institutions reported a 7 percent increase and private for-profit 4-year institutions reported a 5 percent increase in tuition and required fees charged to full-time undergraduates; (5) Private for-profit 4-year institutions reported the highest overall average price of attendance during 2007-08 for full-time undergraduates living on campus ($33,029); the comparable figure for private not-for-profit 4-year institutions was $31.109; public 4-year institutions reported an average price of $16,758 for in-state full-time undergraduates living on campus and $24,955 for out-of-state full-time undergraduates living on campus; (6) For the 2006-07 academic year, 4-year Title IV institutions reported awarding 2.4 million degrees and 2-year institutions reported awarding 563,875 degrees; (7) During the 2006-07 academic year, Title IV institutions reported conferring about 3.8 million postsecondary awards (degrees or certificates); (8) During the 2006-07 academic year, Title IV institutions in the United States reported a 12-month unduplicated headcount enrollment totaling 25.0 million individual students; of which 21.6 million were undergraduates, 3.1 million were graduate students, and 367,000 were first-professional students; and (9) During the 2006-07 academic year, Title IV institutions in the United States reported fulltime equivalent enrollment of 14.9 million graduate and undergraduate students. Two appendixes are included: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 11 tables and 10 footnotes.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. Y1 - 2008/10// PY - 2008 DA - October 2008 SP - 37 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Institutional Characteristics KW - Graduate Students KW - Undergraduate Students KW - Student Characteristics KW - Public Colleges KW - Private Colleges KW - Tuition KW - Student Financial Aid KW - Academic Degrees KW - Proprietary Schools KW - Enrollment KW - Data Collection KW - School Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61970897?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Late Pretest Problem in Randomized Control Trials of Education Interventions. NCEE 2009-4033 AN - 61967270; ED503448 AB - Pretest-posttest experimental designs are often used in randomized control trials (RCTs) in the education field to improve the precision of the estimated treatment effects. For logistic reasons, however, pretest data are often collected after random assignment, so that including them in the analysis could bias the posttest impact estimates. Thus, the issue of whether to collect and use late pretest data in RCTs involves a variance-bias tradeoff. This paper addresses this issue both theoretically and empirically for several commonly-used impact estimators using a loss function approach that is grounded in the causal inference literature. The key finding is that for RCTs of interventions that aim to improve student test scores, estimators that include late pretests will typically be preferred to estimators that exclude them or that instead include uncontaminated baseline test score data from other sources. This result holds as long as the growth in test score impacts do not grow very quickly early in the school year. Proof of Asymptotic Results for the ANCOVA [analysis of covariance] Estimator is appended. (Contains 6 footnotes, 1 figure, and 5 tables.) AU - Schochet, Peter Z. Y1 - 2008/10// PY - 2008 DA - October 2008 SP - 46 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Computation KW - Statistics KW - Statistical Analysis KW - Scores KW - Simulation KW - Intervention KW - Research Design KW - Statistical Bias KW - Achievement Tests KW - Pretests Posttests KW - Pretesting UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61967270?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Reducing Behavior Problems in the Elementary School Classroom. IES Practice Guide. NCEE 2008-012 AN - 62003907; ED502720 AB - This guide is intended to help elementary school educators as well as school and district administrators develop and implement effective prevention and intervention strategies that promote positive student behavior. The guide includes five recommendations and indicates the quality of the evidence that supports them: (1) Identify the specifics of the problem behavior and the conditions that prompt and reinforce it; (2) Modify the classroom learning environment to decrease problem behavior; (3) Teach and reinforce new skills to increase appropriate behavior and preserve a positive classroom climate; (4) Draw on relationships with professional colleagues and students' families for continued guidance and support; and (5) Assess whether schoolwide behavior problems warrant adopting schoolwide strategies or programs and, if so, implement ones shown to reduce negative and foster positive interactions. Suggested strategies for carrying our each recommendation are included, identifying potential roadblocks to implementation that may be encountered and possible circumventions. Technical details about the studies that support the recommendations are provided. Four appendixes are included: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Technical Information on the Studies. (Contains 79 footnotes and 4 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences by the What Works Clearinghouse, which is operated by Mathematica Policy Research, Inc.] AU - Epstein, Michael AU - Atkins, Marc AU - Cullinan, Douglas AU - Kutash, Krista AU - Weaver, Robin Y1 - 2008/09// PY - 2008 DA - September 2008 SP - 87 PB - What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. KW - Standards for Educational and Psychological Tests KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Administrators KW - Practitioners KW - Elementary Education KW - Classroom Environment KW - Validity KW - Intervention KW - Elementary School Teachers KW - Educational Improvement KW - Behavior Problems KW - Pretests Posttests KW - Outcomes of Education KW - Prevention KW - Check Lists KW - Guides KW - Quasiexperimental Design KW - Student Behavior UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62003907?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Science Framework for the 2009 National Assessment of Educational Progress AN - 62002373; ED502955 AB - This document sets forth recommendations for the design of a new science assessment. The assessment resulting from this framework will start a new NAEP science trend (i.e., measure of student progress in science) beginning in 2009. This framework represents a unique opportunity to build on previous NAEP science work as well as 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 2009 framework presents the content to be assessed as well as the conceptual base for the assessment. The new framework incorporates several key features. Its design is based on widely accepted national science standards and assessments in addition to state curriculum standards. However, it is intended to inform development of an assessment, not to advocate for a particular approach to instruction or to represent the entire range of science content and skills. In view of the need to keep the United States and its youth internationally competitive in science and technology, the framework development process gave special consideration to international assessment frameworks, such as those for Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). The breadth of the science principles represented in the source materials made it necessary to focus on the foundational and pervasive knowledge within each discipline and to pare down the science content to be assessed. The framework is based on scientific knowledge and processes derived from tested explanations and supported by accumulated empirical evidence. Explanations of natural phenomena that rely on nonscientific views are not reflected in the framework. Science content is presented in detailed, grade-specific charts that also allow the reader to see the progression in complexity of ideas across grades. Every attempt has been made to be free of error in describing the science content. The language used strives to be accurate but not technical so as to make the framework accessible to a wide audience. The focus is on students' conceptual understanding, that is, their knowledge and use of science facts, concepts, principles, laws, and theories. Students' abilities to engage in some components of scientific inquiry and technological design are also reflected in the framework. New types of items are recommended, including the use of interactive computer tasks. This document contains four chapters: (1) Overview; (2) Science Content; (3) Science Practices; and (4) Overview of the Assessment Design. Appended are: (A) Steering Committee Guidelines; (B) NAEP Science Preliminary Achievement Level Descriptions; (C) Sample Items and Scoring Guides; and (D) Group 2 Small-Scale Special Studies. (Contains 24 exhibits and a bibliography. Y1 - 2008/09// PY - 2008 DA - September 2008 SP - 174 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Community KW - Teachers KW - Policymakers KW - Elementary Education KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - High Schools KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Science Education KW - Scientific Concepts KW - Academic Achievement KW - Scoring KW - Scientific Principles KW - Governing Boards KW - Technological Literacy KW - National Competency Tests KW - Inquiry KW - National Standards KW - Instructional Program Divisions KW - Scientific Research KW - Technology Education KW - Science Achievement KW - Student Evaluation KW - Educational Assessment KW - Test Construction KW - Competition KW - Science Tests KW - Educational Research KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62002373?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement. NCEE 2008-4030 AN - 61998871; ED502700 AB - To help states and districts make informed decisions about the professional development (PD) they implement to improve reading instruction, the U.S. Department of Education commissioned the Early Reading PD Interventions Study to examine the impact of two research-based PD interventions for reading instruction: (1) a content-focused teacher institute series that began in the summer and continued through much of the school year (treatment A) and (2) the same institute series plus in-school coaching (treatment B). The Early Reading PD Interventions Study used an experimental design to test the effectiveness of the two PD interventions in improving the knowledge and practice of teachers and the reading achievement of their students in high-poverty schools. It focused specifically on second grade reading because (1) this is the earliest grade in which enough districts collect the standardized reading assessment data needed for the study; and (2) later grades involve supplementary instruction, which was outside the scope of the study. The study was implemented in 90 schools in six districts (a total of 270 teachers), with equal numbers of schools randomly assigned in each district to treatment A, treatment B, or the control group, which participated only in the usual PD offered by the district. This design allowed the study team to determine the impact of each of the two PD interventions by comparing each treatment group's outcomes with those of the control group, and also to determine the impact of the coaching above and beyond the institute series by comparing treatment group B with treatment group A This report describes the implementation of the PD interventions tested, examines their impacts at the end of the year the PD was delivered, and investigates the possible lagged effect of the interventions, based on outcomes data collected the year after the PD interventions concluded. The study produced the following results: (1) Although there were positive impacts on teacher's knowledge of scientifically based reading instruction and on one of the three instructional practices promoted by the study PD, neither PD intervention resulted in significantly higher student test scores at the end of the one-year treatment; (2) Added effect of the coaching intervention on teacher practices in the implementation year was not statistically significant; and (3) There were no statistically significant impacts on measured teacher or student outcomes in the year following the treatment. Twelve appendixes are included: (1) Theory of Action and Development for the PD Interventions for the Early Reading PD Interventions Study; (2) Details on the Study Design and Implementation; (3) Details on Teacher Data and Teacher Sample Characteristics; (4) Reading Content and Practices Survey Design and Scales; (5) Classroom Observer Training and Inter-Rater Reliability; (6) Classroom Observation Scales and Descriptive Statistics; (7) Details on Student Data, Sample Characteristics and Achievement Measures; (8) Validation of the Survey Data on Professional Development Participation; (9) Estimation Methods and Hypothesis Testing; (10) Fall 2005 Short-Term Teacher Practice Outcomes; (11) Supporting Tables and Figures for Impact Analyses; and (12) Supplementary Analyses. (Contains 165 footnotes, 35 figures, and 85 tables.) AU - Garet, Michael S. AU - Cronen, Stephanie AU - Eaton, Marian AU - Kurki, Anja AU - Ludwig, Meredith AU - Jones, Wehmah AU - Uekawa, Kazuaki AU - Falk, Audrey AU - Bloom, Howard S. AU - Doolittle, Fred AU - Zhu, Pei AU - Sztejnberg, Laura Y1 - 2008/09// PY - 2008 DA - September 2008 SP - 243 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 2 KW - Program Effectiveness KW - Context Effect KW - Interrater Reliability KW - Academic Achievement KW - Intervention KW - Professional Development KW - Research Design KW - Early Reading KW - Outcomes of Education KW - Reading Achievement KW - Control Groups KW - Classroom Observation Techniques KW - Reading Instruction KW - Data Analysis KW - Hypothesis Testing UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61998871?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2017. Thirty-Sixth Edition. NCES 2008-078 AN - 61992828; ED502632 AB - This edition of "Projections of Education Statistics" provides projections for key education statistics, including enrollment, graduates, degrees conferred, teachers, and expenditures in elementary and secondary schools. Included are national data on enrollment and graduates for the past 15 years and projections to the year 2017, as well as state-level data on enrollment in public elementary and secondary schools and public high school graduates to the year 2017. State-level data on enrollment and graduates in private schools are not included. This is the first edition of the "Projections of Education Statistics" to include projections of new teacher hires in public and private elementary and secondary schools. The summary of projections provides highlights of the national and state data, while the reference tables and figures present more detail. Appendix A describes the methodology and assumptions used to develop the projections, appendix B presents supplementary tables, appendix C describes data sources, appendix D is a list of abbreviations, and appendix E is a glossary of terms. (Contains 73 tables and 45 figures.) [For "Projections of Education Statistics to 2016. Thirty-Fifth Edition. NCES 2008-060," see ED499358.] AU - Hussar, William J. AU - Bailey, Tabitha M. Y1 - 2008/09// PY - 2008 DA - September 2008 SP - 166 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 - High School Graduates KW - Postsecondary Education KW - Student Characteristics KW - Expenditure per Student KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Enrollment Projections KW - Secondary Schools KW - Expenditures KW - Teacher Employment KW - Academic Degrees KW - Public Schools KW - Teacher Student Ratio KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61992828?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A Study of Classroom Literacy Interventions and Outcomes in Even Start. NCEE 2008-4028 AN - 61988909; ED502817 AB - The Even Start Family Literacy Program was established in 1989 to help break the cycle of poverty and illiteracy for low-income families, by improving the literacy skills of parents and their young children. Even Start projects offer family literacy services, defined as four integrated instructional components: (1) Childhood Education (ECE); (2) Parenting Education (PE); (3) Parent-Child Literacy Activities (PC); and (4) Adult Education (AE). The Even Start Classroom Literacy Interventions and Outcomes (CLIO) Study presents 2-year impacts of the curricula on child language, literacy, and social competence; parenting skills; parent literacy; and instructional practices and participation in preschool and parenting classes. Prior studies have established that Even Start does not have statistically significant impacts on children's emergent literacy or on parent literacy. The CLIO study investigated whether the implementation of research-based, literacy-focused curricula would improve literacy outcomes for Even Start children and parents. Although there were positive impacts on some of the literacy supports in preschool classrooms, on time spent on child literacy in parenting education classes, on parenting skills, and on children's social competence, there were no statistically significant impacts on children's language and literacy. There was no evidence that the failure to find impacts on these core outcomes was due to a classrooms or cross-over in the control classrooms. Fifteen appendices are included: (1) Descriptive Comparison of the Five Groups; (2) Child and Parent Literacy Outcomes; (3) Construction of the Child Social Competence Scale; (4) Construction of Parenting Skills Scales; (5) Preschool Instructional Outcome Variables; (6) Parenting Instructional Outcome Variables; (7) Fidelity Measurement; (8) Final Multi-Level Outcome Models; (9) Effect Size Calculation; (10) Sample Sizes and Methods Used for Missing Data; (11) ITT Tables for Single Developer Contrasts; (12) Growth Analysis; (13) Interactions of Curriculum with Home Language and Ethnicity; (14) Simulation Study of Method for Exploring Fidelity-Adjusted Relationships; and (15) Participation and Participation-Adjusted Group Differences. (Contains 79 footnotes, 23 figures and 110 tables.) AU - Judkins, David AU - St. Pierre, Robert AU - Gutmann, Babette AU - Goodson, Barbara AU - von Glatz, Adrienne AU - Hamilton, Jennifer AU - Webber, Ann AU - Troppe, Patricia AU - Rimdzius, Tracy Y1 - 2008/09// PY - 2008 DA - September 2008 SP - 337 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 - Adult Education KW - Early Childhood Education KW - Elementary Education KW - Elementary Secondary Education KW - Intermediate Grades KW - Preschool Education KW - Parenting Skills KW - Program Effectiveness KW - Class Activities KW - Young Children KW - Low Income KW - Intervention KW - Simulation KW - Adults KW - Outcomes of Education KW - Interpersonal Competence KW - Poverty KW - Child Rearing KW - Data Collection KW - Learning Activities KW - Program Evaluation KW - Child Language KW - Data Analysis KW - Parents KW - Illiteracy KW - Family Literacy KW - Literacy Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61988909?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Status and Trends in the Education of American Indians and Alaska Natives: 2008. NCES 2008-084 AN - 61988571; ED502797 AB - This document examines the educational progress of American Indian/Alaska Native children and adults and challenges in their education. This report shows that over time more American Indian/Alaska Native students have gone on to college and that their attainment expectations have increased. Despite these gains, progress has been uneven and differences persist between American Indian/Alaska Native students and students of other racial/ethnic groups on key indicators of educational performance. The report is organized into the following four chapters containing a total of seven indicators: (1) Demographic Overview; (2) Preprimary, Elementary, and Secondary Education; (3) Postsecondary Education; and (4) Outcomes of Education. It is noted that the relatively small size of the American Indian and Alaska Native population poses many measurement difficulties when using statistical data. Researchers studying data on American Indians and Alaska Natives often face small sample sizes that reduce the reliability of results and survey data for American Indians and Alaska Natives often have somewhat higher standard errors than data for other racial/ethnic groups. The indicators presented are intended to provide an overview of the education data available on American Indians/Alaska Natives from many federal surveys. Many of the variables examined in this report may be related to one another, and complex interactions and relationships among the variables have not been explored. The variables presented here are also just a sample of thousands that can be examined using the included surveys, and were selected to provide a range of data relevant to a variety of policy issues, rather than emphasize comprehensive information on any particular issue. Two appendixes are included: (1) Supplemental Tables; and (2) Guide to Sources. (Contains 24 footnotes, 56 figures and 85 tables.) AU - DeVoe, Jill Fleury AU - Darling-Churchill, Kristen E. Y1 - 2008/09// PY - 2008 DA - September 2008 SP - 203 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Alaska KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Educational Indicators KW - Educational Attainment KW - American Indians KW - Outcomes of Education KW - Demography KW - North Americans KW - Incidence KW - Statistical Data KW - American Indian Education KW - Sample Size KW - Alaska Natives KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61988571?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Dropout Prevention. IES Practice Guide. NCEE 2008-4025 AN - 61977586; ED502502 AB - This guide is intended to be useful to educators in high schools and middle schools, to superintendents and school boards, and to state policymakers in planning and executing dropout prevention strategies. The target audience includes school administrators as well as district-level administrators, seeking to help develop practice and policy alternatives for implementation. The guide includes recommendations and indicates the quality of the evidence that supports these recommendations. Descriptions of some ways each recommendation could be carried out are included but are not intended to indicate the best or most effective way to carry out each recommendation in every circumstance. The process for deriving the recommendations began by collecting and examining research studies that have evaluated the impacts of dropout prevention programs. Reviewers relied on What Works Clearinghouse (WWC) evidence standards to assess the quality of evidence supporting educational programs and practices. The technical quality of each study is rated and placed into one of three categories: (1) Meets Evidence Standards for randomized controlled trials and regression discontinuity studies that provide the strongest evidence of causal validity; (2) Meets Evidence Standards with Reservations for quasi-experimental studies with no design flaws and randomized controlled trials that have problems with randomization, attrition, or disruption; and (3) Does Not Meet Evidence Screens for studies that do not provide strong evidence of causal validity. Following the recommendations and suggestions for carrying out the recommendations, additional information is provided on the research evidence from the WWC-rated evaluations to support the recommendations. Four appendixes are included: (1) Postscript from the Institutes of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Technical Information on the Studies. (Contains 8 tables and 119 footnotes.) AU - Dynarski, Mark AU - Clarke, Linda AU - Cobb, Brian AU - Finn, Jeremy AU - Rumberger, Russell AU - Smink, Jay Y1 - 2008/09// PY - 2008 DA - September 2008 SP - 72 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Administrators KW - Policymakers KW - High Schools KW - Middle Schools KW - High Risk Students KW - Validity KW - Academic Achievement KW - Intervention KW - Dropout Programs KW - Dropouts KW - Evaluation KW - Dropout Prevention KW - Control Groups KW - High School Equivalency Programs KW - Teaching Guides KW - Quasiexperimental Design KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61977586?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Reading Framework for the 2009 National Assessment of Educational Progress AN - 61977549; ED502953 AB - This document sets forth the design of a test of reading comprehension. The exam requires students to read passages of written English text--either literary or informational--and to answer questions about what they have read. In some cases, the questions deal with facts in the text or vocabulary. In other cases, a complete answer requires a clear analysis or coherent argument supported by sound evidence from the text. This is the second reading framework approved by the National Assessment Governing Board. It will replace the framework that has been used in the National Assessment of Education Progress (NAEP) since 1992 and will start a new trend. The new framework incorporates several key features: Its design is based on current scientific research in reading. In keeping with Governing Board policy, it does not advocate a particular approach to instruction, but rather focuses on important, measurable indicators of student achievement. The framework is consistent with the No Child Left Behind Act of 2001. It will enable NAEP to carry out its important role in that law as a uniform, independent measure of reading achievement in each state at grades 4 and 8. The framework's content and preliminary achievement standards at grade 12 embody reading and analytical skills the project committees believe are needed for rigorous college- level courses and other productive postsecondary endeavors. In preparing the framework, extensive use was made of international reading assessments and exemplary state standards. For the first time in NAEP, vocabulary is measured explicitly. Word meanings will be tested in context and enough vocabulary items will be included to report useful information on the extent of vocabulary knowledge. Poetry is assessed in grade 4 as well as in grades 8 and 12. Previously, NAEP assessed poetry in grades 8 and 12 only. Poetry is a form of text that is rich in meaning and involves a high level of abstraction in language and ideas. Multiple-choice and constructed-response items (both short and extended) are included at all grades. In grades 8 and 12, students will be expected to spend about 60 percent of assessment time on constructed-response questions; at grade 4, about 50 percent. Descriptions of reading material to be used in the assessment and target skills to be tested are delineated in a series of charts that provide clear guidance to those developing the assessment and clear information to the public. Achievement will be reported on an overall cross-grade scale, allowing NAEP to show the development of reading skills throughout years of schooling as well as the wide variations in particular grades. Clear standards for grade-level expectations will be established. Separate subscales will be reported for literary and informational text as has been done on international reading assessments. The Board hopes that this reading framework will serve not only as a significant national measure of how well students read, but also as a catalyst to improve reading achievement for the benefit of students themselves and for our nation. This report contains three chapters: (1) Overview of the NAEP and 2009 NAEP Reading Assessment; (2) Content and Design of 2009 NAEP in Reading; and (3) Reporting Results. Appendices include: (A) Glossary; (B) Special Studies: 2009 NAEP Reading Framework; and (C) Sample Passages and Vocabulary Items (Grades 4, 8, and 12). (Contains 14 exhibits and a bibliography.) Y1 - 2008/09// PY - 2008 DA - September 2008 SP - 93 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Intermediate Grades KW - Junior High Schools KW - Middle Schools KW - Secondary Education KW - Thinking Skills KW - Reading Tests KW - Abstract Reasoning KW - Educational Legislation KW - Educational Indicators KW - Reading Skills KW - Academic Achievement KW - Vocabulary KW - Reading Materials KW - Reading Comprehension KW - Reading Research KW - Reading Achievement KW - Federal Legislation KW - Student Evaluation KW - Reading Processes KW - Charts KW - Test Construction KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61977549?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Dropout and Completion Rates in the United States: 2006. Compendium Report. NCES 2008-053 AN - 61977541; ED502503 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 2006, provides data about trends in dropout and completion rates over the last 3 decades (1972-006), and examines the characteristics of high school dropouts and high school completers in 2006. Four rates are presented to provide a broad picture of high school dropouts and completers in the United States: (1) Event dropout rate estimates the percentage of high school students who left high school between the beginning of one school year and the beginning of the next without earning a high school diploma or its equivalent (GED); (2) Status dropout rate reports the percentage of individuals in a given age range who are not in school and have not earned a high school diploma or equivalency credential, irrespective of when they dropped out; (3) Status completion rate indicates the percentage of individuals in a given age range who are not in high school and who have earned a high school diploma or equivalency credential, irrespective of when the credential was earned; and (4) Averaged freshman graduation rate estimates the proportion of public high school freshmen who graduate with a regular diploma 4 years after starting 9th grade. Findings are presented demographically overall, by sex, race/ethnicity, family income, age and region. Two appendixes are included: (1) Technical Notes and Glossary; and (2) Standard Error Tables. (Contains 36 footnotes, 4 figures and 25 tables.) AU - Laird, Jennifer AU - Cataldi, Emily Forrest AU - KewalRamani, Angelina AU - Chapman, Chris Y1 - 2008/09// PY - 2008 DA - September 2008 SP - 79 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - General Educational Development Tests KW - ERIC, Resources in Education (RIE) KW - High School Equivalency Programs KW - High Schools KW - High School Graduates KW - Dropout Rate KW - Educational Trends KW - Academic Persistence KW - Family Income KW - Student Attrition KW - Graduation Rate KW - Credentials KW - Dropouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61977541?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Postsecondary Career/Technical Education: Changes in the Number of Offering Institutions and Awarded Credentials from 1997 to 2006. Issue Brief. NCES 2008-001 AN - 61973492; ED502715 AB - This Issue Brief focuses on the subbaccalaureate sector of career-related credential programs, corresponding to the definition of career/technical education (CTE) as "organized educational activities that provide technical skill proficiency, an industry-recognized credential, a certificate, or an associate degree." The report examines changes among less-than-4-year Title IV postsecondary institutions, looking at the number of institutions that offer CTE and the number of subbaccalaureate CTE credentials (certificates and associate's degrees) these institutions award. The analysis uses data from the Integrated Postsecondary Education Data System (IPEDS), administered by the National Center for Education Statistics (NCES), to examine change over a 9-year period (academic years 1997 through 2006). Overall, the number of less-than-4-year institutions offering CTE increased 3 percent from 1997 to 2006, and the total number of subbaccalaureate CTE credentials awarded increased 24 percent. One measurable change over this period was the shift in CTE-offering institutions and credentials awarded from public 2-year institutions to for-profit 2-year and less-than-2-year institutions. For-profit 2-year and less-than-2-year institutions experienced increases across four measures: (1) number of institutions offering CTE, (2) their share of all CTE-offering institutions; (3) number of subbaccalaureate CTE credentials awarded; and (4) their share of all such credentials awarded. Conversely, public 2-year institutions experienced a decline in the number of institutions offering CTE, but an increase in the number of subbaccalaureate CTE credentials awarded; these institutions represented a smaller proportion of all CTE-offering institutions in 2006 than in 1997, and their share of all subbaccalaureate CTE credentials declined from 59 to 58 percent. (Contains 4 endnotes, 2 figures, and 2 tables.) AU - Clery, Sue Y1 - 2008/09// PY - 2008 DA - September 2008 SP - 4 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Two Year Colleges KW - Postsecondary Education KW - Educational Trends KW - Vocational Education KW - Associate Degrees KW - Trend Analysis KW - Credentials UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61973492?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Technical Methods Report: Statistical Power for Regression Discontinuity Designs in Education Evaluations. NCEE 2008-4026 AN - 757170637; ED511782 AB - This report examines theoretical and empirical issues related to the statistical power of impact estimates under clustered regression discontinuity (RD) designs. The theory is grounded in the causal inference and HLM modeling literature, and the empirical work focuses on commonly-used designs in education research to test intervention effects on student test scores. The main conclusion is that three to four times larger samples are typically required under RD than experimental clustered designs to produce impacts with the same level of statistical precision. Thus, the viability of using RD designs for new impact evaluations of educational interventions may be limited, and will depend on the point of treatment assignment, the availability of pretests, and key research questions. Appendices include: (1) Values for "Factor(.)" in Equation (1) of Text, by the Number of Degrees of Freedom, for One- and Two-Tailed Tests, and at 80 and 85 Percent Power; and (2) Lemma 1. (Contains 7 tables, 2 figures and 8 footnotes.) AU - Schochet, Peter Z. Y1 - 2008/08// PY - 2008 DA - August 2008 SP - 50 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Research Methodology KW - Scores KW - Intervention KW - Educational Assessment KW - Sample Size KW - Research Design KW - Pretests Posttests KW - Multivariate Analysis KW - Regression (Statistics) KW - Models UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/757170637?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A Profile of the Federal TRIO Programs and Child Care Access Means Parents in School Program AN - 61995097; ED502981 AB - To help fulfill the goal of No Child Left Behind (NCLB), high-quality postsecondary education opportunities must be available to all students. In keeping with this goal, the Federal TRIO programs and Child Care Access Means Parents in School (CCAMPIS) program provide outreach and support to help low-income and first-generation college students, as well as students with disabilities, progress through the academic pipeline from middle school to post-baccalaureate programs. This report provides program and statistical information on these programs. (Contains 3 tables.) Y1 - 2008/08// PY - 2008 DA - August 2008 SP - 34 PB - US Department of Education. , 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 Descriptions KW - Low Income Groups KW - Outreach Programs KW - Institutional Research KW - Access to Education KW - Child Care KW - Accessibility (for Disabled) KW - Federal Legislation KW - Developmental Studies Programs KW - First Generation College Students KW - Profiles KW - Federal Programs KW - Program Evaluation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61995097?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027 AN - 61992530; ED502398 AB - The goal of this practice guide is to formulate specific and coherent evidence-based recommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle, and high schools. The target audience is teachers and other school personnel with direct contact with students, such as coaches, counselors, and principals. The guide includes specific recommendations for educators and the quality of evidence that supports these recommendations. The first three recommendations are strategies that classroom teachers can incorporate into their instruction to help students gain more from their reading tasks in content-area classes. The fourth recommendation offers strategies for improving student motivation for and engagement with learning. Together, the recommendations are designed to address the literacy needs of all adolescent learners. The fifth recommendation refers specifically to adolescent struggling readers, those students whose poor literacy skills weaken their ability to make sense of written material. Four appendixes are included: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Technical Information on the Studies. (Contains 161 footnotes and 2 tables.) AU - Kamil, Michael L. AU - Borman, Geoffrey D. AU - Dole, Janice AU - Kral, Cathleen C. AU - Salinger, Terry AU - Torgesen, Joseph Y1 - 2008/08// PY - 2008 DA - August 2008 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 - Support Staff KW - Counselors KW - Teachers KW - Administrators KW - Elementary Secondary Education KW - Educational Strategies KW - Reading Achievement KW - Intervention KW - Reading Difficulties KW - Literacy KW - Educational Improvement KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61992530?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2015-07-21 ER - TY - GEN T1 - Parent and Family Involvement in Education, 2006-07 School Year, From the National Household Education Surveys Program of 2007. First Look. NCES 2008-050 AN - 61991350; ED502237 AB - This report presents data on parents' and families' involvement in their children's education in the United States according to parents' reports for the 2006-07 school year. It also incorporates basic demographic information about children, parent/guardian characteristics, and household characteristics. The data come from the Parent and Family Involvement in Education Survey (PFI) of the 2007 National Household Education Surveys Program (NHES:2007). PFI addressed multiple topics, including school choice, homeschooling, family involvement in children's schools, factors affecting parent and family participation in school, parent support for and satisfaction with the school, parents' communication with other parents, school efforts to involve families, parent involvement with children's homework, parent and family involvement in activities outside of school, parent/family plans for postsecondary education, and child health and disability status. NHES:2007 fielded multiple interviews together including PFI and the School Readiness Survey. The sample was selected using random-digit-dial methods, and the data were collected using computer-assisted telephone interviewing technology between January and May 2007. PFI interviews were conducted with parents or guardians of a nationally representative sample of children enrolled in kindergarten through 12th grade including children who were enrolled in public or private schools or homeschooled. The total number of completed PFI interviews was 10,681, representing a population of 53.2 million students in grades K through 12, when weighted to reflect national totals. The household screener interview, which contained a set of questions used to collect information on household composition and interview eligibility, had a response rate of 52.8 percent. The weighted unit response rate for the PFI survey was 74.1 percent, and the overall unit response rate was 39.1 percent. An analysis of bias in the NHES:2007 data detected no evidence of substantial non-response or non-coverage bias in the weighted estimates. Because the focus of the report is on how parents interact with schools, homeschoolers are excluded from the analyses. Results are reported as weighted means and percentages. All statements of comparison made in this report have been tested for statistical significance using two-tailed t-tests and are significant at the 95 percent confidence level. The purpose of this report is to introduce new NHES survey data through the presentation of selected descriptive information. It is noted that many of the variables examined in this report may be related to one another, and complex interactions and relationships among the variables have not been explored. The variables examined were selected to demonstrate the range of information available from the study. The release of this report is intended to encourage more in-depth analysis of the data using more sophisticated statistical methods. Three appendixes are included: (1) Technical Notes; (2) Glossary; and (3) Standard Errors. (Contains 3 footnotes, 1 figure, and 12 tables.) AU - Herrold, Kathleen AU - O'Donnell, Kevin Y1 - 2008/08// PY - 2008 DA - August 2008 SP - 57 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 - Family Characteristics KW - Student Characteristics KW - National Surveys KW - Family Involvement KW - Satisfaction KW - Family School Relationship KW - Parent Student Relationship KW - Parent School Relationship KW - Homework KW - Parent Participation KW - Expectation KW - Parent Financial Contribution UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61991350?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2015-07-21 ER - TY - GEN T1 - Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices AN - 61987281; ED502960 AB - This guide outlines a series of instructional strategies that have proven to be successful in educating children with Attention Deficit Hyperactivity Disorder (ADHD). These techniques have also been found useful with all children. Three major components of a successful strategy for educating children with ADHD are academic instruction, behavioral interventions, and classroom accommodations. By incorporating techniques from these three areas into their everyday instructional and classroom management practices, teachers will be empowered to improve both the academic performance and the behavior of their students with ADHD. In doing so, teachers will create an enhanced learning environment for all students. Teachers and others are encouraged to consult and use these publications to assist in the instruction of children with ADHD. [For 2006 edition of this publication, see ED495483.] Y1 - 2008/08// PY - 2008 DA - August 2008 SP - 40 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Teacher Role KW - Educational Strategies KW - Attention Deficit Hyperactivity Disorder KW - Classroom Environment KW - Special Needs Students KW - Intervention KW - Behavior Problems KW - Achievement Gains KW - Classroom Techniques KW - Behavior Modification KW - Student Needs KW - Academic Accommodations (Disabilities) KW - Student Behavior UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61987281?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home AN - 61985931; ED502959 AB - This resource guide designed for families and educators provides information on how attention deficit hyperactivity disorder (ADHD) is identified and treated. The resource includes sections on legal requirements, treatment options, educational and medical evaluations, how ADHD affects school performance, and evidence-based hints on how to improve the quality of life at home and at school, for a child identified with ADHD. [For 2006 edition, see ED495450.] Y1 - 2008/08// PY - 2008 DA - August 2008 SP - 28 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - Rehabilitation Act 1973 (Section 504) KW - ERIC, Resources in Education (RIE) KW - Attention Deficit Hyperactivity Disorder KW - Etiology KW - Family Environment KW - Drug Therapy KW - Clinical Diagnosis KW - Special Needs Students KW - Quality of Life KW - Identification KW - Behavior Problems KW - Legal Responsibility KW - Symptoms (Individual Disorders) KW - Federal Legislation KW - Educational Environment KW - Interpersonal Competence KW - Behavior Modification KW - Resource Materials KW - Student Evaluation KW - Medical Services UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61985931?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 2003-04 Schools and Staffing Survey. Statistical Analysis Report. NCES 2008-338 AN - 61985605; ED502467 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, using data from the 2003-04 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 Affairs (BIA)-funded elementary and secondary schools and their related components, and provides information on a range of teacher qualifications in the United States. 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: (1) by percentage of public high school-level teachers who held either an in-field postsecondary major, in-field certification, or both, in a selection of main assignment fields (the subject in which teachers reported teaching the most classes); (2) by percentages of high school-level classes taught and students taught by a teacher with one or both in-field qualifications; and (3) by percentage of teachers in selected subfields of science and social science who held a major and/or certification in that specific subfield in relation to the percentage of teachers who held qualifications in any field within science and social science. Findings are reported at the teacher, class, and student levels; estimates were produced from cross-tabulations of the data. T-tests were performed to test for differences between estimates. All differences cited in the text of this report are statistically significant at the p less than 0.05 level. No corrections were made for multiple comparisons. Readers are cautioned not to make causal inferences about the data. Among the reported findings were: (1) Among teachers with a main assignment of English or mathematics, 71 percent and 65 percent, respectively, held both a major and certification in their main assignment; (2) Among teachers with a main assignment of science, 87 percent held a major in science, 80 percent held a certification in science, and 72 percent held both a major and certification in science; (3) Among teachers with a main assignment in social science, 84 percent held a major in social science, 82 percent held a certification in social science, and 71 percent held both qualifications; (4) Some of the highest reported rates of qualifications were seen among teachers with a main assignment of art or music; and (5) A higher percentage of teachers whose main assignments were English or mathematics, and who instructed at least half of their classes in their main assignment, held a major and certification in that main assignment than did their colleagues assigned to teach less than half of their classes in those main assignments. Five appendixes are included: (1) Standard Error Tables;, (2) Methodology and Technical Notes; (3) Caution Concerning Changes in Estimates Over Time; (4) Description of Variables Used in the Report; and (5) Glossary of Terms. (Contains 21 footnotes, 7 figures, and 12 tables.) AU - Morton, Beth A. AU - Peltola, Pia AU - Hurwitz, Michael D. AU - Orlofsky, Greg F. AU - Strizek, Gregory A. Y1 - 2008/08// PY - 2008 DA - August 2008 SP - 94 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Teacher Characteristics KW - English Teachers KW - Language Teachers KW - Majors (Students) KW - Public School Teachers KW - Secondary School Teachers KW - Music Teachers KW - Art Teachers KW - Science Teachers KW - Teacher Certification KW - Enrollment KW - Mathematics Teachers KW - Social Sciences KW - Teacher Placement KW - High School Students KW - Teacher Qualifications UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61985605?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Parents' Reports of the School Readiness of Young Children from the National Household Education Surveys Program of 2007. First Look. NCES 2008-051 AN - 61984451; ED502265 AB - This report presents data on the school readiness of children in the United States as reported by their parents. This report incorporates basic demographic information about the children, parent/guardian characteristics, and household characteristics. These data come from the School Readiness Survey (SR) of the 2007 National Household Education Surveys Program (NHES:2007). Topics addressed include the participation of young children in preschool or other types of center-based care or education arrangements; parental plans for kindergarten enrollment and an assessment of what parents should do to prepare their children for kindergarten; children's developmental accomplishments and difficulties, including emerging literacy and numeracy; family activities with children in the home and outside of the home; and children's television-viewing habits. NHES:2007 fielded multiple interviews together including SR and the Parent and Family Involvement in Education Survey (PFI). The sample was selected using random digit dial (RDD) methods and the data were collected using computer-assisted telephone interviewing (CATI) technology. NHES:2007 was conducted by Westat, a social science research firm, from January 2 through May 6, 2007. SR interviews were conducted with parents or guardians of a nationally representative sample of children from 3 years of age through 6 years of age who were not yet enrolled in kindergarten. The total number of completed SR interviews was 2,633, representing a population of 8.7 million children when weighted to reflect national totals. The household screener interview, which contained an initial set of questions used to collect information on household composition and interview eligibility, had a response rate of 52.8 percent. The weighted unit response rate for the SR Survey was 77.0 percent, and the overall unit response rate was 40.7 percent. An analysis of bias detected no evidence of substantial non-response bias in the published weighted estimates. Although weighting adjustments reduced the potential for non-coverage bias, the analysis suggests that the final weighted data do include the potential for non-coverage bias in parents' education level. All statements of comparison made in this report have been tested for statistical significance using two-tailed t-tests and are significant at the 95 percent confidence level. The purpose of this report is to introduce new NHES survey data through the presentation of selected descriptive information. Readers are cautioned not to draw causal inferences based on the bivariate results presented: many of the variables examined in this report may be related to one another and complex interactions/relationships among the variables have not been explored. Selected findings include: (1) Overall, 58 percent of children ages 3 to 6 and not yet in kindergarten were reported to be attending preschool or a daycare center in 2007; (2) Given school district guidelines for admission based on birth date, 7 percent of children ages 3-6 had parents who planned to delay their entrance into kindergarten with a higher percentage of boys than girls to be delayed, 1 percent had parents who planned to enroll them early and 3 percent had parents who did not plan to enroll them or who had not yet made a decision about enrollment; (3) Regarding children's school readiness skills, as reported by parents, 93 percent had speech that was understandable to a stranger, 87 percent could hold a pencil with their fingers, 63 percent could count to 20 or higher, 60 percent could write their first name, 32 percent could recognize all letters of the alphabet, and 8 percent could read written words in books; (4) Parent-reported ability to recognize all letters of the alphabet varies by child's age; (5) When parents were asked how important they thought it was to teach their children certain things to prepare them for kindergarten, 62 percent of children had parents who reported is was essential to teach their children about sharing, followed by academic readiness measurements. (6) For children who were read to in the past week, the mean daily reading time was about 21 minutes; (7) A lower percentage of children residing in poor households were read to every day compared with children residing in non-poor households; (8) On average, children who watched TV or videos watched for 2.6 hours on a typical weekday, and 2.7 hours on a typical day of the weekend; and (9) On average, children whose mothers were employed for 35 hours or more per week spent more time watching television or videos on a typical day of the weekend than children whose mothers were employed for less than 35 hours per week or were not in the labor force. Three appendixes include: (1) Technical Notes; (2) Glossary; and (3) Standard Errors. (Contains 4 footnotes, 1 figure, and 12 tables. Tables are footnoted individually.) AU - O'Donnell, Kevin Y1 - 2008/08// PY - 2008 DA - August 2008 SP - 57 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Gender Differences KW - Mothers KW - National Surveys KW - Reading Aloud to Others KW - Television Viewing KW - Kindergarten KW - Economically Disadvantaged KW - Enrollment KW - Incidence KW - Parent Attitudes KW - Employed Women KW - Parents KW - Preschool Children KW - School Readiness UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61984451?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2015-07-21 ER - TY - GEN T1 - Public School Graduates and Dropouts from the Common Core of Data: School Year 2005-06. First Look. NCES 2008-353 AN - 61984287; ED502312 AB - This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2005-06. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the Common Core of Data (CCD) non-fiscal surveys of public elementary/secondary education. The data for this collection were reported to the National Center for Education Statistics (NCES) through the U. S. Department of Education's "EDFacts" data collection system by state education agencies (SEAs). These data represent high school graduates receiving regular diplomas for the 2005-06 school year and dropouts from the 2005-06 school year. The report includes counts of high school graduates for school year 2005-06 for 48 states, American Samoa, the Commonwealth of the Northern Marianas Islands, and Puerto Rico. High school graduation data were suppressed for the District of Columbia because in the data submitted the number of diplomas awarded exceeded the number of students in twelfth grade. Data for high school graduates were missing from CCD reports for Pennsylvania, South Carolina, the Bureau of Indian Education, the Department of Defense domestic and overseas dependents schools, Guam, and the U.S. Virgin Islands. This report includes 2005-06 school year dropout data for 49 states and 4 other jurisdictions. Dropout data were missing for charter schools in the District of Columbia, and the data therefore have been suppressed in this report. The extent of missing data resulted in some suppression of dropout counts from Vermont. South Carolina, the Bureau of Indian Education, the Department of Defense domestic and overseas dependents schools, and Guam did not report dropouts. Selected findings include: (1) Across the 48 reporting states, a total of 2,649,001 public school students received a high school diploma in 2005-06, resulting in an averaged freshman graduation rate (AFGR) of 73.4 percent, ranging from 55.8 percent to 87.5 percent in Wisconsin; (2) Comparisons of data from 2002-03 through 2005-06 show that the AFGR increased consistently over these 4 years for a total gain of 4 percentage points or more in Hawaii, Kentucky, New Mexico, New York and Tennessee; (3) There were more than 579,000 dropouts from high school (grades 9 through 12) among 48 reporting states in 2005-06, an overall event dropout rate of 4.0 percent, ranging from 1.6 to 8.9 percent in Alabama; (4) High school event dropout rates among the reporting states were highest for American Indian/Alaska Native students (7.4 percent) and lowest for Asian/Pacific Islander students; (5) Among the 48 states for which comparisons between 2002-03 and 2005-06 could be made, the event dropout rate increased for 27 states and decreased for the remaining 21; (6) Urbanicity was associated with differences in graduation and dropout rates across the four US regions; and (7) School district size was associated with differences in graduation and dropout rates. Methodology and Technical Notes are appended. (Contains 2 footnotes and 8 tables.) AU - Stillwell, Robert AU - Hoffman, Lee Y1 - 2008/08// PY - 2008 DA - August 2008 SP - 30 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - American Samoa KW - Puerto Rico KW - Northern Mariana Islands KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Secondary Education KW - State Departments of Education KW - High School Graduates KW - Dropout Rate KW - Public Education KW - Graduation Rate KW - Dropouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61984287?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2015-07-21 ER - TY - GEN T1 - Community Colleges: Special Supplement to The Condition of Education 2008. Statistical Analysis Report. NCES 2008-033 AN - 61983323; ED502349 AB - "The Condition of Education" summarizes leading developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which reliable data are available. For the 2008 edition, a special analysis was prepared to take a closer look at community colleges. Drawing upon a range of data sources collected by the National Center for Education Statistics (NCES), the 2008 special analysis provides a descriptive profile of community colleges in the United States, examines the characteristics of community college students who entered directly from high school, and looks at rates of postsecondary persistence and attainment among community college students in general. It also compares the characteristics of these institutions and of the students who enroll in them with those of public and private 4-year colleges and universities. Selected findings include: (1) In 2006-07, there were 1,045 community colleges in the United States, enrolling 6.2 million students (35 percent of all postsecondary students enrolled that year); (2) Average annual community college tuition and fees are less than half those at public 4-year colleges and universities and one-tenth those at private 4-year colleges and universities; (3) Community colleges enroll a diverse group of students, with various reasons for going to college, and have larger percentages of non-traditional, low-income, and minority students than 4-year colleges and universities; (4) High school seniors who enrolled immediately in community colleges in 2004 spanned a range of academic achievement, including students who were well-prepared for college in terms of their performance on standardized tests and coursework completed, and a greater percentage of well-prepared seniors than did the 1992 senior cohort; (5) About two-thirds of 2004 seniors who enrolled immediately in a community college seem to have done so with the intention of pursuing a bachelor's degree or higher: as high school seniors, 28 percent had planned to use a community college as a stepping stone to a bachelor's degree and 39 percent revised their original plans to attend a 4-year college and earn a bachelor's degree by starting their postsecondary education at a community college; (6) One-third of 2004 seniors who enrolled immediately in a community college did so with no intention of pursuing any education higher than an associate's degree; however, by 2006, almost 47 percent of this group had raised their educational expectations to start or complete a bachelor's degree; and (7) Percentage of students who had left school by 2006 without completing a degree or certificate program was higher among 2003-04 community college freshmen who intended to transfer to a 4-year college than among all 2003-04 freshmen at public 4-year and private not-for-profit 4-year institutions. Technical notes about the data sources, methodology, and standard errors are included. (Contain 51 notes, 18 figures, and 28 tables.) [For "The Condition of Education, 2008," see ED501487; for "The Condition of Education 2008 in Brief," see ED501488.] AU - Provasnik, Stephen AU - Planty, Michael Y1 - 2008/08// PY - 2008 DA - August 2008 SP - 100 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 - Student Characteristics KW - Admission Criteria KW - Academic Achievement KW - Educational Attainment KW - Associate Degrees KW - Tuition KW - College Faculty KW - Fees KW - Enrollment KW - Community Colleges KW - College Students KW - Remedial Instruction KW - Academic Persistence KW - Student Educational Objectives KW - State Colleges UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61983323?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2015-07-21 ER - TY - GEN T1 - Improving the Academic Achievement of the Disadvantaged; Migrant Education Program. Final Rule. Federal Register, Department of Education, 34 CFR Part 200 AN - 61992216; ED502233 AB - The Secretary amends the regulations governing the Migrant Education Program (MEP) administered under Part C of Title I of the Elementary and Secondary Education Act of 1965, as amended (ESEA). These final regulations adjust the base amounts of the MEP Basic State Formula grant allocations for fiscal year (FY) 2006 and subsequent years (as well as for supplemental MEP allocations made for FY 2005); establish requirements to strengthen the processes used by State educational agencies (SEAs) to determine and document the eligibility of migratory children under the MEP; and clarify procedures SEAs use develop a comprehensive statewide needs assessment and service delivery plan. These regulations are effective August 28, 2008. However, affected parties do not have to comply with the new information collection requirements in Sec. Sec. 200.83 and 200.89 until the Department of Education publishes in the Federal Register the control number assigned by the Office of Management and Budget (OMB) to these information collection requirements. Publication of the control number notifies the public that OMB has approved these information collection requirements under the Paperwork Reduction Act of 1995. [Docket Id: 2007-ED-OESE-130.] Y1 - 2008/07/29/ PY - 2008 DA - 2008 Jul 29 SP - 44101 EP - 44125 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 73 IS - 146 KW - Elementary Secondary Education Act KW - Paperwork Reduction Act 1980 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Migrant Workers KW - Grants KW - Migrant Education KW - Resource Allocation KW - Delivery Systems KW - Academic Achievement KW - Temporary Employment KW - Needs Assessment KW - Eligibility KW - Costs KW - Federal Regulation KW - Data Collection KW - Migrant Children KW - Interviews KW - Seasonal Employment KW - Agricultural Occupations KW - Quality Control UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61992216?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2015-07-21 ER - TY - GEN T1 - Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2005-06 (Fiscal Year 2006). First Look. NCES 2008-345 AN - 61998379; ED502166 AB - This brief publication contains basic revenue and expenditure data, by state, for public elementary and secondary education for school year 2005-06. It contains state-level data on revenues by source and expenditures by function, including expenditures per pupil. It presents data from the School District Finance Survey for School Year 2005-06 (fiscal year 2006, or FY 06). The School District Finance Survey is a district-level survey that consists of data submitted annually to the National Center for Education Statistics (NCES) by state education agencies (SEAs) in the 50 states and the District of Columbia. All financial transactions associated with assets, expenditures, revenues, and indebtedness are accounted for, including revenues from federal, state, and local sources and expenditures in categories such as instruction and instruction-related activities, student support services, administration, operation, capital outlay, and debt services. The School District Finance survey is part of the Common Core of Data (CCD) surveys that collect administrative records data from SEAs. The data are collected and edited by the Governments Division of the U.S. Census Bureau for NCES. All 50 states and the District of Columbia provided data for FY 06. This report contains 8 tables. For tables 1 through 6 in this report, all regular school districts that have student counts greater than zero and that are listed in the CCD Local Education Agency Universe Survey file for school year 2005-06 were included in the analyses. There were 15,335 such districts in FY 06. National figures do not include independent charter school districts; however, charter schools affiliated with regular school districts are included in the national and state figures. Data for independent charter school districts are reported separately at the end of tables 1 through 4 and are included in tables 5 and 6. Table 7 presents the revenues and current expenditures of the 100 largest school districts according to the size of their student enrollment, as reported in the School District Finance Survey. The federal revenues table (table 8) includes all local education agencies reported in the School District Finance Survey. Appended is information about survey content and methodology and a glossary of key CCD terms used in this report. Also included is 1 related data file. (Contains 3 footnotes.) [For the Fiscal Year 2005 edition, see ED497491.] AU - Zhou, Lei Y1 - 2008/07// PY - 2008 DA - July 2008 SP - 28 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Federal Aid KW - Expenditure per Student KW - Educational Finance KW - School Districts KW - School District Size KW - Income KW - State Departments of Education KW - Charter Schools KW - Expenditures KW - Public Schools KW - Enrollment KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61998379?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2015-07-21 ER - TY - GEN T1 - Effects of Preschool Curriculum Programs on School Readiness. Report from the Preschool Curriculum Evaluation Research Initiative. NCER 2008-2009 AN - 61990538; ED502153 AB - A variety of preschool curricula is available and in widespread use, however, there is a lack of evidence from rigorous evaluations regarding the effects of these curricula on children's school readiness. The lack of such information is important as early childhood center-based programs have been a major, sometimes the sole, component of a number of federal and state efforts to improve young at-risk children's school readiness (e.g., Head Start, Even Start, public pre-kindergarten). In 2005, nearly half (47%) of all 3- to 5-year-old children from low-income families were enrolled in either part-day or full-day early childhood programs (U.S. Department of Education 2006). In 2002, the Institute of Education Sciences (IES) began the Preschool Curriculum Evaluation Research (PCER) initiative to conduct rigorous efficacy evaluations of available preschool curricula. Twelve research teams implemented one or two curricula in preschool settings serving predominantly low-income children under an experimental design. For each team, preschools or classrooms were randomly assigned to the intervention curricula or control curricula and the children were followed from pre-kindergarten through kindergarten. IES contracted with RTI International (RTI) and Mathematica Policy Research (MPR) to evaluate the impact of each of the 14 curricula implemented using a common set of measures with the cohort of children beginning preschool in the summer-fall of 2003. This report provides the individual results for each curriculum from the evaluations by RTI and MPR. Specifically, the research evaluated the impact of each of the 14 preschool curricula on: (1) preschool students' early reading skills, phonological awareness, language development, early mathematical knowledge, and behavior; (2) outcomes for students at the end of kindergarten; and (3) preschool classroom quality, teacher-child interaction, and instructional practices. Chapter 1 describes the PCER initiative and details the common elements of the evaluations including the experimental design, implementation, analysis, results, and findings. Chapters 2-13, respectively, provide greater detail on the individual evaluations of the curricula implemented by each research team including information on the curricula, the demographics of the site-specific samples, assignment, fidelity of implementation, and results. Appendix A presents results from a secondary analysis of the data. Appendix B provides greater detail regarding the data analyses conducted. Appendixes C and D provide additional information regarding the outcome measures. (Contains 177 tables, 5 figures, and 7 footnotes.) [This report was produced by the Preschool Curriculum Evaluation Research Consortium. Appendix B was authored by Randall Bender, Jun Liu, Ina Wallace, Melissa Raspa, and Margaret Burchinal.] Y1 - 2008/07// PY - 2008 DA - July 2008 SP - 446 PB - National Center for Education Research. , P.O. Box 1398, Jessup, MD 20794. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Preschool Education KW - Context Effect KW - At Risk Persons KW - Teacher Student Relationship KW - Classroom Environment KW - Child Behavior KW - Young Children KW - Low Income KW - Reading Skills KW - Research Design KW - Curriculum Evaluation KW - Educational Improvement KW - Early Reading KW - Outcomes of Education KW - Mathematics KW - Preschool Curriculum KW - Knowledge Level KW - Phonological Awareness KW - Evaluation Research KW - Educational Practices KW - Disadvantaged Youth KW - Preschool Children KW - School Readiness KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61990538?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2015-07-21 ER - TY - GEN T1 - Descriptive Summary of 2003-04 Beginning Postsecondary Students: Three Years Later. NCES 2008-174 AN - 61985448; ED502174 AB - This report provides a description of the student characteristics, persistence, and degree attainment of a nationally representative sample of students who began postsecondary education for the first time during the 2003-04 academic year. The report describes the background, academic preparation, and experience of these beginning students over 3 academic years, from July 2003 to June 2006, and provides information about rates of program completion, transfer, and attrition for students who first enrolled at various types of postsecondary institutions using data from the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). The BPS survey is the longitudinal component of the 2003-04 National Postsecondary Student Aid Study (NPSAS:04), a nationally representative sample that includes students enrolled in all types of postsecondary institutions. The BPS:04/06 cohort consists of students in the NPSAS:04 sample who were identified as having enrolled in postsecondary education for the first time during the 2003-04 academic year. These beginning students were initially interviewed in 2004, at the end of their first year in postsecondary education, and then interviewed again in 2006, some 3 years after they had started. The estimates presented in the report were produced using the National Center for Education Statistics (NCES) Data Analysis System (DAS), a web-based software application that enables users to specify and generate tables for most of the postsecondary surveys conducted by NCES. The DAS produces the design-adjusted standard errors necessary for testing the statistical significance of differences in the estimates. Two appendixes present: (1) Glossary; and (2) Technical Notes and Methodology. (Contains 79 tables, 11 figures, and 15 footnotes.) [The 2004/06 Beginning Postsecondary Students Longitudinal Study was conducted by RTI International and MPR Associates for the National Center of Education Statistics (NCES).] AU - Berkner, Lutz AU - Choy, Susan Y1 - 2008/07// PY - 2008 DA - July 2008 SP - 239 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 - Student Characteristics KW - Legislators KW - College Attendance KW - Educational Attainment KW - Longitudinal Studies KW - Student Financial Aid KW - Enrollment KW - Academic Persistence KW - Statistical Significance KW - Data Analysis KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61985448?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2015-07-21 ER - TY - GEN T1 - Career and Technical Education in the United States: 1990 to 2005. Statistical Analysis Report. NCES 2008-035 AN - 61984450; ED502109 AB - This report is the fourth in a series of volumes published periodically by NCES to describe the condition of vocational education (now called "career and technical education" or CTE) in the United States during the period from 1990 through 2005. Based on data from 11 NCES surveys, the report describes CTE providers, offerings, participants, faculty, and associated outcomes, focusing on secondary, postsecondary, and adult education. The report is organized into three main chapters addressing, where possible, the following key questions related to CTE at the secondary, postsecondary, and adult levels: (1) What institutions provide CTE? (2) What is offered? (3) Who participates and what courses and majors do they select? (4) Who teaches CTE? and (5) What are the outcomes associated with CTE participation, including academic attainment, postsecondary education, and employment and earnings? A summary chapter provides selected findings from the report, and compares key characteristics across the three education levels. Finally, Appendix A describes the datasets and statistical procedures used in the report, and Appendix B contains a glossary. (Contains 101 tables, 2 exhibits, and 4 figures.) AU - Levesque, Karen AU - Laird, Jennifer AU - Hensley, Elisabeth AU - Choy, Susan P. AU - Cataldi, Emily Forrest AU - Hudson, Lisa Y1 - 2008/07// PY - 2008 DA - July 2008 SP - 408 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 - Postsecondary Education KW - Educational Indicators KW - Statistical Analysis KW - Exhibits KW - Labor Market KW - Educational Attainment KW - Vocational Education KW - School Statistics KW - Outcomes of Education KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61984450?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Academic Libraries: 2006. First Look. NCES 2008-337 AN - 61975371; ED501866 AB - This report presents tabulations for the 2006 Academic Libraries Survey (ALS) conducted by the United States Department of Education's National Center for Education Statistics (NCES), within the Institute of Education Sciences. An academic library is defined as an entity in a postsecondary institution that provides all of the following: An organized collection of printed or other materials, or a combination thereof; a staff trained to provide and interpret such materials as required to meet the informational, cultural, recreational, or educational needs of the clientele; an established schedule in which services of the staff are available to the clientele; and the physical facilities necessary to support such a collection, staff, and schedule. This definition includes libraries that are part of learning resource centers. Branch and independent libraries are defined as auxiliary library service outlets with quarters separate from the central library that houses the basic collection. The central library administers the branches. In ALS, libraries on branch campuses that have separate NCES identification numbers are reported as separate libraries. These academic libraries are informational resources within degree-granting postsecondary institutions in the United States, including institutions that are eligible for Title IV aid and branch campuses of Title IV-eligible institutions. When academic libraries are referred to in this report, they will always be entities that are part of the degree-granting postsecondary institutions in the United States, including institutions that are eligible for Title IV aid and branch campuses of Title IV, eligible institutions. Appended are: (1) Technical Notes; and (2) Questionnaire and Instructions. (Contains 16 tables.) [For "Academic Libraries: 2004. First Look. NCES 2007-301," see ED494016.] AU - Holton, Barbara AU - Hardesty, Laura AU - O'Shea, Patricia Y1 - 2008/07// PY - 2008 DA - July 2008 SP - 55 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 - Statistics KW - Information Sources KW - Multicampus Colleges KW - Library Equipment KW - Surveys KW - Library Services KW - Library Materials KW - Educational Needs KW - Learning Resources Centers KW - Academic Libraries KW - Educational Resources KW - Definitions UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61975371?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - The Quest for Optimal Health: Can Education and Training Cure What Ails Us? AN - 57266793; 200822800 AB - This paper reviews the current need for training and education in the pursuit of optimal health for mental health consumers. Recommendations for building the capacity of consumers and the mental and medical health-care systems to support the self-directed recovery of health by persons living with mental illness are made. Adapted from the source document. JF - International Journal of Mental Health AU - Swarbrick, Peggy AU - Hutchinson, Dori S AU - Gill, Kenneth AD - National Institute on Disability and Rehabilitation Research (H133P050006), Department of Psychiatric Rehabilitation and Counseling, School of Health Related Professions, University of Medicine and Dentistry of New Jersey Y1 - 2008/07// PY - 2008 DA - July 2008 SP - 69 EP - 88 PB - M.E. Sharpe, Armonk NY VL - 37 IS - 2 SN - 0020-7411, 0020-7411 KW - Mental illness KW - Health education KW - Mental health KW - Capacity building approach KW - Consumers KW - article UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/57266793?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aassia&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=International+Journal+of+Mental+Health&rft.atitle=The+Quest+for+Optimal+Health%3A+Can+Education+and+Training+Cure+What+Ails+Us%3F&rft.au=Swarbrick%2C+Peggy%3BHutchinson%2C+Dori+S%3BGill%2C+Kenneth&rft.aulast=Swarbrick&rft.aufirst=Peggy&rft.date=2008-07-01&rft.volume=37&rft.issue=2&rft.spage=69&rft.isbn=&rft.btitle=&rft.title=International+Journal+of+Mental+Health&rft.issn=00207411&rft_id=info:doi/10.2753%2FIMH0020-7411370203 LA - English DB - Applied Social Sciences Index & Abstracts (ASSIA) N1 - Date revised - 2008-11-06 N1 - Last updated - 2016-09-27 N1 - SubjectsTermNotLitGenreText - Consumers; Mental illness; Health education; Capacity building approach; Mental health DO - http://dx.doi.org/10.2753/IMH0020-7411370203 ER - TY - GEN T1 - The Teacher Education Assistance for College and Higher Education (TEACH) Grant Program and Other Federal Student Aid Programs. Final Regulations. Correction. Federal Register, Department of Education, 34 CFR Parts 674, 682, 685, and 686 AN - 61955240; ED502241 AB - On June 23, 2008, final regulations were published in the "Federal Register" to establish regulations for the Teacher Education Assistance for College and Higher Education (TEACH) Grant program. That document inadvertently included several minor technical errors. This document corrects the final regulations. These corrections are effective July 1, 2008. [Docket Id: ED-2008-OPE-0001. For associated document, see ED502240.] Y1 - 2008/06/30/ PY - 2008 DA - 2008 Jun 30 SP - 36792 EP - 36793 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 73 IS - 12 KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Student Financial Aid KW - Student Loan Programs KW - Federal Programs KW - Grants KW - Teacher Education KW - Federal Regulation KW - Work Study Programs KW - Error Correction UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61955240?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2015-07-21 ER - TY - GEN T1 - The Teacher Education Assistance for College and Higher Education (TEACH) Grant Program and Other Federal Student Aid Programs. Final Rule. Federal Register, Part III, Department of Education, 34 CFR Parts 668, 673, 674, 675, 676, 682, 685, 686, and 690 AN - 61945962; ED502240 AB - The Secretary amends title 34 of the Code of Federal Regulations to establish regulations for the Teacher Education Assistance for College and Higher Education (TEACH) Grant program. The TEACH Grant program is a non-need-based grant program that provides up to $4,000 per year to students who are enrolled in an eligible program and who agree to teach in a high-need field, at a low-income elementary or secondary school for at least four years within eight years of completing the program for which the TEACH Grant was awarded. If the grant recipient fails to complete the required teaching service, the TEACH Grant is treated as a Federal Direct Unsubsidized Stafford Loan (Federal Direct Unsubsidized Loan). The Secretary also amends the regulations related to the Student Assistance General Provisions; the General Provisions for the Federal Perkins Loan Program, Federal Work-Study Program, and Federal Supplemental Educational Opportunity Grant Program; the Federal Perkins Loan Program; the Federal Work-Study Program; the Federal Supplemental Educational Opportunity Grant Program; the Federal Family Education Loan (FFEL) Program; the William D. Ford Federal Direct Loan Program; and the Federal Pell Grant Program to implement the TEACH Grant program. These regulations are needed to implement provisions of the Higher Education Act of 1965 (HEA), as amended by the College Cost Reduction and Access Act of 2007 (CCRAA). These regulations are effective July 1, 2008. [Docket Id: ED-2008-OPE-0001. For correction to this document, see ED502241.] Y1 - 2008/06/23/ PY - 2008 DA - 2008 Jun 23 SP - 35471 EP - 35507 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 73 IS - 121 KW - Perkins Loan Program KW - Pell Grant Program KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Student Financial Aid KW - Federal Aid KW - Student Loan Programs KW - Federal Programs KW - Grants KW - Teacher Education KW - Federal Regulation KW - Work Study Programs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61945962?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2015-07-21 ER - TY - GEN T1 - The Condition of Education 2008 in Brief. NCES 2008-032 AN - 61965815; ED501488 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 2008 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. It contains a sample of the 43 indicators in "The Condition of Education, 2008." The indicators in this publication are numbered sequentially, rather than according to their numbers in the complete edition. The Contents page offers a cross-reference between the two publications. Also included are additional tables and notes related to each indicator. [For the full report, see ED501487.] AU - Livingston, Andrea Y1 - 2008/06// PY - 2008 DA - June 2008 SP - 33 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 - Grade 12 KW - Grade 4 KW - Grade 8 KW - Higher Education KW - Postsecondary Education KW - Compensation (Remuneration) KW - Intellectual Disciplines KW - Student Employment KW - Educational Finance KW - Academic Achievement KW - Young Adults KW - Educational Attainment KW - Income KW - Outcomes of Education KW - Comparative Analysis KW - Faculty Mobility KW - Public Schools KW - Enrollment Trends KW - College Students KW - Academic Persistence KW - Educational Indicators KW - College Faculty KW - Academic Degrees KW - Foreign Countries KW - Teacher Student Ratio KW - Language Minorities KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61965815?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Indian Education Study, 2007. Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8. Statistical Analysis Report. NCES 2008-458 AN - 61959927; ED501756 AB - This report presents information about the educational, home, and community experiences of American Indian and Alaska Native (AI/AN) fourth- and eighth-grade students that was collected during the National Indian Education Study (NIES) of 2007. AI/AN students represent about 1 percent of the student population in the United States. Approximately 10,000 AI/AN students in 1,700 schools at grade 4 and 11,000 AI/AN students from 1,800 schools at grade 8 participated in the study. Surveys were completed by students, their teachers, and their school administrators. The three major areas of findings that are described in this report include: (1) characteristics of AI/AN students; (2) characteristics of their teachers and schools; and (3) integration of native language and culture in their homes and schools. (Contains 4 footnotes, 24 figures, and 64 tables.) [The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian and Alaska Native students in the United States. The study is sponsored by the Office of Indian Education and conducted by the National Center for Education Statistics for the U.S. Department of Education. For Part I of this report, see ED501263. For previous report, see ED491693 (Part I) and ED493678 (Part II).] AU - Moran, R. AU - Rampey, B. Y1 - 2008/06// PY - 2008 DA - June 2008 SP - 55 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - American Indian Culture KW - Institutional Characteristics KW - Culturally Relevant Education KW - Family Environment KW - American Indian Languages KW - Teacher Characteristics KW - Socioeconomic Status KW - Student Characteristics KW - Geographic Distribution KW - Cultural Education KW - National Surveys KW - American Indians KW - Cultural Awareness KW - Educational Experience KW - Statistical Analysis KW - American Indian Education KW - Alaska Natives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61959927?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Enrollment in Postsecondary Institutions, Fall 2006; Graduation Rates, 2000 & 2003 Cohorts; and Financial Statistics, Fiscal Year 2006. First Look. NCES 2008-173 AN - 61956315; ED501565 AB - This First Look report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2007 data collection, which included four components: Student Financial Aid for full-time, first-time degree/certificate-seeking undergraduate students for the 2006-07 academic year; Enrollment for fall 2006 and 12-month counts for 2005-06; Graduation Rates for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2000 at 4-year institutions or in 2003 at less-than-4-year institutions; and Finance for fiscal year 2006. This First Look report is based on the collection of data from over 6,500 postsecondary education institutions that participate in Title IV federal student financial aid programs. Tabulations in this report present selected data items collected from the 6,518 Title IV institutions in the United States (excluding those in other jurisdictions) that were eligible for at least one component of the spring 2007 collection. In addition, 81 administrative offices in the United States were eligible for the Finance component and are included in the Finance tabulations. Information regarding IPEDS survey procedures and response rates is available in appendix A. Detailed definitions of terms used in this report are available in appendix B. (Contains 21 tables and 15 footnotes.) [For "Enrollment in Postsecondary Institutions, Fall 2005; Graduation Rates, 1999 and 2002 Cohorts; and Financial Statistics, Fiscal Year 2005. First Look. NCES 2007-154," see ED496551.] AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. AU - Miller, Elise S. Y1 - 2008/06// PY - 2008 DA - June 2008 SP - 62 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 - Expenditures KW - Student Financial Aid KW - Undergraduate Students KW - Student Characteristics KW - Educational Finance KW - Enrollment KW - National Surveys KW - Graduation Rate KW - Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61956315?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation. NCEE 2008-4021 AN - 61956104; ED501655 AB - This report presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs--a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5. This evaluation seeks to determine whether the enhanced after-school instruction improves math or reading proficiency over what students would achieve in regular after-school programs, as measured by test scores. The evaluation also examines the impacts of the enhanced after-school instruction for subgroups of students based on their prior academic performance and grade level. The evaluation seeks to ascertain whether the enhanced after-school instruction affects other in-school academic behavior outcomes, as measured by reports from regular-school-day teachers of student engagement, behavior, and homework completion. (Contains 3 boxes, 51 tables, and 13 figures.) AU - Black, Alison Rebeck AU - Doolittle, Fred AU - Zhu, Pei AU - Unterman, Rebecca AU - Grossman, Jean Baldwin Y1 - 2008/06// PY - 2008 DA - June 2008 SP - 232 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 2 KW - Grade 3 KW - Grade 4 KW - Grade 5 KW - Comparative Analysis KW - Elementary School Students KW - Instructional Effectiveness KW - Mathematics Instruction KW - Reading Instruction KW - Program Implementation KW - After School Programs KW - Academic Achievement KW - Program Evaluation KW - Student Behavior UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61956104?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Evaluation of the DC Opportunity Scholarship Program: Impacts after Two Years. Executive Summary. NCEE 2008-4024 AN - 61955954; ED501697 AB - As part of the "District of Columbia School Choice Incentive Act of 2003" Congress mandated evaluation of this first federally funded, private school voucher program in the United States (now called the DC Opportunity Scholarship Program (OSP). This report presents findings from the evaluation on the impacts 2 years after families who applied were given the option to move from a public school to a participating private school of their choice. The evaluation is based on a randomized controlled trial design that compares the outcomes of eligible applicants randomly assigned to receive or not receive a scholarship through a series of lotteries. Primary findings to date: (1) After 2 years, there was no statistically significant difference in test scores in general between students who were offered an OSP scholarship and students who were not offered a scholarship; (2) OSP had a positive impact on overall parent satisfaction and parent perceptions of school safety, but not on students' reports of satisfaction and safety; (3) This same pattern of findings holds when the analysis is conducted to determine the impact of using a scholarship rather than being offered a scholarship; (4) There were some impacts on subgroups of students, but adjustments for multiple comparisons indicate that these findings may be due to chance; and (5) Second year impacts are generally consistent with those from the first year. (Contains 8 footnotes, 2 figures, and 5 tables.) [For full report, see ED501696.] AU - Wolf, Patrick AU - Gutmann, Babette AU - Puma, Michael AU - Kisida, Brian AU - Rizzo, Lou AU - Eissa, Nada Y1 - 2008/06// PY - 2008 DA - June 2008 SP - 19 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - Elementary Secondary Education Act KW - Stanford Achievement Tests KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Program Effectiveness KW - Scholarships KW - Mathematics Achievement KW - Student Participation KW - Academic Achievement KW - Conflict of Interest KW - Scores KW - School Involvement KW - School Safety KW - Tuition KW - Reading Achievement KW - Educational Environment KW - Control Groups KW - Satisfaction KW - Perception KW - School Choice KW - Educational Vouchers KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61955954?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Evaluation of the DC Opportunity Scholarship Program: Impacts after Two Years. NCEE 2008-4023 AN - 61955923; ED501696 AB - The "District of Columbia School Choice Incentive Act of 2003," passed by the Congress in January 2004, established the first federally funded, private school voucher program in the United States. The purpose of the new scholarship program was to provide low-income residents, particularly those whose children attend schools in need of improvement or corrective action under the "Elementary and Secondary Education Act," with "expanded opportunities to attend higher performing schools in the District of Columbia" (Sec. 303). As part of this legislation, the Congress mandated a rigorous evaluation of the impacts of the Program, now called the "DC Opportunity Scholarship Program" (OSP). This report presents findings from the evaluation on the impacts two years after families who applied were given the option to move from a public school to a participating private school of their choice. The report studies five key outcomes of the OSP: school differences; academic achievement; parental perceptions of school satisfaction and safety; student reports of school satisfaction and safety; and the impact of using a scholarship. The study found no significant differences in student achievement between those who were offered scholarships to attend a participating private school and those who were eligible for, but were not offered (as assigned by a lottery) a scholarship. However, being offered a scholarship may have improved reading test scores among three subgroups of relatively more advantaged students: those who had not attended a School in Need of Improvement (SINI) school when they applied to the program, those who had relatively higher pre-program academic performance, and those who applied in the first year of program implementation. Students in the program did not report being more satisfied or feeling safer than those who were not in the program. However, the program did have a positive impact on parent satisfaction and perceptions of school safety. This same pattern of findings holds when the analysis is conducted to determine the impact of using a scholarship rather than being offered a scholarship and when estimating the effects of attending private school versus public school, regardless of whether an Opportunity Scholarship Program scholarship was used. The following are appended: (1) Research Methodology; (2) Benjamini-Hochberg Adjustments for Multiple Comparisons; (3) Sensitivity Testing; (4) Detailed ITT Tables; (5) Relationship between Attending a Private School and Key Outcomes; and (6) Intermediate Outcome Measures. (Contains 79 tables and 11 figures.) [For the Executive Summary, see ED501697. AU - Wolf, Patrick AU - Gutmann, Babette AU - Puma, Michael AU - Kisida, Brian AU - Rizzo, Lou AU - Eissa, Nada Y1 - 2008/06// PY - 2008 DA - June 2008 SP - 174 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - Elementary Secondary Education Act KW - Stanford Achievement Tests KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Program Effectiveness KW - Scholarships KW - Mathematics Achievement KW - Student Participation KW - Academic Achievement KW - Scores KW - School Involvement KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Satisfaction KW - Program Implementation KW - Compliance (Legal) KW - Educational Vouchers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61955923?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2002-03 and 2004-05. Statistical Analysis Report. NCES 2008-008 AN - 61955784; ED501788 AB - This report presents information about technology-based distance education in public elementary and secondary schools in the 2004-05 school year and changes from the 2002-03 school year. The discussion is divided into chapters that reflect the major topics addressed by the questionnaire. Chapter 2 describes the prevalence of technology-based distance education courses in public school districts and public schools. Chapter 3 discusses technology-based distance education course enrollments at various instructional levels. It also presents completion status of course enrollments taken via technology-based distance education in 2004-05, as well as districts' plans to expand technology-based distance education offerings in the future. Chapter 4 presents information about the entities that deliver technology-based distance education courses to students and reports about technology-based distance education course delivery by districts to students who are not regularly enrolled in the district. Chapter 5 reports on the prevalence of AP and college-level courses delivered via technology-based distance education and presents the types of entities that deliver these AP and college-level courses to students. Chapter 6 outlines technologies that are used for delivering distance education courses. Chapter 7 presents a closer look at courses delivered online, including information on districts' provision or payment for the infrastructure needed to access online courses from home. Chapter 8 presents longitudinal analysis of the data, including changes in prevalence of technology-based distance education courses and in technologies that are used for course delivery. Chapter 9 summarizes the findings and provides conclusions from the study. A detailed discussion of the survey methodology and tables of standard errors for all data presented in this report are included as technical appendixes (appendixes A and B). The 2002-03 and 2004-05 FRSS questionnaires are presented in appendix C. (Contains 53 tables and 4 figures.) AU - Zandberg, Izabella AU - Lewis, Laurie Y1 - 2008/06// PY - 2008 DA - June 2008 SP - 151 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 - School Districts KW - Secondary School Students KW - Computer Uses in Education KW - Secondary Schools KW - Distance Education KW - Online Courses KW - Public Schools KW - Reports KW - Enrollment KW - Statistical Analysis KW - Computer Assisted Instruction KW - Educational Technology KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61955784?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education, 2008. NCES 2008-031 AN - 61947186; ED501487 AB - This report summarizes important developments and trends in education using the latest available data. The report presents 43 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2008 print edition includes 43 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. The Web version includes the following: the 2008 Commissioner's statement, a user's guide, special analyses from 2000 through 2007, all indicators from this edition, and selected indicators from earlier editions of "The Condition of Education." Two appendixes include: (1) Supplemental Tables; and (2) Supplemental Notes. A glossary and index are also provided. (Contains 84 tables and 11 notes.) [For the 2007 edition of this publication, see ED497043.] AU - Planty, Michael AU - Hussar, William AU - Snyder, Thomas AU - Provasnik, Stephen AU - Kena, Grace AU - Dinkes, Rachel AU - KewalRamani, Angelina AU - Kemp, Jana Y1 - 2008/06// PY - 2008 DA - June 2008 SP - 334 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Higher Education KW - Postsecondary Education KW - Compensation (Remuneration) KW - Intellectual Disciplines KW - Student Employment KW - Undergraduate Study KW - Educational Finance KW - Academic Achievement KW - Young Adults KW - Educational Attainment KW - Income KW - Outcomes of Education KW - Comparative Analysis KW - Faculty Mobility KW - Enrollment Trends KW - College Students KW - Academic Persistence KW - Graduate Study KW - Educational Indicators KW - College Faculty KW - Academic Degrees KW - Educational Environment KW - Foreign Countries KW - Teacher Student Ratio KW - Professional Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61947186?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: 2005-06. Statistical Analysis Report. NCES 2008-339 AN - 61946579; ED501777 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 2005-06 school year and includes student membership and staff in public schools and school districts in the 50 states, 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 2004-05 school year and revenues and expenditures for fiscal year (FY) 2005. 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 23 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) teachers and contained 17 percent of all public schools and 20 percent of 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 (695 vs. 518) as well as a higher median pupil/teacher ratio (15.9 vs. 15.4) (table 1); (4) The percentage of students in the 100 largest public school districts who were other than White, non-Hispanic was 71 percent, compared to 44 percent of students in all school districts (table 2); (5) In FY 2005, current expenditures per pupil in the 100 largest public school districts ranged from lows of $5,104 in the Puerto Rico Department of Education and $5,503 in the Alpine District, Utah to a high of $18,878 in the District of Columbia Public Schools and $17,988 in Boston, Massachusetts (table A-14); and (6) Three states--California, Florida, and Texas--accounted for 45 percent of the 100 largest public school districts (table D-3). (Contains 25 tables, 1 figure, and 1 data file link.) AU - Garofano, Anthony AU - Sable, Jennifer Y1 - 2008/06// PY - 2008 DA - June 2008 SP - 84 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 - Magnet Schools KW - Full Time Equivalency KW - Student Characteristics KW - Dropout Rate KW - Expenditure per Student KW - School Districts KW - Public School Teachers KW - English (Second Language) KW - Income KW - School District Size KW - Charter Schools KW - Expenditures KW - Comparative Analysis KW - Minority Groups KW - Public Schools KW - Teacher Student Ratio KW - Enrollment KW - Migrant Children KW - Disadvantaged Schools KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61946579?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Privacy Impact Assessment for the TRIO Programs Annual Performance Report (APR) System AN - 61948760; ED502950 AB - The TRIO Programs Annual Performance Report (APR) System collects individual student records on individuals served by the following Federal TRIO Programs: Upward Bound (which includes regular Upward Bound (UB), Upward Bound Math-Science (UBMS), and Veterans Upward Bound (VUB)); Student Support Services (SSS); and the Ronald E. McNair Post baccalaureate Achievement (McNair) programs. The Privacy Impact Assessment document addresses the following seven issues: (1) What information is collected; (2) Why the information is collected; (3) How the information will be used by the Department of Education; (4) Sharing of information with other agencies/entities; (5) Notice of consent practices; (6) Security procedures; and (7) System of records. Y1 - 2008/05/20/ PY - 2008 DA - 2008 May 20 SP - 5 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Public Agencies KW - Federal Programs KW - Privacy KW - Information Management KW - Student Records UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61948760?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Indian Education Study, 2007. Part I: Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2007 Reading and Mathematics Assessments. NCES 2008-457 AN - 61975903; ED501263 AB - This report presents the results for Part I of the study focusing on the performance of American Indian and Alaska Native (AI/AN) fourth- and eighth-graders on the 2007 National Assessment of Educational Progress in reading and mathematics. A national sample of approximately 10,100 AI/AN students at grades 4 and 8 participated in the 2007 reading assessment and 10,300 in the mathematics assessment. Results from this study are compared to those from the first NIES conducted in 2005. The results for 11 states with relatively large populations of AI/AN students are presented in addition to the national results. In both reading and mathematics, overall scores for AI/AN fourth and eighth-graders showed no significant change since 2005 and were lower than the scores for non-AI/AN students in 2007. In 2007 at both grades, AI/AN students attending schools in which less than 25 percent of the students were AI/AN scored higher than their peers attending schools with higher concentrations of AI/AN students, and those attending public schools scored higher than their peers in Bureau of Indian Education schools. Although overall average scores for AI/AN students were lower than the scores for non-AI/AN students at both grades in 2007, they were not consistently lower than the scores for all racial/ethnic groups. Average scores in both grades for AI/AN students were lower than the scores for White and Asian/Pacific Islander students. Scores for higher-performing AI/AN students were higher than those of their Black peers in both grades. In reading, AI/AN fourth-graders attending city schools scored higher than their Hispanic peers, and AI/AN eighth-graders attending rural schools scored lower than their Hispanic peers. In mathematics, average scores for AI/AN students in both grades were not significantly different from their Hispanic peers. (Contains 39 figures and 30 tables.) [For Part I of the 2005 edition of this study, see ED491693. For Part II of the 2005 edition of this study, see ED493678.] AU - Moran, R. AU - Rampey, D. B. AU - Dion, G. AU - Donahue, P. Y1 - 2008/05// PY - 2008 DA - May 2008 SP - 92 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Low Income Groups KW - Rural Schools KW - Ethnicity KW - Mathematics Achievement KW - Lunch Programs KW - Academic Achievement KW - Scores KW - National Competency Tests KW - American Indians KW - White Students KW - Reading Achievement KW - African American Students KW - Hispanic American Students KW - American Indian Education KW - Asians KW - Pacific Islanders KW - Alaska Natives UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61975903?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Turning Around Chronically Low-Performing Schools. IES Practice Guide. NCEE 2008-4020 AN - 61967532; ED501241 AB - This guide identifies practices that can improve the performance of chronically low-performing schools--a process commonly referred to as creating "turnaround schools." The four recommendations in this guide work together to help failing schools make adequate yearly progress. These recommendations are: (1) signal the need for dramatic change with strong leadership; (2) maintain a consistent focus on improving instruction; (3) provide visible improvements early in the turnaround process (quick wins); and (4) build a committed staff. The guide includes a checklist showing how each recommendation can be carried out. It uses examples from case studies which illustrate practices noted by schools as having had a positive impact on the school turnaround. The following are appended: (1) Postscript from the Institute of Education Sciences; (2) About the authors; (3) Disclosure of potential conflicts of interest; and (4) Technical information on the studies. (Contains 2 tables.) [This report was produced by the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences.] AU - Herman, Rebecca AU - Dawson, Priscilla AU - Dee, Thomas AU - Greene, Jay AU - Maynard, Rebecca AU - Redding, Sam AU - Darwin, Marlene Y1 - 2008/05// PY - 2008 DA - May 2008 SP - 49 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Elementary Secondary Education KW - Instructional Improvement KW - Case Studies KW - Leadership Qualities KW - Educational Practices KW - Educational Change KW - School Personnel KW - Guides KW - Change Strategies KW - Educational Improvement UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61967532?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Trends among High School Seniors, 1972-2004. NCES 2008-320 AN - 61963069; ED501757 AB - This report describes patterns of continuity and change among spring 2004 high school seniors from the Education Longitudinal Study of 2002 (ELS:2002) first follow-up study, spring 1992 seniors from the National Education Longitudinal Study of 1988 (NELS:88) second follow-up study, spring 1980 seniors from the High School and Beyond (HS&B) base-year study, and spring 1972 seniors from the National Longitudinal Study of the High School Class of 1972 (NLS:72) base-year study. It supplies demographic profiles of 1972, 1980, 1992, and 2004 seniors and discusses their senior-year coursetaking and extracurricular activities, life values, educational expectations, and post-high school education and career plans. Chapter 1 describes changes in the racial/ethnic makeup of high school seniors from 1982 to 2004. Chapter 2 examines the courses taken by seniors during their senior year (in contrast to courses accumulated throughout their high school program, as examined in, for example, Bozick and Ingels 2008 and Dalton et al. 2007). During this last year of high school, seniors took higher-level courses in mathematics, science, and foreign language in greater proportions in 2004 than in 1982 (the first year for which coursetaking data are available). Seniors participated in a variety of extracurricular activities. The ones examined in chapter 3 are student government, honor society, athletics, newspaper or yearbook, vocational club, and academic club. There was both some overall change and a good deal of stability in the patterns of participation among seniors. Chapter 4 examines plans for work and school immediately after high school, as well as the importance of certain factors in choosing a postsecondary education institution. Plans for highest educational level and occupational attainment at age 30 are examined in chapter 5. Two appendixes include: Technical Notes and Glossary; and (2) Standard Error Tables. (Contains 38 tables, 4 figures, and 21 footnotes.) [This report updates an earlier NCES publication, "Trends among High School Seniors, 1972-1992" (ED387533). AU - Ingels, Steven J. AU - Dalton, Ben W. AU - LoGerfo, Laura Y1 - 2008/05// PY - 2008 DA - May 2008 SP - 126 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Policymakers KW - High Schools KW - Postsecondary Education KW - Science Education KW - Influences KW - Athletics KW - Honor Societies KW - Socioeconomic Status KW - Student Characteristics KW - Employment KW - College Choice KW - Mathematics Education KW - Occupational Aspiration KW - Academic Aspiration KW - Course Selection (Students) KW - Extracurricular Activities KW - Expectation KW - Values KW - Gender Differences KW - Ethnicity KW - Race KW - Second Language Learning KW - Racial Differences KW - Clubs KW - School Newspapers KW - High School Seniors KW - Yearbooks KW - Student Government UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61963069?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Technical Methods Report: Guidelines for Multiple Testing in Impact Evaluations. NCEE 2008-4018 AN - 61957759; ED501605 AB - This report presents guidelines for addressing the multiple comparisons problem in impact evaluations in the education area. The problem occurs due to the large number of hypothesis tests that are typically conducted across outcomes and subgroups in these studies, which can lead to spurious statistically significant impact findings. The guidelines, which balance type I and type II errors, involve specifying confirmatory and exploratory analyses in the study protocols, structuring the data by delineating outcome domains, conducting t-tests on composite domain outcomes, and applying multiplicity correction procedures to composites across domains. Guidelines are discussed for subgroup analyses, designs with multiple treatment groups, power analyses, and reporting impact findings. The report also provides background for applying the guidelines, including a detailed discussion of the multiplicity problem, statistical solutions that are found in the literature, and weighting options for forming composite domain outcomes. Four appendixes include: (1) Panel Members Attending the Multiple Comparisons Meetings; (2) Introduction to Multiple Testing; (3) Weighting Options for Constructing Composite Domain Outcomes; and (4) The Bayesian Hypothesis Testing Framework. (Contains 5 tables.) AU - Schochet, Peter Z. Y1 - 2008/05// PY - 2008 DA - May 2008 SP - 36 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Multiple Testing KW - Multiple Comparisons KW - Type I Errors KW - Type II Errors KW - T Test KW - ERIC, Resources in Education (RIE) KW - Context Effect KW - Guidelines KW - Bayesian Statistics KW - Intervention KW - Data Collection KW - Statistical Significance KW - Testing KW - Data Analysis KW - Hypothesis Testing KW - Outcomes of Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61957759?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Attrition of Public School Mathematics and Science Teachers. Issue Brief. NCES 2008-077 AN - 61949032; ED501286 AB - Staffing American schools with well-qualified teachers has long been a prominent issue in elementary and secondary education. Mathematics and science teachers are of particular interest because mathematics and science are core subjects in both elementary and secondary public schools. These subjects continue to attract attention as the need for individuals entering the workforce with advanced knowledge in these areas remains high. Maintaining a sufficient supply of mathematics and science teachers depends on both entry rates into these teaching fields and attrition from these fields. This Issue Brief reports on trends in the attrition of public school mathematics and science teachers over a 16-year period and examines the reasons given by mathematics and science teachers for leaving teaching employment. With the exception of leaving for better salary and/or benefits, no measurable differences were found between mathematics and science leavers and other leavers in the percentages rating the selected reasons for leaving as very important or extremely important. The percentage of public school mathematics and science teachers who left teaching employment did not change measurably between 1988-1989 and 2004-2005. However, the percentage of other public school teachers who left teaching employment did increase over the same period. (Contains 10 endnotes and 6 tables.) AU - Hampden-Thompson, Gillian AU - Herring, William L. AU - Kienzl, Gregory Y1 - 2008/05// PY - 2008 DA - May 2008 SP - 5 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 - Faculty Mobility KW - Teaching (Occupation) KW - Science Teachers KW - Teacher Characteristics KW - Teacher Persistence KW - Mathematics Teachers KW - Public School Teachers KW - Teacher Qualifications UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61949032?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities from 2003-04 to 2004-05. Wave 2 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS). NCSER 2008-3011 AN - 61947966; ED501654 AB - PEELS involves a nationally representative sample of children, 3 to 5 years of age when they entered the study, with diverse disabilities who are receiving preschool special education services in a variety of settings. Topics covered in the report include declassification (children leaving special education), reclassification (movement from one primary disability group to another), changes over time in the special education and related services provided to preschoolers with disabilities, and changes in children's performance on a series of direct and indirect assessments in the areas of emerging literacy, early math skills, social behavior, and motor skills from 2003-04 to 2004-05. The study found that fifteen percent of children were declassified between 2003-04 and 2004-05. Children were more likely to be declassified when they transitioned from preschool to kindergarten or from kindergarten to first grade. Over that same year, 23 percent of children who continued to receive special education services had a change in their primary disability category. Teachers indicated that 89 percent of the children received speech or language therapy in the 2003-04 school year, and 86 percent of the children received it in 2004-05. Occupational therapy and learning strategies/study skills assistance by a special educator were also commonly reported services both years. The mean overall performance of preschoolers with disabilities increased significantly from 2003-04 to 2004-05 on the Woodcock-Johnson III: Letter-Word Identification subtest, a measure of early literacy skills, and Applied Problems subtest, a measure of early math skills. (Contains 83 tables and 2 figures.) AU - Carlson, Elaine AU - Daley, Tamara AU - Shimshak, Amy AU - Riley, Jarnee AU - Keller, Brad AU - Jenkins, Frank AU - Markowitz, Joy AU - Rosenquist, Celia Y1 - 2008/05// PY - 2008 DA - May 2008 SP - 116 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - Preschool and Kindergarten Behavior Scales KW - Vineland Adaptive Behavior Scales KW - Adaptive Behavior Assessment KW - ERIC, Resources in Education (RIE) KW - Preschool Education KW - Special Education KW - Change KW - Social Behavior KW - Longitudinal Studies KW - Mathematics Skills KW - Skill Development KW - Eligibility KW - Satisfaction KW - Classification KW - Disabilities KW - Emergent Literacy KW - Parent Attitudes KW - Alternative Assessment KW - Psychomotor Skills KW - Preschool Children UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61947966?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Relationship of Preventive Health Practices and Health Literacy: A National Study AN - 57251534; 200816737 AB - Objective: To identify relationships between the health literacy and self-reported preventive health practices of US adults. Methods: Measured health literacy and preventive health practices for a nationally representative sample of adults (N = 18,100) and conducted probit regression analyses after controlling for age, gender, race/ethnicity, poverty level, insurance status, self-reported health status, and oral reading fluency. Results: Low literacy was associated with a decreased likelihood of using most preventive health measures under study for adults aged 65 and older, but not for adults of 2 younger age groups. Conclusion: The relationship between health literacy and preventive health practices varied substantially by adult age group. Adapted from the source document. JF - American Journal of Health Behavior AU - White, Sheida AU - Chen, Jing AU - Atchison, Ruth AD - National Assessment of Adult Literacy, National Center for Education Statistics, Institute of Education Sciences, US Department of Education. 1990 K Street NW, 8th Floor, Washington, DC 20006 sheida.white@ed.gov Y1 - 2008/05// PY - 2008 DA - May 2008 SP - 227 EP - 242 PB - PNG Publications, Star City WV VL - 32 IS - 3 SN - 1087-3244, 1087-3244 KW - preventive health practices, health literacy, adult literacy, self-reported preventive health practices KW - Health education KW - Health status KW - Literacy KW - Preventive health care KW - Health behaviour KW - article UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/57251534?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=American+Journal+of+Health+Behavior&rft.atitle=Relationship+of+Preventive+Health+Practices+and+Health+Literacy%3A+A+National+Study&rft.au=White%2C+Sheida%3BChen%2C+Jing%3BAtchison%2C+Ruth&rft.aulast=White&rft.aufirst=Sheida&rft.date=2008-05-01&rft.volume=32&rft.issue=3&rft.spage=227&rft.isbn=&rft.btitle=&rft.title=American+Journal+of+Health+Behavior&rft.issn=10873244&rft_id=info:doi/ LA - English DB - Applied Social Sciences Index & Abstracts (ASSIA) N1 - Date revised - 2008-08-04 N1 - Last updated - 2016-09-27 N1 - CODEN - AJHBF6 N1 - SubjectsTermNotLitGenreText - Health education; Health behaviour; Preventive health care; Health status; Literacy ER - TY - RPRT T1 - The Nation's Report Card[TM]: Writing 2007. National Assessment of Educational Progress at Grades 8 and 12. National, State, and Trial Urban District Results. NCES 2008-468 AN - 61971023; ED500814 AB - The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. Nationally representative samples of more than 165,000 eighth- and twelfth-graders participated in the 2007 NAEP writing assessment (the assessment was not administered at grade 4 in 2007). Each student responded to 2 out of 17 possible writing tasks intended to measure one of three purposes for writing: narrative, informative, or persuasive. Results are presented nationally for both eighth- and twelfth-graders, and in participating states and urban districts only for eighth-graders. Comparing the results of the 2007 writing assessment to results from previous years shows the progress eighth- and twelfth-graders are making in improving writing skills. Includes appendix of tables. (Contains 28 tables and 24 figures.) AU - Salahu-Din, D. AU - Persky, H. AU - Miller, J. Y1 - 2008/04// PY - 2008 DA - April 2008 SP - 72 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - Grade 8 KW - Student Improvement KW - Writing Achievement KW - Writing Skills KW - School Districts KW - Writing Tests KW - Urban Schools KW - National Competency Tests KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61971023?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Parent Expectations and Planning for College. Statistical Analysis Report. NCES 2008-079 AN - 61959867; ED501131 AB - This report uses data from the 2003 National Household Education Surveys Program (NHES) Parent and Family Involvement Survey (PFI) to examine the characteristics associated with the educational expectations parents had for their children and the postsecondary education planning practices families and schools engaged in. The results presented in this report are based on a sample of students in grades 6 through 12 who represented the 28,182,000 students in grades 6 through 12 in the United States in early 2003. The data revealed that roughly nine out of every 10 students (91 percent) in grades 6 through 12 had parents who expected them to continue their education beyond high school, with about two-thirds (65 percent) having had parents who expected them to finish college. Other findings presented in this report show that about one-third (32 percent) of students had parents who perceived that their child's school did very well at providing information to help their child plan for postsecondary education. Finally, among students whose parents expected them to continue their education after high school, 82 percent had parents who reported that the family was planning on helping to pay for their child's postsecondary education costs, and among those whose parents reported that the family was planning on helping to pay the costs, 66 percent had parents who reported that they had enough information about postsecondary education costs to begin planning. The following are appended: (1) Glossary; (2) Technical Notes; (3) Supplemental Tables; (4) T-test Results Tables. (Contains 12 tables and 2 figures.) AU - Lippman, Laura AU - Guzman, Lina AU - Keith, Julie Dombrowski AU - Kinukawa, Akemi AU - Shwalb, Rebecca AU - Tice, Peter Y1 - 2008/04// PY - 2008 DA - April 2008 SP - 75 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 10 KW - Grade 11 KW - Grade 12 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Grade 9 KW - Higher Education KW - Postsecondary Education KW - College Bound Students KW - Family Structure KW - Parent Role KW - Racial Differences KW - Secondary School Students KW - English (Second Language) KW - Costs KW - Student Financial Aid KW - Family Involvement KW - Grades (Scholastic) KW - Paying for College KW - Planning KW - Academic Aspiration KW - Parent Participation KW - Parent Attitudes KW - Expectation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61959867?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Reading First Impact Study: Interim Report. Executive Summary. NCEE 2008-4019 AN - 61959164; ED501219 AB - This executive summary describes results of the "Reading First Impact Study: Interim Report." The report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 (NCLB) established Reading First and mandated its evaluation. This document is the first of two reports: it examines the impact of Reading First funding in 2004-05 and 2005-06 in 18 sites across 12 states. The report examines program impacts on students' reading comprehension and teachers' use of scientifically based reading instruction. Key findings are that: (1) On average, estimated impacts on student reading comprehension test scores were not statistically significant; (2) On average, Reading First increased instructional time spent on the five essential components of reading instruction promoted by the program (phonemic awareness, phonics, vocabulary, fluency, and comprehension); (3) Average impacts on reading comprehension and classroom instruction did not change systematically over time as sites gained experience with Reading First; and (4) Study sites that received their Reading First grants later in the federal funding process experienced positive and statistically significant impacts both on the time first and second grade teachers spent on the five essential components of reading instruction and on first and second grade reading comprehension, in contrast to study sites that received their Reading First grants earlier in the federal funding process, where there were no statistically significant impacts on either time spent on the five components of reading instruction or on reading comprehension scores at any grade level. The final report is due in early 2009, and will provide an additional year of follow-up data, and will examine whether the magnitude of impacts on the use of scientifically based reading instruction is associated with improvements in reading comprehension. (Contains 4 footnotes and 5 figures.) [This report was produced by the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences. For the full interim report, see ED501218.] AU - Gamse, Beth C. AU - Bloom, Howard S. AU - Kemple, James J. AU - Jacob, Robin Tepper Y1 - 2008/04// PY - 2008 DA - April 2008 SP - 17 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 - Early Childhood Education KW - Elementary Education KW - Grade 1 KW - Grade 2 KW - Grade 3 KW - Primary Education KW - Vocabulary Development KW - Institutional Characteristics KW - Program Effectiveness KW - Educational Legislation KW - Phonics KW - Student Characteristics KW - National Programs KW - Reading Comprehension KW - Reading Achievement KW - Time Factors (Learning) KW - Reading Instruction KW - Reading Programs KW - Reading Fluency KW - Phonemic Awareness KW - Data Collection KW - Differences KW - Time on Task UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61959164?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: 2004-05. Statistical Analysis Report. NCES 2008-335 AN - 61956068; ED500791 AB - The purpose of this publication is to provide basic descriptive information about the 100 largest school districts (ranked by student membership, that is, the number of students enrolled at the beginning of the school year) for the 2004-05 school year in the 50 states, 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). In this report, the terms "United States and jurisdictions" and "national total data" refer to these entities. This is different from most National Center for Education Statistics (NCES) reports, which include only the 50 states and the District of Columbia in the totals. Among the findings were that 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 23 percent of all public school students. The 100 largest public school districts employed 20 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 public high school completers. The 100 largest public school districts had larger average school enrollments compared to the average for all school districts (702 vs. 518). In addition to larger school sizes, the 100 largest school districts also had a higher median pupil/teacher ratio than the average school district (16.2 vs. 15.5). Four states--California, Florida, Texas, and New York--accounted for half of the students in the 100 largest public school districts. The percentage of students in the 100 largest public school districts who were other than White, non-Hispanic was 71 percent, compared to 43 percent of students in all school districts. In FY 2004, current expenditures per pupil in the largest public school districts ranged from lows of $4,351 in the Puerto Rico Department of Education, Puerto Rico and $5,608 in the Jordan School District, Utah to a high of $17,337 in the Boston School District, Massachusetts. The following are appended: (1) Basic Tables; (2) Methodology; (3) Glossary; and (4) Supplementary Tables. (Contains 12 footnotes, 24 tables, and 1 figure.) [For the 2003-04 Statistical Analysis Report, see ED493585.] AU - Garofano, Anthony AU - Sable, Jennifer Y1 - 2008/04// PY - 2008 DA - April 2008 SP - 82 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 - Elementary Secondary Education Act Title I KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - High School Graduates KW - Magnet Schools KW - Student Characteristics KW - Full Time Equivalency KW - Expenditure per Student KW - Lunch Programs KW - Race KW - School Districts KW - Second Language Learning KW - English (Second Language) KW - Income KW - School District Size KW - Charter Schools KW - Public Schools KW - Teacher Student Ratio KW - Enrollment KW - Migrant Children KW - School Personnel KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61956068?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 2005-06 (Fiscal Year 2006). First Look. NCES 2008-328 AN - 61953671; ED500964 AB - The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data administered by the National Center for Education Statistics (NCES) and its collection agent, the U.S. Census Bureau. Data for CCD surveys are provided by state education agencies (SEAs). This report presents findings on public education revenues and expenditures using fiscal year 2006 (FY 06) 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). The CCD NPEFS is a universe collection of public elementary and secondary education finance data reported annually by SEAs in each of the 50 states, the District of Columbia, Puerto Rico, and the four other jurisdictions of American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands. The NPEFS provides SEA-level data for all revenues and expenditures associated with each reporting state or jurisdiction, including revenues by source and expenditures by function and object. The nonfiscal data item of average daily attendance is also collected. 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 key data item or may be unable to report a key data item in exact accordance with a CCD definition. When this happens, NCES imputes or adjusts values for these items. Appendix A, Methodology and Technical Notes, in this report contains a detailed discussion of imputations and adjustments. 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. Data for all of the current expenditure functions collected on NPEFS are presented in tables 2, 3, and 4. These 10 functions are combined to make 4 categories in tables 5 and 6. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 8 tables and 3 figures.) [For "Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2004-05 (Fiscal Year 2005). First Look. NCES 2007-356," see ED496185.] AU - Zhou, Lei Y1 - 2008/04// PY - 2008 DA - April 2008 SP - 30 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Public Education Financial Survey KW - District of Columbia KW - Puerto Rico KW - American Samoa KW - Guam KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - State Departments of Education KW - Charter Schools KW - Expenditures KW - Data KW - Methods KW - Educational Finance KW - Expenditure per Student KW - Public Education KW - Average Daily Attendance KW - Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61953671?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Findings from the Pilot Teacher Compensation Survey: School Year 2005-06. First Look. NCES 2008-440 AN - 61944838; ED500877 AB - This report presents findings from the Pilot Teacher Compensation Survey (TCS), which collected data for school year 2005-2006. This pilot 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 departments of education. Seven states participated in this survey: Arizona, Arkansas, Colorado, Florida, Iowa, Missouri, and Oklahoma. These states provided data on salaries, years of teaching experience, highest degree earned, race/ethnicity, and gender for each public school teacher. Data on government expenditures on employee benefits were also solicited, but only three states were able to provide partial employee benefits data. This is a universe survey of administrative records for all teachers in participating states: no statistical testing was required. Selected findings include: (1) Mean base salaries of full-time public school teachers in the seven states participating in the Pilot Teacher Compensation Survey ranged from $34,631 to $44,777 per year; median base salaries of full-time public school teachers ranged between $33,516 and $42,676; median total salary for full-time teachers ranged from $34,973 to $42,500; (2) Median level of teaching experience ranged from 8 to 15 years; median teacher age was between 43 and 45 in each of the states; (3) Number of teachers that held master's degrees as their highest degree varied across the seven states from approximately 28 percent to almost 50 percent; (4) Teachers holding master's degrees earned more than teachers who held a bachelor's degree; (5) Proportion of teachers with one year of teaching experience ranged from 4.4 percent to 10.9 percent; (6) Full-time teachers 66 years old or older comprised from 0.4 percent to 1.0 percent of public school full-time teachers; in three of the five states reporting age data, the highest proportion of teachers were 51 to 55 years old; (7) Majority of teachers in the seven reporting states were White; and (8) More than three quarters of the teachers across six of the seven reporting states were female. Reported findings were chosen to demonstrate the range of information available when using the TCS rather than to discuss all of the observed discoveries and are not meant to emphasize any particular issue. Two appendixes are included: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 1 footnote, 3 figures, and 8 tables.) AU - Johnson, Frank AU - Cornman, Stephen Y1 - 2008/04// PY - 2008 DA - April 2008 SP - 27 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Arizona KW - Arkansas KW - Colorado KW - Florida KW - Iowa KW - Missouri KW - Oklahoma KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Gender Differences KW - Ethnicity KW - Race KW - Surveys KW - Public School Teachers KW - Research and Development KW - Educational Attainment KW - Teacher Employment Benefits KW - Teacher Salaries KW - Expenditures KW - Teaching Experience KW - Data Collection KW - Teacher Qualifications UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61944838?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Reading First Impact Study: Interim Report. NCEE 2008-4016 AN - 61942948; ED501218 AB - This report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 (NCLB) established Reading First and mandated its evaluation. This document is the first of two reports: it examines the impact of Reading First funding in 2004-05 and 2005-06 in 18 sites across 12 states. The report examines program impacts on students' reading comprehension and teachers' use of scientifically based reading instruction. Key findings are that: (1) On average, estimated impacts on student reading comprehension test scores were not statistically significant; (2) On average, Reading First increased instructional time spent on the five essential components of reading instruction promoted by the program (phonemic awareness, phonics, vocabulary, fluency, and comprehension); (3) Average impacts on reading comprehension and classroom instruction did not change systematically over time as sites gained experience with Reading First; and (4) Study sites that received their Reading First grants later in the federal funding process experienced positive and statistically significant impacts both on the time first and second grade teachers spent on the five essential components of reading instruction and on first and second grade reading comprehension, in contrast to study sites that received their Reading First grants earlier in the federal funding process, where there were no statistically significant impacts on either time spent on the five components of reading instruction or on reading comprehension scores at any grade level. The final report is due in early 2009, and will provide an additional year of follow-up data, and will examine whether the magnitude of impacts on the use of scientifically based reading instruction is associated with improvements in reading comprehension. Eight appendixes are included: (1) State and Site Award Data; (2) Methods; (3) Measures; (4) Additional Exhibits for Main Impact Analyses; (5) Confidence Intervals for Main Impact Estimates; (6) Graphs of Site-By-Site Impact Estimates; (7) Additional Exhibits for Subgroup Analyses; and (8) Alternative Moderators of Reading First Impacts. (Contains 55 footnotes and 106 exhibits.) [This report was produced by the National Center for Education Evaluation and Regional Assistance. For the Executive Summary of this report, see ED501219.] AU - Gamse, Beth C. AU - Bloom, Howard S. AU - Kemple, James J. AU - Jacob, Robin Tepper Y1 - 2008/04// PY - 2008 DA - April 2008 SP - 211 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 - Early Childhood Education KW - Elementary Education KW - Grade 1 KW - Grade 2 KW - Grade 3 KW - Primary Education KW - Vocabulary Development KW - Institutional Characteristics KW - Program Effectiveness KW - Measures (Individuals) KW - Educational Legislation KW - Phonics KW - Student Characteristics KW - National Programs KW - Reading Comprehension KW - Regression (Statistics) KW - Reading Achievement KW - Time Factors (Learning) KW - Reading Instruction KW - Reading Programs KW - Reading Fluency KW - Phonemic Awareness KW - Data Collection KW - Differences KW - Time on Task UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61942948?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Designing a household survey to address seasonality in child care arrangements AN - 36812579; 3507594 AB - In household telephone surveys, a long field period may be required to maximize the response rate and achieve adequate sample sizes. However, long field periods can be problematic when measures of seasonally affected behavior are sought. Surveys of child care use are one example because child care arrangements vary by season. Options include varying the questions posed about school-year and summer arrangements or posing retrospective questions about child care use for the school year only. This article evaluates the bias associated with the use of retrospective questions about school-year child care arrangements in the 1999 National Survey of America's Families. The authors find little evidence of bias and hence recommend that future surveys use the retrospective approach. Reprinted by permission of Sage Publications, Inc. JF - Evaluation review AU - Schmidt, Stefanie AU - Wang, Kevin AU - Sonenstein, Freya AD - U.S. Department of Education ; RTI International ; Johns Hopkins University Y1 - 2008/04// PY - 2008 DA - Apr 2008 SP - 216 EP - 233 VL - 32 IS - 2 SN - 0193-841X, 0193-841X KW - Sociology KW - Seasonality KW - Households KW - Surveys KW - U.S.A. KW - Bias KW - Child care UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/36812579?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aibss&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Evaluation+review&rft.atitle=Designing+a+household+survey+to+address+seasonality+in+child+care+arrangements&rft.au=Schmidt%2C+Stefanie%3BWang%2C+Kevin%3BSonenstein%2C+Freya&rft.aulast=Schmidt&rft.aufirst=Stefanie&rft.date=2008-04-01&rft.volume=32&rft.issue=2&rft.spage=216&rft.isbn=&rft.btitle=&rft.title=Evaluation+review&rft.issn=0193841X&rft_id=info:doi/10.1177%2F0193841X07311993 LA - English DB - International Bibliography of the Social Sciences (IBSS) N1 - Date revised - 2013-06-12 N1 - Last updated - 2013-09-16 N1 - SubjectsTermNotLitGenreText - 2192; 11390 1850; 6040 5676; 12429; 1565 1362 2688 2449 10404; 433 293 14 DO - http://dx.doi.org/10.1177/0193841X07311993 ER - TY - GEN T1 - An Exploratory Evaluation of the Data from the Pilot Teacher Compensation Survey: School Year 2005-06. Research and Development Report. NCES 2008-440 AN - 1651827503; ED547104 AB - The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data administered by the National Center for Education Statistics (NCES) and its collection agent, the U.S. Census Bureau. Data for CCD surveys are provided by state education agencies (SEAs). This report presents summary data from the Pilot Teacher Compensation Survey (TCS), which collected data for school year 2005-06. This pilot 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 departments of education. Seven states participated in this survey: Arizona, Arkansas, Colorado, Florida, Iowa, Missouri, and Oklahoma. These states provided data on salaries, years of teaching experience, highest degree earned, race/ethnicity, and gender for each public school teacher. Data on government expenditures on employee benefits were also solicited, but only three states were able to provide even partial employee benefits data. Since this is a universe survey of administrative records for all teachers in participating states, no statistical testing was required. SEAs participate in the CCD voluntarily, following standard definitions for the data items they report. Two appendices include: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. AU - Johnson, Frank AU - Cornman, Stephen Q. Y1 - 2008/04// PY - 2008 DA - April 2008 SP - 27 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Arizona KW - Arkansas KW - Colorado KW - Florida KW - Iowa KW - Missouri KW - Oklahoma KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Secondary Education KW - Elementary Secondary Education KW - Gender Differences KW - Ethnicity KW - Surveys KW - Public School Teachers KW - Educational Attainment KW - Racial Differences KW - Elementary School Teachers KW - Teacher Employment Benefits KW - Secondary School Teachers KW - Teacher Salaries KW - State Departments of Education KW - Expenditures KW - Public Agencies KW - Teaching Experience KW - Data Collection UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651827503?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - GEN T1 - Nevada State Five-Year Plan: July 1, 2008 through June 30, 2013 AN - 889927315; ED521935 AB - With the recent enactment of the Carl D. Perkins Career and Technical Education Act of 2006, Congress has demonstrated overwhelming bipartisan support to continue the country's federal investment in career and technical education. This document, the "Nevada State Five-Year Plan for the Carl D. Perkins Act of 2006," referred hereinafter as the State Plan, builds upon the one-year transition plan approved for FY'08. The State Plan further emphasizes the key tenets of Perkins IV by focusing efforts on program improvement. The State Plan will be effective from July 1, 2008 to June 30, 2013. Appended are: (1) Career and Technical Education Advisory Committee Member List; and (2) Public Hearings Minutes. Y1 - 2008/03/11/ PY - 2008 DA - 2008 Mar 11 SP - 77 PB - Nevada Department of Education. 700 East Fifth Street, Carson City, NV 89701. KW - Nevada KW - Carl D Perkins Vocational Technical Educ Act 1998 KW - ERIC, Resources in Education (RIE) KW - Program Effectiveness KW - Program Improvement KW - Federal Legislation KW - Statewide Planning KW - Educational Planning KW - Hearings KW - Vocational Education KW - Strategic Planning KW - Advisory Committees UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889927315?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State Skill Standards: Housing and Interior Design AN - 889927314; ED521922 AB - Meeting the Housing and Interior Design Standards will provide students with skills for personal family life and towards becoming a professional in the interior design field. The mission of Housing and Interior Design education is to prepare students for family life, work life, and careers in the fashion industry by creating opportunities to develop the knowledge, skills attitudes and behaviors needed to: (1) Analyze career paths within the housing and interior design fields; (2) Examine skills needed to effectively manage design decisions; (3) Integrate knowledge, skills and practices to design a space for a specific need; (4) Develop knowledge of skills needed in the fields of housing and interior design; and (5) Achieve competence in workplace readiness, career development and lifelong learning. The Housing and Interior Design Skill Standards were developed with state involvement from local education agencies. Due to the differences in facilities and equipment across the state, it is encouraged that housing and interior design students have the opportunity to practice their skills in an industry setting. Adaptability and accessibility are important elements of the Nevada Housing and Interior Design Standards. The standards apply to all students, regardless of age, gender, cultural or ethnic background, disabilities, aspirations, interests or motivations. The Housing and Interior Design Standards format consists of three levels: the content standard; the performance standard; and performance indicators. The Housing and Interior Design Standards include competency-based, conceptual and process perspectives. Y1 - 2008/03/07/ PY - 2008 DA - 2008 Mar 07 SP - 68 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 - Family Life Education KW - Lifelong Learning KW - Housing KW - School Districts KW - Secondary School Students KW - Clothing KW - Interior Design KW - Occupational Information KW - Job Skills KW - Career Development KW - Vocational Education KW - Career Planning KW - Academic Standards KW - Industry KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889927314?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Mini-Digest of Education Statistics, 2007. NCES 2008-023 AN - 864941535; ED518031 AB - This publication is the 13th edition of the "Mini-Digest of Education Statistics," a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The "Mini-Digest" is designed as an easy reference for materials found in much greater detail in the "Digest of Education Statistics, 2007". These volumes include selections of data from many government sources, especially drawing on results of surveys and activities carried out by 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, 2007". 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, 2007", see ED500670.] AU - Snyder, Thomas D. Y1 - 2008/03// PY - 2008 DA - March 2008 SP - 75 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - High Schools KW - Higher Education KW - Kindergarten KW - Postsecondary Education KW - Primary Education KW - Secondary Education KW - Federal Aid KW - Student Characteristics KW - Educational Finance KW - Academic Achievement KW - Elementary Secondary Education KW - Graduates KW - Elementary School Teachers KW - Educational Attainment KW - Teacher Salaries KW - Secondary School Teachers KW - Dropouts KW - Outcomes of Education KW - Expenditures KW - Reading Achievement KW - Public Schools KW - Disabilities KW - Enrollment KW - Science Achievement KW - Graduation Rate KW - Undergraduate Students KW - Teacher Characteristics KW - Educational Objectives KW - Mathematics Achievement KW - Racial Differences KW - School Statistics KW - College Faculty KW - Student Financial Aid KW - Ethnic Groups KW - Private Schools KW - Tables (Data) KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/864941535?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Substance Use among Young Adults with Disabilities. Facts from NLTS2. NCSER 2008-3009 AN - 61975070; ED501318 AB - The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to answer questions about the use of alcohol, cigarettes and illegal drugs such as marijuana, cocaine, and LSD among young adults with disabilities. The report compares substance use among this population with substance use in the general population, and compares different disability categories and demographic groups in substance use and in the receipt of substance abuse prevention education and services. The NLTS2 is funded by the National Center for Special Education Research at the Institute of Education Sciences, U.S. Department of Education. NLTS2 was initiated in 2001 and has a nationally-representative sample of more than 11,000 students with disabilities. The study found that adults with disabilities were less likely than those in the general population to report drinking alcohol and using any illegal drugs. Young adults with emotional disturbances were more likely than those in almost all other disability categories to report smoking cigarettes, drinking, and using marijuana or other illegal drugs. Young adults with learning disabilities were also more likely than those in many other disability categories to report smoking, drinking, and marijuana use. (Contains 2 tables, 3 figures, and 23 notes.) AU - Yu, Jennifer AU - Huang, Tracy AU - Newman, Lynn Y1 - 2008/03// PY - 2008 DA - March 2008 SP - 13 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - National Longitudinal Transition Study Spec Educ KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Drinking KW - Emotional Disturbances KW - Smoking KW - Substance Abuse KW - Disabilities KW - Learning Disabilities KW - Young Adults KW - Attitudes toward Disabilities KW - Longitudinal Studies KW - Data Analysis KW - Marijuana UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61975070?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Digest of Education Statistics, 2007. NCES 2008-022 AN - 61961911; ED500670 AB - The primary purpose of the "Digest of Education Statistics" 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 both government and private sources, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion, 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 educational attainment, finances, federal funds for education, libraries, and international comparisons. Although the "Digest" contains information on federal education funding, more detailed information on federal activities is available from federal education program offices. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including (1) Percentage distribution of kindergarten through 12th-grade students by school type (public assigned, public chosen, or private) or participation in homeschooling and selected child, parent, and household characteristics; (2) Child care arrangements of 22- to 25-month-old children, by type and quality of arrangement, and selected child, parent, and household characteristics; (3) Percentage of public schools with enrollment under, at, or over capacity, by selected school characteristics; (4) Percentage of 22- to 25-month-old children demonstrating specific cognitive and motor skills, by selected child, parent, and household characteristics; (5) Average civics scale score and percentage of students attaining civics achievement levels, by grade level and selected student characteristics; (6) Average economics scale score of 12th-graders, percentage attaining economics achievement levels, and percentage with different levels of economics coursework, by selected student and school characteristics; (7) Percentage distribution of public and private high school graduates, by level of mathematics and science courses completed and selected student characteristics; (8) Estimated rate of 2003-04 high school graduates attending degree-granting institutions in fall 2004, by state; (9) Employees in degree-granting institutions, by sex, employment status, control and type of institution, and primary occupation; (10) Average amount of financial aid awarded to full-time, full-year undergraduates, by type and source of aid and control and type of institution; and (11) Total expenditures of private for-profit degree-granting institutions, by purpose and type of institution. 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. The document includes 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 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. An additional six tables are included in Appendix A. Appended are: (1) Guide to Sources; (2) Definitions; and (3) Index of Table Numbers. (Contains 29 figures and 418 tables.) [For the 2006 "Digest of Education Statistics," see ED497523.] AU - Snyder, Thomas D. AU - Dillow, Sally A. AU - Hoffman, Charlene M. Y1 - 2008/03// PY - 2008 DA - March 2008 SP - 720 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Early Childhood Education KW - Elementary Secondary Education KW - Postsecondary Education KW - High School Graduates KW - Statistics KW - Employment Level KW - Student Characteristics KW - Educational Finance KW - School Districts KW - Academic Achievement KW - Educational Attainment KW - Secondary School Teachers KW - Outcomes of Education KW - Dropouts KW - Expenditures KW - School Libraries KW - Graduation KW - Public Schools KW - Teaching Experience KW - Federal Programs KW - Enrollment KW - College Graduates KW - Home Schooling KW - Civics KW - Population Trends KW - Graduation Rate KW - Educational Technology KW - Institutional Characteristics KW - Measures (Individuals) KW - Teacher Characteristics KW - Labor Force KW - Public School Teachers KW - School Statistics KW - High School Seniors KW - Student Financial Aid KW - Family Income KW - Vocational Education KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61961911?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Employees in Postsecondary Institutions, Fall 2006, and Salaries of Full-Time Instructional Faculty, 2006-07. First Look. NCES 2008-172 AN - 61961365; ED500478 AB - The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other jurisdictions, such as Puerto Rico. This report presents information from the Winter 2006-07 IPEDS web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2006 by primary occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2006-07 by length of contract/teaching period, academic rank, gender, and average salaries. (Contains 9 tables.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Ginder, Scott A. AU - Miller, Elise Y1 - 2008/03// PY - 2008 DA - March 2008 SP - 40 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 - Tenure KW - Employment Level KW - Gender Differences KW - Response Rates (Questionnaires) KW - Academic Rank (Professional) KW - School Personnel KW - Fringe Benefits KW - Teacher Salaries KW - College Faculty UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61961365?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Teacher Career Choices: Timing of Teacher Careers among 1992-93 Bachelor's Degree Recipients. Postsecondary Education Descriptive Analysis Report. NCES 2008-153 AN - 61956923; ED501228 AB - This report examines the timing of teaching careers of 1992-93 college graduates at three points during the 10 years after graduation. It answers questions about the characteristics of graduates who enter and leave teaching, focusing specifically on their demographic characteristics, academic preparation, teacher working conditions, and compensation. The report uses data from a longitudinal study of students who earned a bachelor's degree in any field during the 1992-93 academic year. Base-year information on this cohort was collected as part of the 1992-93 National Postsecondary Student Aid Study. Graduates were interviewed again in 1994, 1997, and 2003. All comparisons made in the text were tested using Student's statistics. All differences cited were statistically significant at the .05 level. No statistical adjustments to account for multiple comparisons were used. The demographic characteristics of college graduates are found to be related to their career choices. A graduate's gender, age, marital status, and number of dependents may be associated with his or her decisions about the relative benefits of teaching versus working in other possible occupations. The analysis shows that among graduates who taught, a higher proportion of females than males taught consistently. White graduates taught consistently at higher rates than Black graduates. Older graduates taught consistently relatively more often than younger graduates. Marriage and family formation also were related to graduates' career choices: in particular, married graduates and those with dependents tended to teach with greater consistency than did graduates who never married. The "highly qualified teacher" provisions of the No Child Left Behind Act of 2001 (NCLB) codified almost a decade of increased attention to the academic preparation of teacher: several indicators related to the academic qualifications of prospective teachers are examined and related to the career choices made by 1992-93 bachelor's degree recipients. Graduates who had lower grade point averages (GPAs) taught consistently less often than those with GPAs in higher categories. Having a low GPA was also associated with being a late starter in the teaching profession. Teachers' perceptions of their working environment may also influence their decisions to remain teaching in the same school, change schools, or leave the profession altogether. Because the salaries of public school teachers are most often based on salary schedules that take into account years of experience and degree attainment, teacher career choices may be related to their earnings. Among graduates who taught, those who were in the lowest category of academic year base salary for their most recent teaching job taught consistently at lower rates than those in the middle or highest categories, and they left the profession early at higher rates than teachers in the middle or highest base salary categories. Glossary and Technical Notes/Methodology are appended. (Contains 20 footnotes, 12 figures and 10 tables.) AU - Anderson, Sharon E. Y1 - 2008/03// PY - 2008 DA - March 2008 SP - 79 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 - Higher Education KW - Job Satisfaction KW - College Entrance Examinations KW - Salaries KW - Gender Differences KW - Student Characteristics KW - Majors (Students) KW - Educational Attainment KW - Racial Differences KW - Longitudinal Studies KW - Career Choice KW - Dependents KW - Marital Status KW - Bachelors Degrees KW - Grade Point Average KW - College Graduates KW - Teachers KW - Teacher Placement KW - Teaching Conditions KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61956923?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Trends in Undergraduate Borrowing II: Federal Student Loans in 1995-96, 1999-2000, and 2003-04. Postsecondary Education Descriptive Analysis Report. NCES 2008-179 AN - 61951581; ED500508 AB - This Postsecondary Education Descriptive Analysis Report uses data from the National Postsecondary Student Aid Studies (NPSAS:96, NPSAS:2000 and NPSAS:04) to examine trends in Stafford loan borrowing among undergraduates. NPSAS consists of nationally representative survey data that focus on student financial aid and the enrollment and background characteristics of undergraduate and graduate students. Data from the two most recent NPSAS surveys (NPSAS:2000 and NPSAS:04) are used in this report to examine the trends in Stafford loan borrowing among undergraduates since 1995-96, the final year included in the first report. Together the two reports can be used to provide a picture of borrowing trends over the 15-year period, from 1989-90 to 2003-04. This report describes the percentage of students borrowing through the Stafford loan program, the average amount of subsidized, unsubsidized, and total Stafford loans taken out in each of the three NPSAS years, the percentage borrowing the maximum amounts, and the cumulative amounts borrowed through those years. As in the first report, loan amounts are shown in current dollars so that researchers can make adjustments for inflation according to any specific years they would like to compare. Differences over time were tested for statistical significance at p less than 0.05 using standard t-test comparisons. In addition to the figures provided in the text, supplemental tables in appendix A contain undergraduate totals and separate tables for four major sectors (public 2-year, public 4-year, private not-for-profit 4-year, and private for-profit institutions) and for full-time, full-year students within those sectors. For each type of Stafford loan and within each sector, subtotals are shown by undergraduate class level, dependency status, dependent and independent student family income, attendance pattern, and tuition levels. The following are appended: (1) Supplemental Tables; (2) Glossary; and (3) Technical Notes and Methodology. (Contains 43 tables, 35 figures, and 21 footnotes.) AU - Wei, Christina Chang AU - Berkner, Lutz Y1 - 2008/02// PY - 2008 DA - February 2008 SP - 117 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 - Undergraduate Students KW - Two Year Colleges KW - Self Supporting Students KW - Student Loan Programs KW - Public Colleges KW - Private Colleges KW - Dependents KW - Tuition KW - Income KW - Student Financial Aid KW - Proprietary Schools KW - Federal Programs KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61951581?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Ten Years after College: Comparing the Employment Experiences of 1992-93 Bachelor's Degree Recipients with Academic and Career-Oriented Majors. Postsecondary Education Descriptive Analysis Report. NCES 2008-155 AN - 61943215; ED500407 AB - This report examines college graduates' work experiences in the first 10 years after they graduated. It describes their labor force status, employment stability and intensity, occupations and industries, salaries and benefits, and perceptions about their jobs. The report focuses on differences across undergraduate majors, comparing the experiences of graduates who had academic versus career-oriented undergraduate majors, and within these general categories, specific majors when sample size permitted. The study found that 10 years after finishing college, most graduates had a job they considered a career and used their education, and their average salary, adjusted for inflation, had roughly doubled since 1994. A majority were satisfied with their pay, fringe benefits, job security, and opportunity for promotion. Compared with graduates with academic undergraduate majors, those with career-oriented majors appeared to establish themselves in the labor force earlier and relatively fewer obtained additional education. The following are appended: (1) Glossary; (2) Categories for Undergraduate Major, Occupation, and Industry; and (3) Technical Notes and Methodology. (Contains 20 tables, 17 figures, and 27 footnotes.) AU - Choy, Susan P. AU - Bradburn, Ellen M. Y1 - 2008/02// PY - 2008 DA - February 2008 SP - 141 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 Education KW - Employment Level KW - Salaries KW - Majors (Students) KW - Work Attitudes KW - Bachelors Degrees KW - Employment Experience KW - College Graduates KW - Employment Patterns KW - Occupations KW - Differences KW - Fringe Benefits KW - Industry UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61943215?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Comparison between NAEP and State Mathematics Assessment Results: 2003. Volume 2. Research and Development Report. NCES 2008-475 AN - 61961732; ED500801 AB - In late January through early March of 2003, the National Assessment of Educational Progress (NAEP) grade 4 and 8 reading and mathematics assessments were administered to representative samples of students in approximately 100 public schools in each state. The results of these assessments were announced in November 2003. Each state also carried out its own reading and mathematics assessments in the 2002-2003 school year, most including grades 4 and 8. This report addresses the question of whether the results published by NAEP are comparable to the results published by individual state testing programs. Comparisons to address the following four questions are based purely on results of testing and do not compare the content of NAEP and state assessments. How do states' achievement standards compare with each other and with NAEP? Are NAEP and state assessment results correlated across schools? Do NAEP and state assessments agree on achievement trends over time? Do NAEP and state assessments agree on achievement gaps between subgroups? Although this report does not focus on Adequate Yearly Progress (AYP) measurement specifically, it does focus on the measurement of mathematics achievement, and specifically on comparisons of the messages conveyed by NAEP mathematics assessment results and state mathematics assessment results. These comparisons center on four facets of NAEP and state assessment results: (1) achievement standards; (2) school-level achievement percentages; (3) achievement trends; and (4) achievement gaps. Volume 2 contains Appendix 4 of the report, which includes an explanation and example of the elements found in each state profile: (1) Description of the state assessment data; (2) Textual summary of statistically significant differences between NAEP and state assessment scores; (3) Position of standards in the achievement distribution; (4) Correlations of NAEP and state assessment school achievement; (5) Percentages of students with disabilities or English language learners; (6) Comparison of NAEP and state assessment changes in achievement, based on NAEP schools; (7) State reported percentages meeting standard; (8) Comparison of NAEP and state assessment of the Black-White grade 4 achievement gap; and (9) Other gap profiles. Individual state profiles conclude the document. (Contains footnotes, figures and tables: each state is documented individually.) [For Volume 1, see ED500800.] AU - McLaughlin, Don AU - Bandeira de Mello, Victor AU - Blankenship, Charles AU - Chaney, Kassandra AU - Esra, Phil AU - Hikawa, Hiro AU - Rojas, Daniela AU - William, Paul AU - Wolman, Michael Y1 - 2008/01// PY - 2008 DA - January 2008 SP - 348 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 - Grade 4 KW - Grade 8 KW - Mathematics Achievement KW - Second Language Learning KW - Correlation KW - National Competency Tests KW - English (Second Language) KW - Achievement Gains KW - Comparative Analysis KW - White Students KW - Profiles KW - Poverty KW - Disabilities KW - Mathematics Tests KW - African American Students KW - Hispanic American Students KW - Achievement Tests KW - State Standards KW - Academic Standards KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61961732?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Enhanced Reading Opportunities Study: Early Impact and Implementation Findings. NCEE 2008-4015 AN - 61958748; ED499778 AB - This report presents early findings from the Enhanced Reading Opportunities (ERO) study--a demonstration and rigorous evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. focuses on the first of two cohorts of ninth-grade students who will participate in the study and discusses the impact that the two interventions had on these students' reading comprehension skills through the end of their ninth-grade year. The report also describes the implementation of the programs during the first year of the study and provides an assessment of the overall fidelity with which the participating schools adhered to the program design specified by the developers. The key findings discussed in the report include the following: (1) On average, across the 34 participating high schools, the supplemental literacy programs improved student reading comprehension test scores; (2) Although they are not statistically significant, the magnitudes of the impact estimates for each literacy intervention are the same as those for the full study sample; and (3) Impacts on reading comprehension are larger for the 15 schools where the ERO programs began within six weeks of the start of the school year and implementation was classified as moderately or well aligned with the program model, compared with impacts for the 19 schools where at least one of these conditions was not met. The following are appended: (1) ERO Student Follow-Up Survey Measures; (2) Follow-Up Test and Survey Response Analysis; (3) Statistical Power and Minimum Detectable Effect Size; (4) ERO Implementation Fidelity; (5) Technical Notes for Early Impact Findings; (6) Early Impact Estimates Weighted for Nonresponse; (7) Early Impacts on Supplementary Measures of Reading Achievement and Behaviors; (8) Early Impacts for Student Subgroups; and (9) The Relationship between Early Impacts and First-Year Implementation Issues. (Contains 52 tables, 4 figures, and 121 footnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences.] AU - Kemple, James J. AU - Corrin, William AU - Nelson, Elizabeth AU - Salinger, Terry AU - Drummond, Kathryn Y1 - 2008/01// PY - 2008 DA - January 2008 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 - Grade 9 KW - Reading Tests KW - Program Effectiveness KW - Program Design KW - Academic Achievement KW - Surveys KW - Intervention KW - Reading Comprehension KW - Attendance KW - Reading Research KW - Reading Achievement KW - Reading Programs KW - Reading Improvement KW - High Schools KW - Program Implementation KW - Program Evaluation KW - Reading Difficulties UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61958748?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Comparison between NAEP and State Mathematics Assessment Results: 2003. Volume 1. Research and Development Report. NCES 2008-475 AN - 61953159; ED500800 AB - In late January through early March of 2003, the National Assessment of Educational Progress (NAEP) grade 4 and 8 reading and mathematics assessments were administered to representative samples of students in approximately 100 public schools in each state. The results of these assessments were announced in November 2003. Each state also carried out its own reading and mathematics assessments in the 2002-2003 school year, most including grades 4 and 8. This report addresses the question of whether the results published by NAEP are comparable to the results published by individual state testing programs. Comparisons to address the following four questions are based purely on results of testing and do not compare the content of NAEP and state assessments. How do states' achievement standards compare with each other and with NAEP? Are NAEP and state assessment results correlated across schools? Do NAEP and state assessments agree on achievement trends over time? Do NAEP and state assessments agree on achievement gaps between subgroups? Although this report does not focus on Adequate Yearly Progress (AYP) measurement specifically, it does focus on the measurement of mathematics achievement, and specifically on comparisons of the messages conveyed by NAEP mathematics assessment results and state mathematics assessment results. These comparisons center on four facets of NAEP and state assessment results: (1) achievement standards; (2) school-level achievement percentages; (3) achievement trends; and (4) achievement gaps. These facets of comparisons are summarized in this volume. The following are appended: (1) Methodological Notes; (2) Tables of State Mathematics Standards and Tables of Standard Errors; and (3) Standard NAEP Estimates. (Contains 47 tables, 29 figures, and 6 footnotes.) AU - McLaughlin, Don AU - Bandeira de Mello, Victor AU - Blankenship, Charles AU - Chaney, Kassandra AU - Esra, Phil AU - Hikawa, Hiro AU - Rojas, Daniela AU - William, Paul AU - Wolman, Michael Y1 - 2008/01// PY - 2008 DA - January 2008 SP - 154 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 - Grade 4 KW - Grade 8 KW - Mathematics Achievement KW - Correlation KW - National Competency Tests KW - Achievement Gains KW - National Standards KW - Comparative Analysis KW - Mathematics Tests KW - Achievement Tests KW - State Standards KW - Academic Standards KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61953159?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Recent Participation in Formal Learning among Working-Age Adults with Different Levels of Education. Issue Brief. NCES 2008-041 AN - 61949447; ED499782 AB - Adults who have low levels of education often lack the skills needed to succeed in the labor market (OECD and Statistics Canada 2000). One way for adults to overcome this skill disadvantage is to participate in learning activities offered through the formal education system, at the workplace, or by other organizations. This Issue Brief uses data from the Adult Education Survey of the National Household Education Surveys Program (AE-NHES), conducted by the National Center for Education Statistics (NCES), to examine the participation of adults with different levels of education in formal (i.e., instructor-led) learning activities. Adults with low levels of education are of particular concern in this Issue Brief, and are defined as adults who did not complete high school or who completed it via a General Educational Development (GED) credential. Specifically, the current analysis examines two aspects of the participation of adults in formal learning: the extent to which adults participate in different types of formal learning activities and who pays the costs associated with this participation. (Contains 9 endnotes, 1 figure, and 1 table.) AU - Kienzl, Gregory Y1 - 2008/01// PY - 2008 DA - January 2008 SP - 4 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Adult Basic Education KW - Apprenticeships KW - High School Equivalency Programs KW - Participation KW - Higher Education KW - Second Language Learning KW - Learning Activities KW - Educational Attainment KW - Adults KW - Adult Vocational Education KW - English (Second Language) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61949447?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Center for Education Research: Projects and Programs, 2002-2008 AN - 61835702; ED507201 AB - In 2002, National Center for Education Research (NCER) began with three research grant competitions--one focused on reading instruction, one on preschool curricula, and one on student learning from a cognitive science perspective. These competitions resulted in a total of 24 research grants. Since that auspicious beginning, the grant competitions sponsored by the NCER have experienced tremendous growth. This booklet is a compilation of the research grants and contracts and the training grants that NCER has awarded since its first year. The projects listed represent a new generation of education research--research that is rigorous, relevant, and intended to improve the quality of education in the United States. Projects are listed in the areas of: (1) Cognition and Student Learning; (2) Early Childhood Programs and Policies; (3) Education Leadership; (4) Education Policy, Finance, and Systems; (5) Education Technology; (6) Interventions for Struggling Adolescent and Adult Readers; (7) Mathematics and Science Education; (8) Middle and High School Reform; (9) National Research and Development Centers; (10) Postdoctoral Research Training Program; (11) Predoctoral Research Training Program; (12) Preschool Curriculum Evaluation Research; (13) Postsecondary Education; (14) Reading and Writing; (15) Social and Behavioral Context for Learning; (16) Social and Character Development; (17) Teacher Quality: Mathematics and Science Education; (18) Teacher Quality: Reading and Writing; and (19) Unsolicited and Other Awards. Y1 - 2008 PY - 2008 DA - 2008 SP - 71 PB - National Center for Education Research. , P.O. Box 1398, Jessup, MD 20794. 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 - Intermediate Grades KW - Junior High Schools KW - Middle Schools KW - Postsecondary Education KW - Preschool Education KW - Secondary Education KW - Science Education KW - Educational Finance KW - Academic Achievement KW - Intervention KW - Mathematics Education KW - Preschool Curriculum KW - Reading Instruction KW - Educational Change KW - Social Development KW - Educational Technology KW - Social Environment KW - Writing Instruction KW - Learning KW - Grants KW - Research and Development Centers KW - Instructional Leadership KW - Teacher Effectiveness KW - Values Education KW - Educational Policy KW - Cognitive Psychology KW - Reading Difficulties KW - Postdoctoral Education KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61835702?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Educational Technology in Teacher Education Programs for Initial Licensure. Statistical Analysis Report. NCES 2008-040 AN - 62071152; ED499205 AB - This report presents findings from a 2006 national survey of all Title IV degree-granting 4- year postsecondary institutions on how teacher candidates within teacher education programs for initial licensure are being prepared to use educational technology once they enter the field. The "Educational Technology in Teacher Education Programs for Initial Licensure" survey was designed to provide policymakers, researchers, educators, and administrators with timely information on the following topics: (1) The educational technology-related topics and practices taught within teacher education programs for initial licensure (e.g., using Internet resources and communication tools for instruction, creating or using digital portfolios, using technology to access or manipulate data to guide instruction); (2) The extent to which teacher candidates are taught to use technology tools for a variety of purposes; (3) The extent to which teacher candidates are able to practice what they learn during their field experiences, and the extent to which this opportunity is impeded by a variety of barriers within classrooms; and (4) The perceived program outcomes for graduates of programs for initial licensure. The study was conducted through the NCES Postsecondary Education Quick Information System. The purpose of this report is to present national estimates relating to the inclusion of educational technology in teacher education programs for initial licensure within the nation's 4-year postsecondary institutions. In addition to the national estimates, selected survey results are examined with respect to the following institutional characteristics: (1) Institutional control (public, private not-for-profit, private for-profit); (2) Institutional size (less than 3,000 students, 3,000 to 9,999, 10,000 or more); and (3) Types of teacher education programs for initial licensure (elementary and secondary education programs, elementary but no secondary education programs, secondary but no elementary education programs, and other program types but no elementary or secondary education programs). Findings suggest that teacher education programs for initial licensure were oriented toward preparing teacher candidates to use educational technology. For example, while about half of all institutions with teacher education programs for initial licensure offered 3- or 4-credit stand-alone courses in educational technology in their programs, many also taught educational technology within methods courses (93 percent), within the field experiences of teacher candidates (79 percent), and within content courses (71 percent). The following are appended: (1) Technical Notes; and (2) Questionnaire. (Contains 16 tables, 2 figures, and 6 footnotes.) AU - Kleiner, Brian AU - Thomas, Nina AU - Lewis, Laurie Y1 - 2007/12// PY - 2007 DA - December 2007 SP - 63 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Administrators KW - Researchers KW - Policymakers KW - Higher Education KW - Curriculum Research KW - Research Reports KW - Institutional Characteristics KW - Educational Indicators KW - Preservice Teacher Education KW - Elementary Secondary Education KW - National Surveys KW - Methods Courses KW - Teacher Certification KW - Technology Education KW - Technology Integration KW - Statistical Analysis KW - College Outcomes Assessment KW - Educational Assessment KW - Field Experience Programs KW - Educational Technology KW - Teacher Education Programs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62071152?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Deciding on Postsecondary Education: Final Report. NPEC 2008-850 AN - 62066514; ED499339 AB - This study looks at when individuals consider postsecondary education, how they approach their decision, the different paths they decide to follow, the roles other individuals play in the process, and what information students seek and consider in their decisionmaking. This report focuses on the types and sources of information used during the transition from high school to postsecondary education, as well as the entry or reentry processes of adult students. This report consolidates and highlights what is known from the literature about the search for information about postsecondary education institutions and the patterns of information access and use among students with different demographic and socioeconomic backgrounds and supplements this information with findings from focus group research. The research findings are organized into three sections, with each focusing on one of the three themes that emerged from the critical review of the literature and parallel investigations drawing on focus groups with 90 high school and college students, parents, and guidance counselors. The report concludes with a summary section. The three substantive themes are as follows: (1) The Stages of College Planning and Choice; (2) The Influential Role of Others; and (3) Types of Information Sought, Sources Used, and the Application of Information. The following are appended: (1) How College Cost and Financial Aid Influence the College Decision Process; (2) Summary Characteristics of Focus Group Participants; (3) Focus Group Protocols; (4) Focus Group Methodology; and (5) Selective List and Brief Descriptions of College Search/Information Websites, Revised October 25, 2007. (Contains 4 tables.) AU - MacAllum, Keith AU - Glover, Denise M. AU - Queen, Barbara AU - Riggs, Angela Y1 - 2007/12// PY - 2007 DA - December 2007 SP - 105 PB - National Postsecondary Education Cooperative (NPEC). 1990 K Street NW, Washington, DC 20006. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Higher Education KW - Reentry Students KW - Postsecondary Education KW - College Bound Students KW - Adult Students KW - School Counselors KW - Academic Achievement KW - Decision Making KW - College Choice KW - Focus Groups KW - College Planning KW - College Students KW - Investigations KW - Parents KW - School Orientation KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62066514?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2016. Thirty-Fifth Edition. NCES 2008-060 AN - 62056998; ED499358 AB - This report, the 35th in a series begun in 1964, provides revisions of projections shown in "Projections of Education Statistics to 2015." It includes statistics on elementary and secondary schools and degree-granting institutions. Included are projections of enrollment, graduates, teachers, and expenditures to the year 2016. 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 2016 at the state level. The summary of projections provides highlights of the national and state data, while the reference tables and figures present more detail. This is the first edition of the "Projections of Education Statistics" to include projections of enrollment at degree-granting institutions by race/ethnicity. Appendix A describes the methodology and assumptions used to develop the projections, appendix B presents supplementary tables, appendix C describes data sources, appendix D is a list of abbreviations, and appendix E is a glossary of terms. (Contains 50 tables and 45 figures.) [For the thirty-fourth (2006) edition, see ED493426.] AU - Hussar, William J. AU - Bailey, Tabitha M. Y1 - 2007/12// PY - 2007 DA - December 2007 SP - 164 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 - Higher Education KW - Postsecondary Education KW - High School Graduates KW - Student Characteristics KW - Elementary School Teachers KW - Secondary School Teachers KW - School Statistics KW - Enrollment Projections KW - Secondary Schools KW - Expenditures KW - Academic Degrees KW - Public Schools KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62056998?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). Methodology Report. NCES 2008-184 AN - 61915875; ED499336 AB - The "2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06)" is sponsored by the U.S. Department of Education to respond to the need for a national, comprehensive database concerning issues students may face in enrollment, persistence, progress, and attainment in postsecondary education and in consequent early rates of return to society. The BPS Longitudinal Study follows the paths of first-time beginners (FTBs) for a number of years as they navigate the system of postsecondary education, and captures transfer patterns, co-enrollment, and periods of nonenrollment (stopouts). The BPS Longitudinal Study is unique in that the FTB cohort is tracked regardless of when they completed high school or how many colleges they attend. Students are classified as FTBs during the base-year survey of the 2003-04 National Postsecondary Student Aid Study (NPSAS:04), and tracked from that point forward. This report describes and evaluates the methods and procedures used in the "2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06)," the first follow-up of the cohort of first-time beginning students who were identified as part of the 2003-04 National Postsecondary Student Aid Study (NPSAS:04). The introductory chapter describes the background, purpose, schedule, and products of BPS:04/06. Chapter 2 describes study design and procedures. Chapter 3 presents data collection outcomes, while chapter 4 presents evaluations of the quality of the data collected. Chapter 5 reviews the data file development process. Finally, chapter 6 describes the weighting and variance estimation procedures and reports on the quality of the estimates. Further information about the study, including members of the Technical Review Panel, data elements, instrument facsimile, materials used during interviewer training and data collection, and additional technical details about the data, are provided as appendixes to the report and cited in the text where appropriate. (Contains 47 tables and 8 figures.) AU - Cominole, Melissa AU - Wheeless, Sara AU - Dudley, Kristin AU - Franklin, Jeff AU - Wine, Jennifer Y1 - 2007/12// PY - 2007 DA - December 2007 SP - 350 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 - Postsecondary Education KW - Coding KW - Research Methodology KW - Educational Indicators KW - Test Items KW - Longitudinal Studies KW - Research Design KW - Student Financial Aid KW - Databases KW - Evaluation Research KW - Enrollment KW - Statistical Analysis KW - Statistical Data KW - Academic Persistence KW - Data Collection KW - Interviews KW - Test Construction KW - Stopouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61915875?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Education Policy Implications from the Expert Panel on Electronic Media and Youth Violence AN - 57227695; 200805503 AB - The research from the Expert Panel on Electronic Media and Youth Violence makes a compelling case for why educators and education policymakers should care about the effects of media on youth behavior, and the growing phenomenon of Internet bullying and harassment. The ability of the U.S. education system to respond is limited not only by competing instructional priorities but also by the governance structure of the education system itself. The federal role is limited to a proportionally small amount of funding for states and schools, to raising public awareness, and to providing research and data. States can set priorities, make requirements, and direct funding. Districts and schools ultimately have the most control over prevention program selection and setting social and behavioral norms. Key implications of the panel's research for educators and education policymakers include: - Internet bullying is correlated with school behavior problems. - Internet bullying behavior may peak in middle school. - Internet bullying shares common predictors with verbal and, to some extent, physical bullying. - Media literacy programs may mitigate the negative effects of electronic media on youth. Specific recommendations based on these conclusions are discussed, and research priorities for the prevention and education fields are identified. [Copyright 2007 The Society for Adolescent Medicine; published by Elsevier Inc.] JF - Journal of Adolescent Health AU - Worthen, Maria R AD - U.S. Department of Education, Washington, DC Maria.Worthen@ed.gov Y1 - 2007/12// PY - 2007 DA - December 2007 SP - S61 EP - S63 PB - Elsevier, New York NY VL - 41 IS - 6S1 SN - 1054-139X, 1054-139X KW - Education KW - Policy making KW - Electronic media KW - Internet KW - Adolescents KW - Bullying KW - article UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/57227695?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aassia&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Journal+of+Adolescent+Health&rft.atitle=Education+Policy+Implications+from+the+Expert+Panel+on+Electronic+Media+and+Youth+Violence&rft.au=Worthen%2C+Maria+R&rft.aulast=Worthen&rft.aufirst=Maria&rft.date=2007-12-01&rft.volume=41&rft.issue=6S1&rft.spage=S61&rft.isbn=&rft.btitle=&rft.title=Journal+of+Adolescent+Health&rft.issn=1054139X&rft_id=info:doi/10.1016%2Fj.jadohealth.2007.09.009 LA - English DB - Applied Social Sciences Index & Abstracts (ASSIA) N1 - Date revised - 2008-03-04 N1 - Last updated - 2016-09-27 N1 - CODEN - JAHCD9 N1 - SubjectsTermNotLitGenreText - Bullying; Adolescents; Internet; Electronic media; Education; Policy making DO - http://dx.doi.org/10.1016/j.jadohealth.2007.09.009 ER - TY - RPRT T1 - State Skill Standards: Photography AN - 889928153; ED521934 AB - The Department of Education has undertaken an ambitious effort to develop statewide skill standards for all content areas in career and technical education. The standards in this document are for photography 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. Photography is a program that consists of initial fundamentals and sequential courses that prepare students for most occupations in the field of commercial photography. The content and performance standards in this document focus on digital photography, which today is recognized as the industry standard. However, film-based photography is also recognized under content standard 8. In addition to specific skills, the overall program focuses on broad transferable skills and stresses understanding and demonstration of the major elements of the commercial photography industry, including planning, management, finance, technical and product skills, and underlying principles of technology, labor issues, community issues and health, safety, and environmental issues. The standards are organized as follows: (1) Content Standards; (2) Performance Standards; and (3) Performance Indicators. AU - Howell, Frederick AU - Reed, Loretta AU - Jensen, Capra AU - Robison, Gary AU - Taylor, Susan AU - Pavesich, Christine Y1 - 2007/11/30/ PY - 2007 DA - 2007 Nov 30 SP - 41 PB - Nevada Department of Education. 700 East Fifth Street, Carson City, NV 89701. KW - Nevada KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Program Effectiveness KW - Employment Qualifications KW - Legal Responsibility KW - Skill Development KW - Job Skills KW - School Activities KW - Ethics KW - Administration KW - Planning KW - Career Education KW - Light KW - Performance KW - Course Content KW - Advanced Courses KW - Equipment KW - Competence KW - Computers KW - Safety KW - Career Development KW - Conservation (Environment) KW - Technical Education KW - Photography KW - Academic Standards KW - Technology KW - State Standards KW - Industry UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889928153?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card[TM]: Trial Urban District Assessment--Mathematics 2007. NCES 2008-452 AN - 62058628; ED499011 AB - This report presents trial school-district-level results of the National Assessment of Educational Progress (NAEP) mathematics 2003, 2005, and 2007 assessments at grades 4 and 8 for 10 urban public-school districts: Atlanta City School District; Austin Independent School District (ISD); Boston School District; Charlotte-Mecklenburg Schools; City of Chicago School District 299; Cleveland Municipal School District; Houston Independent School District; Los Angeles Unified School District; New York City Public Schools; and San Diego City Unified School District. In 2005, Austin ISD was added and also participated in 2007. These districts participated voluntarily in the trial assessment. Data for the District of Columbia, which regularly participates in NAEP, are also included. Student performance is reported in terms of average scale scores on the NAEP mathematics scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. Comparisons are made to results for public schools in large central cities. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, and for students with disabilities and English language learners. At grade 4, between 2003 and 2007, mathematics performance improved in 8 of the 10 districts that participated in both years. Between 2007 and 2005, four districts scored higher and one scored lower. At grade 8, eight districts had higher scores in 2007 than in 2003, and six had higher scores when 2007 was compared with 2005. (Contains 9 tables and 2 figures.) AU - Lutkus, D. A. AU - Grigg, W. AU - Dion, G. Y1 - 2007/11// PY - 2007 DA - November 2007 SP - 68 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Georgia KW - Texas KW - Massachusetts KW - Illinois KW - Ohio KW - California KW - New York KW - North Carolina KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Measures (Individuals) KW - Ethnicity KW - Mathematics Achievement KW - Scores KW - School Districts KW - Asian American Students KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - English (Second Language) KW - Eligibility KW - National Standards KW - White Students KW - Public Schools KW - Disabilities KW - Poverty KW - Mathematics Tests KW - African American Students KW - Hispanic American Students KW - Achievement UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62058628?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Libraries in the United States: Fiscal Year 2005. First Look. NCES 2008-301 AN - 62057584; ED498885 AB - This report includes national and state summary data on public libraries in the 50 states and the District of Columbia, with an introduction, selected findings, and tables. The report is based on data from the Public Libraries Survey for fiscal year 2005, and includes information on service measures such as number of users of electronic resources, number of Internet terminals used by the general public, reference transactions, interlibrary loans, circulation, library visits, children's program attendance, and circulation of children's materials. It also includes information about size of collection, staffing, operating revenue and expenditures, type of legal basis, and number and type of public library service outlets. This report is based on the final data file. Selected findings include: (1) Library visits to public libraries totaled 1.4 billion, or 4.7 library visits per capita; (2) Total nationwide circulation of public library materials was 2.1 billion, or 7.2 materials circulated per capita; (3) Nationwide, circulation of children's materials was 716.4 million, or 35 percent of total circulation, and attendance at children's program as 54.6 million; and (4) Average number of Internet terminals available for public use per stationary outlet was 11.2. The following are appended: (1) Technical Notes; and (2) Survey Questionnaire. (Contains 5 footnotes and 13 tables.) [For "Public Libraries in the United States: Fiscal Year 2004. E.D. TAB. NCES 2006-349," see ED492940.] AU - Chute, Adrienne AU - Kroe, Elaine P. Y1 - 2007/11// PY - 2007 DA - November 2007 SP - 66 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Outreach Programs KW - Information Policy KW - Library Personnel KW - Childrens Literature KW - Public Libraries KW - National Surveys KW - Library Services KW - Library Materials KW - Operating Expenses KW - Meta Analysis KW - Printed Materials KW - Reference Services KW - State Surveys KW - Internet KW - Nonprint Media KW - Users (Information) KW - Resources UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62057584?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card[TM]: Trial Urban District Assessment--Reading 2007. NCES 2008-455 AN - 62051220; ED499012 AB - The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. The results from the NAEP Trial Urban District Assessment (TUDA) make it possible to compare the performance of students in participating urban school districts to that of public school students in the nation, in large central cities (population over 250,000), and to each other. About 37,000 fourth- and eighth-graders from the following 11 urban districts participated in the fourth reading Trial Urban District Assessment in 2007. Six districts at grade 4 and five districts at grade 8 participated in 2002, ten districts participated in 2003, and eleven in 2005: Atlanta; Chicago; Los Angeles; Austin; Cleveland; New York City; Boston; District of Columbia; San Diego; Charlotte; and Houston. At grade 4, four districts showed score increases compared with 2002, two districts had higher average scores compared with 2005, and one district had a lower average score in 2007 compared with 2005. Also at grade 4, five districts improved their 2007 percentages at or above "Basic," and three districts improved their percentages at or above "Proficient" compared with 2002. At grade 8, two districts showed increases compared with 2002, and four districts had higher average scores compared with 2005. Also at grade 8, two districts improved their 2007 percentages at or above "Basic" compared with 2002, and two districts improved their percentages at or above "Basic" compared with 2005. (Contains 9 tables and 2 figures.) AU - Lutkus, A. AU - Grigg, W. AU - Donahue, P. Y1 - 2007/11// PY - 2007 DA - November 2007 SP - 68 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Measures (Individuals) KW - Ethnicity KW - Scores KW - School Districts KW - Asian American Students KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - Achievement Gains KW - English (Second Language) KW - Eligibility KW - National Standards KW - White Students KW - Reading Achievement KW - Public Schools KW - Disabilities KW - Poverty KW - Mathematics Tests KW - African American Students KW - Hispanic American Students KW - Achievement UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62051220?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Orientation and Mobility Skills of Secondary School Students with Visual Impairments. Facts from NLTS2. NCSER 2008-3007 AN - 61919291; ED499756 AB - This report was released by the National Center for Special Education Research (NCSER) on January 23, 2008. Orientation refers to one's ability to determine his/her location and relationship with other objects in the environment. Mobility refers to one's ability to move about in the environment. Orientation and mobility training may be provided to students with visual impairments as part of their individual programs of special education and related services. This report presents information on the percentages of students with visual impairments who receive orientation and mobility services, including percentages for different segments of the population (blind vs. partially sighted, regular vs. special school placement, and demographic groups). It also discusses the levels of orientation and mobility skills in this population, and factors associated with their skill levels. Data are from The National Longitudinal Transition Study-2 (NLTS2), funded by the National Center for Special Education Research at the Institute of Education Sciences, U. S. Department of Education. NLTS2 was initiated in 2001 and has a nationally-representative sample of more than 11,000 students with disabilities. (Contains 6 figures and 7 footnotes.) [This report was produced by the Institute of Education Science's National Center for Special Education Research.] AU - Cameto, Renee AU - Nagle, Katherine Y1 - 2007/11// PY - 2007 DA - November 2007 SP - 14 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - Daily Living Skills KW - Visual Impairments KW - Student Characteristics KW - Multiple Disabilities KW - Travel Training KW - Visually Impaired Mobility KW - Secondary School Students KW - Longitudinal Studies KW - Severity (of Disability) KW - Related Services (Special Education) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61919291?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Education Longitudinal Study of 2002 (ELS:2002): A First Look at the Initial Postsecondary Experiences of the High School Sophomore Class of 2002 AN - 62071664; ED498655 AB - The Education Longitudinal Study of 2002 (ELS:2002) provides a wealth of information from multiple sources about the factors and circumstances related to the performance and social development of American high school sophomores as they enter and leave various levels of the education system. This First Look report draws upon ELS:2002 second follow-up data to describe the initial postsecondary experiences of the high school sophomore class of 2002. Particular attention is paid to rates of postsecondary participation, as well as to student background characteristics and high school factors associated with postsecondary destinations and decisions. The report addresses such questions as: At what rates are today's high school students proceeding to higher education? In what types of postsecondary institutions are they enrolling? How do these postsecondary attendance rates and institution types vary across student background characteristics and high school experiences? Additionally, this report describes the enrollment decisions and postsecondary pathways taken by recent high school graduates. What reasons do students give for selecting the postsecondary institutions they attend? When do students begin college after leaving high school? What fields of study do they intend to pursue? If they withdraw from college, what reasons do they give for doing so? This current snapshot of postsecondary participation is intended to inform policymakers, higher education administrators, educators, and researchers about the experiences of contemporary American youth transitioning out of high school. Appendix A provides a description of the ELS:2002 design for data users, in addition to outlining a range of research questions that can be addressed using the survey data. Appendix B presents Standard Error Tables. (Contains 18 tables and 3 figures.) AU - Bozick, Robert AU - Lauff, Eric AU - Wirt, John Y1 - 2007/10// PY - 2007 DA - October 2007 SP - 55 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Administrators KW - Researchers KW - Policymakers KW - High Schools KW - Postsecondary Education KW - High School Graduates KW - High School Equivalency Programs KW - Student Characteristics KW - Enrollment KW - Educational Attainment KW - Student Educational Objectives KW - Longitudinal Studies KW - High School Students KW - College Choice KW - Withdrawal (Education) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62071664?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Assessment of Title I. Final Report. Volume I: Implementation. NCEE 2008-4012 AN - 62071251; ED499017 AB - This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II [see ED499018] presents a report on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students. This report constitutes Volume I of the 2007 "Report on the National Assessment of Title I" and focuses on implementation of key Title I provisions including the following: (1) Characteristics of Title I participants and services for students in private schools; (2) Targeting and uses of Title I funds; (3) Trends in student achievement on state assessments and on the National Assessment of Educational Progress (NAEP); (4) Implementation of state assessment systems; (5) Accountability and support for school improvement; (6) Title I school choice and supplemental educational services; and (7) Teacher quality and professional development. The report draws on data from two Department evaluations of NCLB implementation, the National Longitudinal Study of NCLB, and the Study of State Implementation of Accountability and Teacher Quality Under NCLB, both of which collected data in the 2004-05 school year. The report also includes data from other evaluation studies, state performance reports, NAEP, and other sources. The following are appended: (1) Description of Major Data Sources Used in This Report; (2) Supplemental Exhibits; and (3) Standard Error Tables. (Contains 120 exhibits and 294 endnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by the Policy and Program Studies Service, Office of Planning, Evaluation and Policy Development.] AU - Stullich, Stephanie AU - Eisner, Elizabeth AU - McCrary, Joseph Y1 - 2007/10// PY - 2007 DA - October 2007 SP - 256 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Higher Education Act Title I KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Supplementary Education KW - Program Effectiveness KW - Inclusive Schools KW - Federal Aid KW - Student Characteristics KW - Academic Achievement KW - Educational Trends KW - Accountability KW - National Competency Tests KW - Evaluation Methods KW - Reading Instruction KW - Program Implementation KW - Program Evaluation KW - Teacher Qualifications KW - State Programs KW - Educational Legislation KW - Mathematics Instruction KW - Special Needs Students KW - Resource Allocation KW - Longitudinal Studies KW - Educational Improvement KW - Eligibility KW - Teacher Effectiveness KW - Federal Legislation KW - Student Needs KW - School Choice KW - Paraprofessional School Personnel KW - Faculty Development KW - Private Schools KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62071251?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Assessment of Title I. Final Report. Summary of Key Findings. NCEE 2008-4014 AN - 62052055; ED499016 AB - This report expands and updates the information provided in the "National Assessment of Title I Interim Report" that was released in April 2006. New data on the implementation of Title I are provided on the targeting and uses of Title I funds, services for private school students, characteristics of students participating in the school choice and supplemental services options, achievement trends on the NAEP science assessment, and surveys of parents and supplemental service providers. Updated data on student achievement on state assessments, school and district identification for improvement, and highly qualified teachers, and schools' AYP and improvement status are also provided. New data are provided for third- and fifth-graders who participated in one of four promising remedial reading interventions during the 2003-04 school year as part of the "Closing the Reading Gap" study. These students' reading skills were assessed again in spring 2005, one year after the end of the intervention, to evaluate sustained effects of the interventions. This is one of three documents constituting the mandated Final Report on the National Assessment of Title I. This "Summary of Key Findings" contains findings from both Volume I, "Implementation," [see ED491143] and Volume II, "Closing the Reading Gap: Findings from a Randomized Trial of Four Reading Interventions for Striving Readers" [see ED491144]. Appended is a list of National Assessment of Title I Independent Review Panel Members. (Contains 15 exhibits.) [This report was produced by the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES).] Y1 - 2007/10// PY - 2007 DA - October 2007 SP - 43 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Higher Education Act Title I KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Supplementary Education KW - Program Effectiveness KW - Inclusive Schools KW - Federal Aid KW - Student Characteristics KW - Academic Achievement KW - Educational Trends KW - Accountability KW - National Competency Tests KW - Reading Achievement KW - Minority Groups KW - Reading Instruction KW - Program Implementation KW - Program Evaluation KW - Science Achievement KW - Teacher Qualifications KW - Educational Legislation KW - Special Needs Students KW - Mathematics Achievement KW - Resource Allocation KW - Racial Differences KW - Longitudinal Studies KW - Educational Improvement KW - Eligibility KW - Teacher Effectiveness KW - Federal Legislation KW - Poverty KW - Student Needs KW - School Choice KW - Remedial Instruction KW - Private Schools KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62052055?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Preschool: First Findings from the Preschool Follow-Up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). First Look. NCES 2008-025 AN - 62051583; ED498793 AB - The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) is designed to provide detailed information on children's development, health, and early learning experiences in the years leading up to entry into school. The ECLS-B is the first nationally representative study within the United States to directly assess children's early mental and physical development, the quality of their early care and education settings, and the contributions of their fathers, as well as their mothers, in their lives. The purpose of this First Look report is to introduce new ECLS-B survey data through the presentation of selected descriptive information. Readers are cautioned not to draw causal inferences based on the univariate and bivariate results presented. It is important to note that many of the variables examined in this report may be related to one another, and complex interactions and relationships among the variables have not been explored. The variables examined here are also just a few of the several thousand that can be examined in these data; they were selected to demonstrate the range of information available from the study. These findings are examples of estimates that can be obtained from the data and are not designed to emphasize any particular issue. The release of this report is intended to encourage more in-depth analysis of the data using more sophisticated statistical methods. The tables in this report present information collected during the preschool wave of the ECLS-B in the following areas: demographic characteristics of children and their families (table 1); children's language, literacy, mathematics, color knowledge, and fine motor skills (tables 2 through 6); and children's experiences in early care and education (table 7). Appendix A, Survey Methodology and Glossary, provides technical documentation for the findings presented in this report, and general information about the study. Appendix B, Standard Error Tables, reports the standard errors for tables 1 through 7. (Contains 15 tables and 1 footnote.) [This report was also prepared by McPhee Consulting.] AU - Chernoff, Jodi Jacobson AU - Flanagan, Kristin Denton AU - McPhee, Cameron AU - Park, Jennifer Y1 - 2007/10// PY - 2007 DA - October 2007 SP - 49 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Family Environment KW - Language Acquisition KW - Cognitive Development KW - Mothers KW - Child Care KW - Physical Development KW - Longitudinal Studies KW - Mathematics Skills KW - Color KW - Demography KW - Inferences KW - Followup Studies KW - Child Rearing KW - Emergent Literacy KW - Child Development KW - Psychomotor Skills KW - Preschool Children KW - Infants UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62051583?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Assessment of Title I. Final Report. Volume II: Closing the Reading Gap--Findings from a Randomized Trial of Four Reading Interventions for Striving Readers. NCEE 2008-4013 AN - 62051432; ED499018 AB - This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I [see ED499017] contains key findings on the implementation of the program under No Child Left Behind, and Volume II presents a report on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students. According to the National Assessment of Educational Progress (U.S. Department of Education 2006), 36 percent of fourth graders read below the basic level. Such literacy problems can worsen as students advance through school and are exposed to progressively more complex concepts and courses. The nation's 16,000 school districts are spending hundreds of millions of dollars on educational products and services developed by textbook publishers, commercial providers, and nonprofit organizations, yet little is known about the effectiveness of these interventions. To help shed light on their effectiveness, the authors of the present volume initiated an evaluation of either parts or all of four widely used programs for elementary school students with reading problems. The programs are Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading, all of which would be more intensive and skillfully delivered than the programs typically provided in public schools. The programs incorporate explicit and systematic instruction in the basic reading skills in which struggling readers are frequently deficient. This study is a large-scale, longitudinal evaluation comprising two main elements. The first element of the evaluation is an impact study designed to determine: (1) the impact of being in any of the four remedial reading interventions, considered as a group, relative to the instruction provided by the schools; (2) whether the impacts of the interventions vary across students with different baseline characteristics; and (3) the extent that the instruction provided in this study close the reading gap and bring struggling readers within the normal range, relative to the instruction provided by their schools. The second element of the evaluation is an implementation study that has two components: (1) an exploration of the similarities and differences in reading instruction offered in the four interventions; and (2) a description of the regular instruction that students in the control group received in the absence of the interventions, and of the regular instruction received by the treatment group beyond the interventions. The evaluation found that the interventions: improved some reading skills; did not improve Pennsylvania System of School Assessment (PSSA) scores; narrowed some reading gaps; and helped third-graders more than fifth graders, although the interventions did not consistently benefit any one subgroup more than another. The following are appended: (1) Details of Study Design and Implementation; (2) Data Collection; (3) Weighting Adjustments and Missing Data; (4) Details of Statistical Methods; (5) Intervention Impacts on Spelling and Calculation; (6) Instructional Group Clustering; (7) Baseline Characteristics of the PSSA Sample; (8) Impact Estimate Standard Errors, Test Statistics, and P-Values; (9) Estimated R-Squared Values and Intraclass Correlations; (10) Scientific Advisory Board; (11) PSSA Data Collection Form; (12) Sample Test Items; (13) Teacher Survey Form; (14) School Records Form. (Contains 54 footnotes, 28 tables, 1 exhibit, and 30 figures.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by the Corporation for the Advancement of Policy Evaluation. Additional funding of the interventions was provided by: the Barksdale Reading institute; the Haan Foundation for Children; and the Raymond Foundation.] AU - Torgesen, Joseph AU - Schirm, Allen AU - Castner, Laura AU - Vartivarian, Sonya AU - Mansfield, Wendy AU - Myers, David AU - Stancavage, Fran AU - Durno, Donna AU - Javorsky, Rosanne AU - Haan, Cinthia Y1 - 2007/10// PY - 2007 DA - October 2007 SP - 276 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Higher Education Act Title I KW - ERIC, Resources in Education (RIE) KW - Reading Teachers KW - Program Effectiveness KW - Federal Aid KW - Student Characteristics KW - Educational Trends KW - Accountability KW - National Competency Tests KW - Reading Achievement KW - Minority Groups KW - Corrective Reading KW - Reading Instruction KW - Reading Programs KW - Spelling KW - Program Implementation KW - Program Evaluation KW - Elementary School Students KW - Educational Legislation KW - Special Needs Students KW - Remedial Reading KW - Racial Differences KW - Longitudinal Studies KW - Educational Improvement KW - Eligibility KW - Teacher Effectiveness KW - Federal Legislation KW - Student Needs KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62051432?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of States' Monitoring and Improvement Practices: State Responses to the Part B and Part C Mail Survey from the Evaluation of States' Monitoring and Improvement Practices under the "Individuals with Disabilities Education Act." NCSER 2008-3008 AN - 61919010; ED499755 AB - The National Center for Special Education Research (NCSER) at the Institute of Education Sciences (IES) is conducting a 5-year evaluation of states' monitoring and improvement practices under the "Individuals with Disabilities Education Act" ("IDEA"). The ultimate goal of this evaluation is to provide information to the Office of Special Education and Rehabilitative Services (OSERS) about guidance it can offer that will help states improve their monitoring and improvement systems. This is expected to increase states' compliance with Parts B and C of IDEA and to improve outcomes for children with disabilities and their families. This report presents data collected through the mail surveys conducted in the first phase of the evaluation. These surveys were designed to provide general information about a range of topics related to the monitoring and improvement systems used by states during 2004-05. This report is designed to provide OSERS (specifically the Office of Special Education Programs [OSEP]), states, the regional resource centers that provide technical assistance to states, and others familiar with monitoring under "IDEA" with a summary of the survey data collected about state monitoring and improvement practices in 2004-05. Future reports will discuss the later phases of the evaluation. The following are appended: (1) Mail Survey Data Collection Methods; (2) Part B Monitoring Evaluation Questionnaire; (3) Part C Monitoring Evaluation Questionnaire; (4) Data Tables for Part B Monitoring Evaluation Questionnaire; and (5) Data Tables for Part C Monitoring Evaluation Questionnaire. (Contains 190 tables and 11 footnotes.) [This report was produced by the Institute of Education Sciences' National Center for Special Education Research.] AU - Garrison-Mogren, Roberta AU - Fiore, Tom AU - Bollmer, Julie AU - Brauen, Marsha AU - Munk, Tom AU - Malouf, David Y1 - 2007/10// PY - 2007 DA - October 2007 SP - 252 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - ERIC, Resources in Education (RIE) KW - Questionnaires KW - Special Education KW - Intervention KW - Educational Improvement KW - Outcomes of Education KW - Evaluation Methods KW - Federal Legislation KW - Disabilities KW - Public Education KW - Compliance (Legal) KW - Mail Surveys KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61919010?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Technical Report of the NAEP Mathematics Assessment in Puerto Rico: Focus on Statistical Issues. NCES 2007-462 AN - 62057637; ED498130 AB - In 2003, a trial National Assessment of Educational Progress (NAEP) mathematics assessment was administered in Spanish to public school students at grades 4 and 8 in Puerto Rico. Based on preliminary analyses of the 2003 data, changes were made in administration and translation procedures for the 2005 NAEP administration in Puerto Rico. This report describes the content and administration of the trial NAEP mathematics assessments in Puerto Rico in 2003 and 2005, problems with item misfit in the 2003 data, results of a special validity analysis, and plans to integrate Puerto Rico into the national sample in future administrations. This report is one of a series of three on the administration and results of the 2003 and 2005 trial NAEP mathematics assessments in Puerto Rico: (1) "Mathematics 2003 and 2005 Performance in Puerto Rico: Highlights" [ED495982]; and (2) "Mathematics 2005 Performance in Puerto Rico: Focus on the Content Areas" [ED495981]. This, the third report, focuses on the technical considerations of the trial assessments and plans to include Puerto Rico as part of the national sample in future administrations. (Contains 20 figures and 3 tables.) AU - Baxter, P. G. AU - Ahmed, S. AU - Sikali, E. AU - Waits, T. AU - Sloan, M. AU - Salvucci, S. Y1 - 2007/09// PY - 2007 DA - September 2007 SP - 31 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Puerto Rico KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 5 KW - Grade 6 KW - Grade 7 KW - Grade 8 KW - Translation KW - Spanish KW - Scoring KW - Testing KW - Item Analysis KW - Test Items KW - National Competency Tests KW - Foreign Countries KW - Mathematics Tests KW - Statistical Data KW - Student Evaluation KW - Futures (of Society) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62057637?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card[TM]: Mathematics 2007--National Assessment of Educational Progress at Grades 4 and 8. NCES 2007-494 AN - 62053419; ED498380 AB - The 2007 National Assessment of Educational Progress (NAEP) evaluated students' understanding of mathematics concepts and their ability to apply mathematics to everyday situations. Students demonstrated their knowledge of these critical skills by responding to questions about number properties and operations, measurement, geometry, data analysis and probability, and algebra. A nationally representative sample of more than 350,000 students at grades 4 and 8 participated in the 2007 mathematics assessment. Comparing these results to results from previous years shows the progress fourth- and eighth-graders are making both in the nation and in individual states. The average score for fourth-graders increased 27 points over the past 17 years, and the score for eighth-graders increased 19 points. Students at all levels of performance made gains, resulting in higher percentages of students at or above the Basic and Proficient achievement levels. White, Black, and Hispanic students at both grades showed a better understanding of mathematics in 2007 when compared to all previous assessment years. However, when compared to the first assessment year in 1990, only the White-Black score gap at grade 4 narrowed in 2007. The White-Black score gap at grade 8 narrowed between 2005 and 2007. The mathematics score for Asian/Pacific Islander students was higher in 2007 than in previous assessment years for grade 4, but at grade 8 showed no significant change from 2005 to 2007. At both grades 4 and 8, scores rose for students regardless of their eligibility for the free and reduced-price school lunch program, a measure of socioeconomic status. Average scores were higher in 2007 than in 2005 for students who were eligible as well as for students who were not eligible. Includes appendix of tables. (Contains 20 figures and 32 tables.) AU - Lee, J. AU - Grigg, W. AU - Dion, G. Y1 - 2007/09// PY - 2007 DA - September 2007 SP - 64 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Low Income Groups KW - Probability KW - Gender Differences KW - Numeracy KW - Mathematics Achievement KW - Scores KW - Asian American Students KW - Racial Differences KW - Mathematics Skills KW - National Competency Tests KW - Achievement Gains KW - Comparative Analysis KW - White Students KW - Grades (Scholastic) KW - Public Schools KW - Relevance (Education) KW - African American Students KW - Mathematical Concepts KW - Hispanic American Students KW - Data Analysis KW - Pacific Islanders UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62053419?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: 2005-06. NCES 2007-361 AN - 62052597; ED498378 AB - This report presents findings on crime and violence in U.S. public schools, using data from the 2005-06 School Survey on Crime and Safety (SSOCS:2006). Developed by the National Center for Education Statistics (NCES) 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. 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 when using SSOCS:2006 data rather than to discuss all of the observed differences. The following are appended: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Variables; and (4) 2005-06 School Survey on Crime and Safety Questionnaire. (Contains 21 tables and 8 footnotes.) AU - Nolle, Kacey Lee AU - Guerino, Paul AU - Dinkes, Rachel AU - Chandler, Kathryn Y1 - 2007/09// PY - 2007 DA - September 2007 SP - 75 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 - Crime KW - Principals KW - Vandalism KW - National Surveys KW - School Safety KW - Discipline KW - Violence KW - Prevention KW - Weapons KW - Public Schools KW - School Policy KW - Incidence KW - Emergency Programs KW - School Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62052597?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card[TM]: Reading 2007. National Assessment of Educational Progress at Grades 4 and 8. NCES 2007-496 AN - 62052299; ED498381 AB - Students demonstrated their reading comprehension skills by responding to questions about various types of reading passages on the 2007 National Assessment of Educational Progress (NAEP) reading assessment. Reading abilities were assessed in the contexts of literary experience, gaining information, and performing a task. A nationally representative sample of more than 350,000 students at grades 4 and 8 participated in the 2007 reading assessment. Comparing these results to results from previous years shows the progress fourth- and eighth-graders are making both in the nation and in individual states. Fourth-graders scored higher in 2007 than in all the previous assessment years. The average reading score was up 2 points since 2005 and 4 points compared to the first assessment 15 years ago. Higher percentages of students were performing at or above the Basic and Proficient achievement levels in 2007 than in previous years. The average reading score for eighth-graders was up 1 point since 2005 and 3 points since 1992; however, the trend of increasing scores was not consistent over all assessment years. In comparison to both 1992 and 2005, the percentage of students performing at or above the Basic level increased, but there was no significant change in the percentage of students at or above the Proficient level. White, Black, and Hispanic students all scored higher in 2007 than in the first assessment 15 years ago at both grades 4 and 8. However, improvements for minority students did not always result in the narrowing of the achievement gaps with White students. Only the White-Black gap at grade 4 was smaller in comparison to the gaps in 2005 and 1992. Patterns in improvement for male and female students varied by grade. Scores for both male and female students increased since 2005 at grade 4, but not at grade 8. In 2007, female students scored 7 points higher than male students at grade 4 and 10 points higher at grade 8. These gender score gaps were not significantly different from the gaps seen 15 years ago. Includes appendix of tables. (Contains 20 figures and 32 tables.) AU - Lee, J. AU - Grigg, W. AU - Donahue, P. Y1 - 2007/09// PY - 2007 DA - September 2007 SP - 68 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Gender Differences KW - Reading Ability KW - Scores KW - Reading Skills KW - Educational Trends KW - Asian American Students KW - Racial Differences KW - Reading Comprehension KW - Comparative Analysis KW - Grades (Scholastic) KW - White Students KW - Minority Groups KW - African American Students KW - American Indian Education KW - Hispanic American Students KW - Achievement UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62052299?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004 AN - 62051832; ED498555 AB - This Practice Guide is the third in a series of Institute of Education Sciences (IES) guides in education. Much of teaching is about helping students master new knowledge and skills and then helping students not to forget what they have learned. The recommendations in this practice guide are intended to provide teachers with specific strategies for organizing both instruction and students' studying of material to facilitate learning and remembering information, and to enable students to use what they have learned in new situations. The seven recommendations in this practice guide reflect authors' consensus on concrete and applicable principles to emerge from recent research on learning and memory. The first recommendation about the spacing of key course content is an overarching principle that teachers should attend to as they plan out sequences of instruction. This recommendation provides advice that is intended to help students remember information longer. The second, third, and fourth recommendations relate to how different forms of instruction should be combined: worked example solutions and new problems posed to the student (Recommendation 2), graphical and verbal descriptions of concepts and mechanisms (Recommendation 3), and abstract and concrete representations of a concept (Recommendation 4). Recommendation 5 reflects ongoing concern with memory. In these days of high-stakes tests, teachers are often reminded of how often students appear to have mastered information and concepts in December or February, only to have forgo them by June. Although forgetting is a reality of life, its effects can be somewhat mitigated through appropriate use of spaced learning and through strategic use of quizzing. Recommendation 6 relates to students' ability to judge how well they have learned new knowledge or skills. The authors believe that students' ability to manage their own studying is an important skill that students need to learn, with consequences that will be felt throughout their lives. The final recommendation targets ways to shape instruction as students gain expertise in a particular domain. In sum, these recommendations reflect a set of actions that teachers can take that reflect the process of teaching and learning, and that recognize the ways in which instruction should respond to the state of the learner. It also reflects the central organizing principle that learning depends upon memory, and that memory of skills and concepts can be strengthened by relatively concrete, nonobvious strategies. Technical Information on the Studies is appended. (Contains 132 footnotes and 2 tables.) [This report was produced by the National Center for Education Research, Institute of Education Sciences (IES).] AU - Pashler, Harold AU - Bain, Patrice M. AU - Bottge, Brian A. AU - Graesser, Arthur AU - Koedinger, Kenneth AU - McDaniel, Mark AU - Metcalfe, Janet Y1 - 2007/09// PY - 2007 DA - September 2007 SP - 63 PB - National Center for Education Research. , P.O. Box 1398, Jessup, MD 20794. KW - ERIC, Resources in Education (RIE) KW - Process Education KW - Student Improvement KW - Guidance Programs KW - Course Organization KW - Instructional Development KW - Multimedia Instruction KW - Theory Practice Relationship KW - Problem Solving KW - Concept Formation KW - Position Papers KW - Scaffolding (Teaching Technique) KW - Learning Activities KW - Change Strategies KW - Time Management KW - Learning Strategies UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62051832?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Encouraging Girls in Math and Science. IES Practice Guide. NCER 2007-2003 AN - 62051179; ED498581 AB - This National Center for Education Research (NCER) Practice Guide is the second in a series of IES guides in education. The goal of this practice guide is to formulate specific and coherent evidence-based recommendations that educators can use to encourage girls in the fields of math and science. The target audience is teachers and other school personnel with direct contact with students, such as coaches, counselors, and principals. The practice guide includes specific recommendations for educators and the quality of evidence that supports these recommendations. This practice guide provides five recommendations for encouraging girls in math and science. These recommendations together form a coherent statement: To encourage girls in math and science, we need to begin first with their beliefs about their abilities in these areas, second with sparking and maintaining greater interest in these topics, and finally with building associated skills. The five recommendations are: (1) Teach students that academic abilities are expandable and improvable; (2) Provide prescriptive, informational feedback; (3) Expose girls and young women to female role models who have succeeded in math and science; (4) Create a classroom environment that sparks initial curiosity and fosters long-term interest in math and science; and (5) Provide spatial skills training. Technical information on the studies is appended. (Contains 3 tables, 4 figures, and 147 footnotes.) [This report was prepared for the National Center for Education Research, Institute of Education Sciences by Optimal Solutions Group, LLC. For the first practice guide in this series, see ED497258.] AU - Halpern, Diane F. AU - Aronson, Joshua AU - Reimer, Nona AU - Simpkins, Sandra AU - Star, Jon R. AU - Wentzel, Kathryn Y1 - 2007/09// PY - 2007 DA - September 2007 SP - 55 PB - National Center for Education Research. , P.O. Box 1398, Jessup, MD 20794. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Administrators KW - Science Education KW - Teacher Influence KW - Classroom Environment KW - Womens Education KW - Sex Fairness KW - Role Models KW - Feedback (Response) KW - Mathematics Education KW - Sex Role KW - Academic Ability KW - Social Attitudes KW - Guides KW - Females KW - Spatial Ability KW - Student Motivation KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62051179?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Interpreting 12th-Graders' NAEP-Scaled Mathematics Performance Using High School Predictors and Postsecondary Outcomes from the National Education Longitudinal Study of 1988 (NELS:88). Statistical Analysis Report. NCES 2007-328 AN - 62045445; ED498359 AB - The search for an understandable reporting format has led the National Assessment Governing Board to explore the possibility of measuring and interpreting student performance on the 12th-grade National Assessment of Educational Progress (NAEP), the Nation's Report Card, in terms of readiness for college, the workplace, and the military. This report explores using the 1992 NAEP-scaled mathematics scores in conjunction with a wider spectrum of NELS:88 12th-grade cross-sectional and longitudinal data elements. Results include a NELS:88 12th-grade mathematics score expressed on the NAEP scale. NELS:88 student and parent survey data, as well as data both from high school and postsecondary transcripts, are used to explore what achievement on the NAEP mathematics scale might mean relative to both student, family, and high school factors as well as later education outcomes. Socioeconomic Status (SES) was positively associated with NELS:88 NAEP scaled mathematics performance: NELS:88 12th-graders from higher SES families achieved higher levels of proficiency and only one-tenth of 1 percent of seniors in the lowest SES quarter reached the NAEP Advanced level. NELS:88 seniors whose educational expectations were to attain a bachelor's degree or higher had a better understanding of mathematics than seniors with lesser educational expectations. Regarding antecedents to NAEP-Scaled NELS:88 Performance, approximately 91 percent of the students scoring in the lowest quarter of the NELS:88 8th-grade achievement distribution had a below-Basic NELS:88 12th-grade NAEP-scaled score; of those who scored in the top 8th-grade mathematics quarter in 8th grade, 44 percent were at the Proficient or Advanced levels of NAEP-scaled achievement as seniors. A majority of Proficient and above NELS:88 performers on the 1992 NAEP mathematics scale also maintained an "A" average in mathematics throughout high school. Of those who completed no more than non-academic Mathematics, 95 percent scored belowBasic. Of seniors who completed calculus, 55 percent scored at the Proficient level, and 13 percent at Advanced. The report also explored the relationship between NELS:88 NAEP-scaled mathematics performance and postsecondary education outcomes that include: (1) postsecondary attendance 2 years after scheduled high school graduation; (2) highest degree attained 8 years after scheduled high school graduation); and (3) selectivity of first postsecondary school attended. For those with NAEP-scaled performance at less than Basic, some 46 percent had had no postsecondary attendance 2 years later in contrast to 98 percent of those who scored at Advanced having entered a postsecondary institution. Eight years following scheduled graduation, over 91 percent of NELS:88 seniors at the Advanced level for NAEP-scaled mathematics performance had earned a bachelor's degree or higher, compared to 18 percent of the below-Basic group, 50 percent of those at Basic, and 79 percent of those at the Proficient level. With respect to selectivity of institution first attended, findings showed that of examinees who scored at the NAEP Advanced mathematics level in NELS:88 in 1992, 72 percent had enrolled in either highly selective or selective (40 percent) postsecondary institutions. Of those who scored at Basic or below, about 1 percent of each of these two groups enrolled in a highly selective institution, while 9 percent of those at the Proficient level did so. The vantage point of the NELS:88 perspectives may allow the interpretation of the NAEP achievement levels and scale scores to be extended and deepened. Apart from this special reference to NAEP metrics, the substantive conclusions of the report confirm past research using the NELS:88 database rather than provide novel or unique findings, and the NAEP-scaled score does not uncover relationships or conclusions that could not already be observed using the NELS:88 scale scores and the NELS:88 proficiency levels. The primary contribution of the NAEP-scaled score is to help interpret the NAEP achievement levels in their relationship to a wider set of variables, including longitudinal data. The secondary contribution of the NAEP-scaled mathematics score is a benefit to NELS:88, expressing some of its conclusions in a NAEP metric that has become a familiar yardstick for measuring achievement. Two appendixes are included: (A) Technical Notes and Glossary; and (B) Standard Error Tables. (Contains 29 footnotes, 2 figures, and 25 tables.) AU - Scott, Leslie A. AU - Ingels, Steven J. Y1 - 2007/09// PY - 2007 DA - September 2007 SP - 112 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 - Postsecondary Education KW - Institutional Characteristics KW - Grade 12 KW - High School Graduates KW - Socioeconomic Influences KW - Family Influence KW - Student Characteristics KW - Mathematics Achievement KW - Longitudinal Studies KW - Mathematics Skills KW - Outcomes of Education KW - Grade 8 KW - Academic Aspiration KW - School Choice KW - Family Income KW - Student Evaluation KW - School Readiness KW - Predictor Variables UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62045445?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 Minorities. NCES 2007-039 AN - 62043328; ED498259 AB - "Status and Trends in the Education of Racial and Ethnic Minorities" examines the educational progress and challenges that racial and ethnic minorities face in the United States. This report shows that over time larger numbers of minorities have completed high school and continued their education in college. Despite these gains, progress has varied, and differences persist among Hispanic, Black, American Indian/Alaska Native, Asian, Native Hawaiian or Other Pacific Islander, and White students on key indicators of educational performance. This report uses statistics to examine current conditions as well as changes in the education of racial and ethnic minority students in the United States. Minorities in general have made strides in educational achievement over the past few decades; however, some groups continue to lag behind others in certain areas. "Status and Trends in the Education of Racial and Ethnic Minorities" is part of a series of reports produced by the National Center for Education Statistics (NCES) that in the past have focused on specific racial/ethnic groups, including "Status and Trends in the Education of Blacks" (Hoffman and Llagas 2003), "Status and Trends in the Education of Hispanics" (Llagas 2003), and "Status and Trends in the Education of American Indians and Alaska Natives" (Freeman and Fox 2005). 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). The following are appended: (1) Supplemental Tables; (2) Supplemental Notes; and (3) Guide to Sources. (Contains 66 tables and 52 figures.) AU - KewalRamani, Angelina AU - Gilbertson, Lauren AU - Fox, Mary Ann AU - Provasnik, Stephen Y1 - 2007/09// PY - 2007 DA - September 2007 SP - 177 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 - Higher Education KW - Postsecondary Education KW - Preschool Education KW - Family Characteristics KW - Substance Abuse KW - Unemployment KW - Educational Trends KW - African Americans KW - Educational Attainment KW - American Indians KW - Income KW - Outcomes of Education KW - Demography KW - White Students KW - Minority Groups KW - Hispanic Americans KW - Enrollment Trends 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 - After School Programs KW - Computers KW - Educational Indicators KW - Mathematics Achievement KW - Advanced Placement Programs KW - School Safety KW - Pregnancy KW - Student Financial Aid KW - Public Agencies KW - Asian Americans KW - Internet KW - Educational Status Comparison UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62043328?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public School Practices for Violence Prevention and Reduction: 2003-04. Issue Brief. NCES 2007-010 AN - 62042141; ED498357 AB - School violence can lead to a disruptive and threatening environment, physical injury, and emotional stress, all of which can be obstacles to student achievement. Educators have responded to the perceived threat of school violence by implementing programs designed to prevent, deter, and respond to the potential for violence in schools. In addition, the No Child Left Behind Act of 2001 emphasizes the importance of safe learning environments by requiring schools to have a safety plan in place and to fund programs and practices intended to prevent and reduce violence in schools. The needs and capabilities of schools may differ; thus, schools implement a variety of practices intended to prevent and reduce violence. This study: (1) examines principals' reports of the prevalence of formal practices in public schools designed to prevent or reduce school violence; and (2) describes the distribution of these practices by selected school characteristics. The analysis is based on school-level data reported by principals participating in the school year 2003-2004 School Survey on Crime and Safety (SSOCS), and complements the National Center for Education Statistics (NCES) report "Indicators of School Crime and Safety: 2006", which reported on the safety and security measures taken by schools in school year 2003-2004. In addition to including updated estimates, this study examines (1) efforts to involve parents in preventing and reducing violence; (2) safety and security procedures; and (3) allowable disciplinary policies. In addition to reporting the data by standard school characteristics, the study presents results by principals' self-reports of community crime. The study found that schools implemented a variety of school violence prevention and reduction practices and that some practices were more commonly used than others. In addition, practices differed by school level and other selected school characteristics. Schools in rural areas showed different patterns of practices than those in urban areas. (Contains 6 endnotes and 1 table.) AU - Jekielek, Susan AU - Brown, Brett AU - Marin, Pilar AU - Lippman, Laura Y1 - 2007/09// PY - 2007 DA - September 2007 SP - 4 PB - National Center for Education Statistics. , 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 - Institutional Characteristics KW - Crime KW - Principals KW - Educational Indicators KW - School Safety KW - School Statistics KW - Violence KW - Rural Areas KW - Prevention KW - Minority Groups KW - Educational Environment KW - Public Schools KW - Federal Legislation KW - Discipline Policy KW - Discipline Problems KW - Federal Programs KW - Educational Practices KW - Urban Areas KW - Parent Participation KW - Incidence KW - School Surveys KW - Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62042141?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Understanding the Role of Repeat Victims in the Production of Annual US Victimization Rates AN - 57090489; 200802883 AB - Victimization incidence rates produced from the National Crime Victimization Survey (NCVS) are a generally accepted annual indicator of the amount and type of crime in the United States. However, persons who report a large number of similar victimizations-known as series victimizations in the NCVS-are currently excluded in government reports of annual violent victimizations. This paper quantifies the effect of series incident counting procedures on national estimates of violent victimization. The findings suggest that these high-volume repeat victims can have a significant impact on the magnitude and distribution of violent victimization. Current government counting rules that exclude series incidents do not include about three out of every five violent victimizations and distorts the characterization and risk of violence in the United States. However, the inclusion of series incidents introduces significant estimate instability. One remedy is to use prevalence rates in concert with incidence rates to present a more complete and reliable picture of victimization. Adapted from the source document. JF - Journal of Quantitative Criminology AU - Planty, Michael AU - Strom, Kevin J AD - National Center for Education Statistics 1990 K Street, NW, Room 9031, Washington, DC 20006, USA Y1 - 2007/09// PY - 2007 DA - September 2007 SP - 179 EP - 200 PB - Springer, Dordrecht The Netherlands VL - 23 IS - 3 SN - 0748-4518, 0748-4518 KW - National Crime Victimization Survey, Victimization rates, Survey methodology, Repeat victimization KW - Crime rate KW - Statistics KW - Violent crime KW - Repeated KW - Victimization KW - article UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/57090489?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aassia&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Journal+of+Quantitative+Criminology&rft.atitle=Understanding+the+Role+of+Repeat+Victims+in+the+Production+of+Annual+US+Victimization+Rates&rft.au=Planty%2C+Michael%3BStrom%2C+Kevin+J&rft.aulast=Planty&rft.aufirst=Michael&rft.date=2007-09-01&rft.volume=23&rft.issue=3&rft.spage=179&rft.isbn=&rft.btitle=&rft.title=Journal+of+Quantitative+Criminology&rft.issn=07484518&rft_id=info:doi/10.1007%2Fs10940-007-9026-2 LA - English DB - Applied Social Sciences Index & Abstracts (ASSIA) N1 - Date revised - 2008-02-04 N1 - Last updated - 2016-09-27 N1 - CODEN - JQCRE6 N1 - SubjectsTermNotLitGenreText - Victimization; Repeated; Violent crime; Statistics; Crime rate DO - http://dx.doi.org/10.1007/s10940-007-9026-2 ER - TY - GEN T1 - Disability Employment 101 AN - 62052482; ED498866 AB - Business is about productivity and maintaining a competitive advantage. To do this, business needs qualified workers. Hiring people with disabilities adds value to a business and will attract new customers. Disability is not inability. Employers can make sound business decisions and gain a competitive advantage by using this guide to increase the potential to hire people with disabilities. This employment planning guide offers four lessons and strategies to help businesses plan and design programs for employing people with disabilities; (1) Funding Qualified Workers with Disabilities; (2) Cultivating the Next Generation of Qualified Workers; (3) Learning from Other Businesses; and (4) Putting Research into Practice in the Workplace. Appended are: (1) Recommended Disability-Friendly Strategies for the Workplace; (2) Recommended Disability-Friendly Business Checklist; (3) Business Tax Credits and Reduced Labor Costs; and (4) Reasonable Accommodations and the "American with Disabilities Act (ADA)." A listing of resources is also provided. [For 2006 document, see ED493614.] Y1 - 2007/08// PY - 2007 DA - August 2007 SP - 68 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Americans with Disabilities Act 1990 KW - ERIC, Resources in Education (RIE) KW - Equal Opportunities (Jobs) KW - Business KW - Personnel Selection KW - Employment Qualifications KW - Accessibility (for Disabled) KW - Job Skills KW - Federal Legislation KW - Disabilities KW - Labor Supply KW - Labor Market KW - Check Lists KW - Guides KW - Tax Credits KW - Productivity UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62052482?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Comparative Indicators of Education in the United States and Other G-8 Countries: 2006. NCES 2007-006 AN - 62051996; ED498383 AB - This report describes how the education system in the United States compares with education systems in the other Group of Eight (G-8) countries. The G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States--are among the world's most economically developed countries. Comparative Indicators of Education in the United States and Other G-8 Countries: 2006 draws on the most current information about education from three primary sources: the Indicators of National Education Systems (INES) project, conducted by the Organization for Economic Cooperation and Development (OECD); the 2003 Program for International Student Assessment (PISA 2003), also conducted by the OECD; and the 2003 Trends in International Mathematics and Science Study (TIMSS 2003), conducted by the International Association for the Evaluation of Educational Achievement (IEA). Begun in 2002, the series is published on a biennial basis. The report begins with a summary section that highlights key findings; it then presents 20 indicators that compare different aspects of the education system in the United States to education systems in other G-8 countries. The indicators are organized into the following sections: (1) population and school enrollment; (2) academic performance; (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income (includes breakdowns by gender and field of study). Each indicator is presented in a two-page format. The first page presents key findings that highlight how the United States compares with its G-8 peers (with data available) on the indicator. The key findings are followed by a short section that defines the indicator and describes key features of the methodology used to produce it. The second page presents graphical depictions of the data that support the key findings. These tables and/or figures also include the specific data source for the indicator and more detailed notes on interpreting the data. An appendix presents: "The Education Systems of the G-8 Countries." (Contains 5 tables and 38 figures.) AU - Miller, David C. AU - Sen, Anindita AU - Malley, Lydia B. Y1 - 2007/08// PY - 2007 DA - August 2007 SP - 92 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Canada KW - France KW - Germany KW - Italy KW - Japan KW - Program for International Student Assessment KW - United Kingdom KW - United States KW - Russia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Grade 8 KW - Postsecondary Education KW - Secondary Education KW - Employment Level KW - Academic Achievement KW - Majors (Students) KW - Educational Attainment KW - Outcomes of Education KW - Expenditures KW - Comparative Analysis KW - Reading Achievement KW - Enrollment Trends KW - Science Achievement KW - Population Trends KW - Trend Analysis KW - Adolescents KW - Class Size KW - Gender Differences KW - Educational Indicators KW - Mathematics Achievement KW - Students KW - International Studies KW - Educational Environment KW - Foreign Countries KW - Developed Nations KW - Teaching Conditions KW - Faculty Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62051996?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Early Childhood Longitudinal Study, Birth Cohort (ECLS-B): Psychometric Report for the 2-Year Data Collection. Methodology Report. NCES 2007-084 AN - 62045710; ED497762 AB - This methodology report documents the design, development, and psychometric characteristics of the assessment instruments used in the second wave of the ECLS-B. The assessment instruments discussed measure children's cognitive development (BSF-R), socioemotional functioning (Two Bags Task), security of attachment (TAS-45), and physical development (height, weight, middle upper arm circumference (MUAC), and head circumference). The report also includes information about interviewer observations of the child and the child's environment, as well as indirect assessments of the children through questions in the parent interview. Following an introductory chapter, Chapter 2 presents a discussion of the decision to include a direct assessment of children's developmental status, the BSID-II, and the adaptation of the 18-month and 30-month shortened versions of that assessment for use at 2 years. Chapters 3 and 4 describe the work that was done to develop the BSF-R and the Item Response Theory (IRT) analyses conducted with the longitudinal dataset (i.e., combined 9-month and 2-year BSF-R scores). Chapter 5 describes the BSF-R scores included on the longitudinal 9-month-2-year data file. The Two Bags Task---the observational measure of the videotaped parent-child interaction---is summarized in chapter 6, and children's physical measurements are summarized in chapter 7. Chapter 8 discusses the work that was done to develop the TAS-45--a shortened version of the Attachment Q-Sort--and summarizes scores obtained, and the procedures for training interviewers and maintaining reliability during the year of data collection. Chapter 9 summarizes the remaining observation items that were completed by the interviewer in CAPI after the home visit was completed, including the interviewer observations of child behavior during the BSF-R, and the child's home environment. Chapter 10 summarizes the indirect assessments of the child in the parent CAPI instrument, including the toddler word list, developmental milestones, and children's self-regulatory skills. Finally, a table of the direct child assessment intercorrelations is presented in Appendix A and the Toddler Attachment Sort Items are presented in Appendix B. Throughout this report, a brief review of key features of the 9-month assessments relevant to the 2-year measures is included when warranted. (Contains 58 tables, 59 figures, and 12 exhibits.) AU - Andreassen, Carol AU - Fletcher, Philip Y1 - 2007/08// PY - 2007 DA - August 2007 SP - 322 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Bayley Scales of Infant Development KW - Home Observation for Measurement of Environment KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Toddlers KW - Measures (Individuals) KW - Self Management KW - Questionnaires KW - Family Environment KW - Item Response Theory KW - Cognitive Development KW - Child Behavior KW - Young Children KW - Home Visits KW - Reliability KW - Observation KW - Physical Development KW - Longitudinal Studies KW - Psychometrics KW - Cohort Analysis KW - Parent Child Relationship KW - Child Development KW - Data Collection KW - Interviews KW - Test Construction KW - Attachment Behavior KW - Infants UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62045710?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card[TM]: Economics 2006--National Assessment of Educational Progress at Grade 12. NCES 2007-475 AN - 62039248; ED497757 AB - Knowledge of economics is important for individuals to function effectively as citizens in an increasingly connected world economy. Economic literacy includes understanding how economies and markets work, what the benefits and costs of economic interaction and interdependence are, and that people have to make choices because resources are limited. In recent decades, the focus on economics content in the school curriculum has increased. In this first National Assessment of Educational Progress (NAEP) assessment of economics at grade 12, the overall average economics score, set at 150, fell within the "Basic" achievement level. Seventy-nine percent of students performed at the "Basic" level or higher, and 42 percent performed at the "Proficient" level or higher, including 3 percent at the "Advanced" level. Results are based on a nationally representative sample of 11,500 twelfth-grade students from 590 public and nonpublic high schools. Some key findings include: (1) The average economics score of male students was higher than the average score of female students; (2) White and Asian/Pacific Islander students scored higher, on average, than other racial/ethnic groups; (3) Students from large city schools had lower average scores than students in other locations; (4) Students whose parents had higher levels of education exhibited higher performance in economics; and (5) Most students study some economics in high school. (Contains 11 figures.) AU - Mead, N. AU - Sandene, B. Y1 - 2007/08// PY - 2007 DA - August 2007 SP - 32 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - High Schools KW - Gender Differences KW - Parent Background KW - Macroeconomics KW - Pacific Americans KW - Urban Schools KW - Educational Attainment KW - Racial Differences KW - National Competency Tests KW - Economics Education KW - Whites KW - Microeconomics KW - Asian Americans KW - Test Results KW - International Trade UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62039248?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 Three Years. First Look. NCES 2007-169 AN - 62038358; ED497838 AB - This report provides a description of the degree attainment and persistence of a nationally representative sample of students who began postsecondary education for the first time in the 2003-2004 academic year. The report provides a first look at the experience of these students over three academic years, from July 2003 to June 2006, and provides information about rates of program completion, transfer, and attrition for students who first enrolled at various types of postsecondary institutions using data from the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). The tables in this report present information about beginning student enrollment and program completion from two different perspectives. The first is from the perspective of the student, looking at beginning enrollment history and degree attainment at any postsecondary institution over the 3-year period of the report. The second is from the perspective of the first institution attended. The difference between perspectives reflects the fact that many students transfer out of the first institution attended. When beginning students leave the institution where they first enrolled and then enroll at a different institution, they continue to persist in postsecondary education, but from the perspective of the institution where they started, they have no longer been retained. The document includes two appendixes: (A) Glossary; and (B) BPS:04/06 Technical Notes and Methodology. (Contains 1 figure and 6 tables.) AU - Berkner, Lutz AU - He, Shirley AU - Mason, Marcinda AU - Wheeless, Sara Y1 - 2007/08// PY - 2007 DA - August 2007 SP - 69 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Two Year Colleges KW - Undergraduate Students KW - School Holding Power KW - Enrollment KW - Academic Persistence KW - Educational Attainment KW - College Transfer Students KW - Longitudinal Studies UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62038358?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Perceptions and Expectations of Youth with Disabilities. A Special Topic Report of Findings from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2007-3006 AN - 62038357; ED498185 AB - The National Longitudinal Transition Study-2 (NLTS2) was initiated to provide a national picture of the characteristics and experiences of youth with disabilities, including their self-representations, their schooling, their personal relationships, and their hopes for the future. This report presents findings drawn from the first time (2003) data were collected directly from youth on these topics; they were ages 15 through 19 at the time. Information was sourced from responses of youth with disabilities either to a telephone interview or to a self-administered mail survey. Findings address the following questions: (1) How do youth with disabilities describe the kind of people they are--their feelings about themselves and their lives, and their skills and competencies? (2) How do youth describe their secondary school experiences? (3) How do youth characterize their personal relationships? (4) What are their reported expectations for the future? and (5) How do these factors differ for youth with different disability and demographic characteristics? Adolescents' self-descriptions have been found to be related to multiple social and academic outcomes. To ascertain their self-perceptions, youth were asked questions about their views of themselves, perceptions of their disability, and feelings about their lives in general. To document the self-representations of competencies, youth were asked to report how well they perform in six specific domains: athletics, computer use, mechanical tasks, creative arts, performing arts, and self-advocacy. Additionally, two subscales from the Arc's Self-Determination Scale related to the broad concepts of personal autonomy and psychological empowerment were administered in in-person interviews. Research has demonstrated that the way youth feel about school can be related to their behavior and performance in school, outside of school, and in the years after leaving school. NLTS2 addresses the gap in knowledge base for youth with disabilities by reporting the perceptions of these youth regarding academic challenges, interpersonal challenges, school safety, services and supports received at school, affiliation with school, and enjoyment of school. Personal relationships can be "protective factors" against a variety of adolescent risk behaviors. NLTS2 provides an opportunity to examine views reported by youth with disabilities regarding their relationships with their families and friends and with other adults, and the extent to which, despite these relationships, youth report being lonely. NLTS2 has documented the perspectives of 15- through 19-year-olds regarding their future adult roles and their academic, occupational, and independence expectations. Disability category differences are apparent on many of the self-representations examined in this report: some of the perceptions or views youth report are consistent with the fundamental nature of their disabilities. Differences among youth with disabilities who are distinguished by gender, age, household income, or race/ethnicity are not common. Cautions in interpreting findings include: (1) the analyses presented in this report are descriptive; findings should not be interpreted as implying causal relationship, nor should differences between disability categories be interpreted as reflecting disability differences alone; (2) the report addresses the self-representations of youth with disabilities: the extent of discrepancy between the perceptions reported and their true views is unknown; (3) although discussions in the report emphasize only differences that reach a level of statistical significance of at least p less than 0.01, the large number of comparisons made will result in some apparently significant differences, even at this level, being false positives; also, meaningfulness of differences reported here cannot be derived from their statistical significance. NLTS2 will continue to solicit the views of youth as they age, which will provide information to examine how later achievements mesh with expectations and how views might evolve over time. The following are appended: (A) NLTS2 Sampling, Data Collection, and Analysis Procedures; and (B) Additional Analysis. (Contains 23 figures and 29 tables.) [This report was produced by the Institute of Education Sciences' National Center for Special Education Research.] AU - Wagner, Mary AU - Newman, Lynn AU - Cameto, Renee AU - Levine, Phyllis AU - Marder, Camille Y1 - 2007/08// PY - 2007 DA - August 2007 SP - 128 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - School Safety KW - Longitudinal Studies KW - Computer Uses in Education KW - Self Advocacy KW - Income KW - Disabilities KW - Self Disclosure (Individuals) KW - Mail Surveys KW - Statistical Significance KW - Attitudes toward Disabilities KW - Personal Autonomy KW - Adolescents KW - Youth KW - Expectation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62038357?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Mini-Digest of Education Statistics, 2006. NCES 2007-067 AN - 62037246; ED498098 AB - This publication is the 12th edition of the "Mini-Digest of Education Statistics," a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the "Digest of Education of Statistics, 2006" [ED497523] and they provide a quantitative description of the current American education scene. Areas covered in this publication include information on the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational outcomes, finances, and federal funds for education. (Contains 42 tables and 1 figure.) AU - Snyder, Thomas D. Y1 - 2007/08// PY - 2007 DA - August 2007 SP - 75 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 - Higher Education KW - Statistics KW - Federal Aid KW - Educational Finance KW - Graduates KW - Educational Attainment KW - Elementary School Teachers KW - Teacher Salaries KW - Secondary School Teachers KW - Outcomes of Education KW - Dropouts KW - Income KW - Expenditures KW - Reading Achievement KW - Public Schools KW - Kindergarten KW - Disabilities KW - Enrollment KW - Science Achievement KW - Student Costs KW - Elementary Schools KW - Graduate Study KW - Gender Differences KW - Teacher Characteristics KW - Mathematics Achievement KW - Race KW - Secondary Schools KW - College Faculty KW - Student Financial Aid KW - Professional Education KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62037246?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Commentary: School-Based Violence Prevention Programs Offering Hope for School Districts AN - 19561991; 8791323 AB - Abstract not available. JF - American Journal of Preventive Medicine AU - Modzeleski, William AD - Office of Safe and Drug Free Schools, Washington DC, Bill.Modzeleski@ed.gov Y1 - 2007/08// PY - 2007 DA - Aug 2007 SP - S107 EP - S108 PB - Elsevier Science, The Boulevard Langford Lane Kidlington Oxford OX5 1GB UK, [mailto:nlinfo-f@elsevier.nl], [URL:http://www.elsevier.nl] VL - 33 IS - 2 SN - 0749-3797, 0749-3797 KW - Health & Safety Science Abstracts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/19561991?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%3Ahealthsafetyabstracts&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=American+Journal+of+Preventive+Medicine&rft.atitle=Commentary%3A+School-Based+Violence+Prevention+Programs+Offering+Hope+for+School+Districts&rft.au=Modzeleski%2C+William&rft.aulast=Modzeleski&rft.aufirst=William&rft.date=2007-08-01&rft.volume=33&rft.issue=2&rft.spage=S107&rft.isbn=&rft.btitle=&rft.title=American+Journal+of+Preventive+Medicine&rft.issn=07493797&rft_id=info:doi/10.1016%2Fj.amepre.2007.04.017 LA - English DB - ProQuest Environmental Science Collection N1 - Date revised - 2008-12-01 N1 - Last updated - 2011-12-14 DO - http://dx.doi.org/10.1016/j.amepre.2007.04.017 ER - TY - RPRT T1 - Documentation for the NCES Comparable Wage Index Data Files, 2005. EFSC 2007-397 AN - 1651851589; ED547110 AB - The Comparable Wage Index (CWI) is a measure of the systematic, regional variations in the salaries of college graduates who are not educators. It can be used by researchers to adjust district-level finance data at different levels in order to make better comparisons across geographic areas. This documentation describes four geographic levels of the CWI, which are presented in four separate files. These files are the school district, labor market, state, and a combined regional and national file. For this study, 800 labor markets in the U.S. were identified. Except in Hawaii, each labor market includes one or more public school districts. Hawaii has a single, state-wide school district which includes three separate labor markets, so the state-level index was used for this district. The following are appended: (1) Record Layout and Descriptions of Data Elements: NCES District CWI Data File; (2) Record Layout and Descriptions of Data Elements: NCES Labor Market CWI Data File; (3) Record Layout and Descriptions of Data Elements: NCES State CWI Data File; (4) Record Layout and Descriptions of Data Elements: NCES Regional CWI Data File; (5) Glossary; (6) Variable Frequencies; and (7) Places of work names and constituent counties. AU - Taylor, Lori L. AU - Glander, Mark C. AU - Fowler, William J. Y1 - 2007/08// PY - 2007 DA - August 2007 SP - 83 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 - Data KW - Comparative Analysis KW - Salaries KW - School Districts KW - College Graduates KW - Labor Market UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651851589?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - History: Twenty-Five Years of Progress in Educating Children with Disabilities through IDEA. Archived AN - 1697491811; ED556111 AB - Congress enacted the Education for All Handicapped Children Act (Public Law 94-142), in 1975, to support states and localities in protecting the rights of, meeting the individual needs of, and improving the results for infants, toddlers, children, and youth with disabilities and their families. Since the passage of Public Law 94-142, significant progress has been made toward meeting major national goals for developing and implementing effective programs and services for early intervention, special education, and related services. Before the Individuals with Disabilities Act (IDEA), many children were denied access to education and opportunities to learn. This archived report chronicles the first 25 years of progress since the passage of Public Law 94-142 in 1975. It describes conditions before IDEA, provides numerous illustrations of key early Federal legislation that supported improved programs and services, and outlines concrete examples of IDEA accomplishments. Four purposes of PL 94-142 are provided, and culturally relevant instructional principles that help African American students, English language learners, and other diverse students become more actively involved in their academic assignments are listed. In charting the next 25 years, this report challenges the United States to build on its previous support for equality of access and continue to expand and strengthen its support for quality programs and services. Improving educational results for children with disabilities requires a continued focus on the full implementation of IDEA to ensure that each student's educational placement and services are determined on an individual basis, according to the unique needs of each child, and are provided in the least restrictive environment. Through such sustained Federal leadership, the United States today is the world leader in early intervention and preschool programs for infants, toddlers, and preschool children with disabilities. Y1 - 2007/07/19/ PY - 2007 DA - 2007 Jul 19 SP - 6 PB - Office of Special Education and Rehabilitative Services, US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Education for All Handicapped Children Act KW - Individuals with Disabilities Education Act KW - Pennsylvania Assn for Retarded Children v Penn KW - Pennsylvania KW - Mills v Board of Education KW - Elementary Secondary Education Act KW - Handicapped Childrens Early Educ Assist Act 1968 KW - Economic Opportunity Amendments 1967 KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Culturally Relevant Education KW - Educational Legislation KW - Student Rights KW - Academic Achievement KW - Student Diversity KW - Equal Education KW - Educational History KW - Federal Legislation KW - English Language Learners KW - Disabilities KW - Early Intervention KW - African American Students KW - Court Litigation KW - Preschool Children KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1697491811?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2017-01-13 ER - TY - RPRT T1 - Success for All. What Works Clearinghouse Intervention Report AN - 62045753; ED497723 AB - Success for All (SFA) is a comprehensive reading, writing, and oral language development program for students in pre-K through eighth grade. Its underlying premise is that all children, including those with limited English proficiency, can and should be reading in English at grade level by the end of third grade. (SFA can impact Spanish literacy as well, though these outcomes fall outside the scope of this report.) Initial reading instruction is delivered in 90-minute daily blocks to students grouped by reading level, across classes and grades. Certified teachers provide daily tutoring to those students who are having difficulty reading. In addition, Family Support Teams and full-time SFA facilitators train teachers, oversee student assessments, encourage parental involvement, work to decrease absenteeism, and assist with decisions about group placement and tutoring. One study of SFA met the What Works Clearinghouse (WWC) evidence standards with reservations. The study included 324 English language learners from kindergarten to first grade who attended elementary schools in the District of Columbia, New York, Arizona, California, and Illinois. The WWC considers the extent of evidence for SFA to be small for reading achievement. No studies that met WWC evidence standards with or without reservations addressed mathematics achievement or English language development. The evidence presented in this report may change as new research emerges. (Contains 17 footnotes and 5 appendixes.) Y1 - 2007/07/02/ PY - 2007 DA - 2007 Jul 02 SP - 10 PB - What Works Clearinghouse. 2277 Research Boulevard, MS 5M, Rockville, MD 20850. KW - Arizona KW - California KW - District of Columbia KW - Illinois KW - New York KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 1 KW - Kindergarten KW - Program Effectiveness KW - Elementary School Students KW - Writing Skills KW - Reading Skills KW - Tutoring KW - Student Development KW - Reading Achievement KW - Oral Language KW - Reading Instruction KW - Spanish Speaking KW - Parent Participation KW - Hispanic American Students KW - Limited English Speaking UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62045753?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Wilson Reading System[R]. What Works Clearinghouse Intervention Report AN - 62039278; ED497727 AB - Wilson Reading System[R] is a supplemental reading and writing curriculum designed to promote reading accuracy (decoding) and spelling (encoding) skills for students with word-level deficits. The program is designed to teach phonemic awareness, alphabetic principles (sound-symbol relationship), word study, spelling, sight word instruction, fluency, vocabulary, oral expressive language development, and comprehension. Students engage in a variety of activities in the classroom, including hearing sounds, practicing with syllable and word cards, listening to others read, and reading aloud and repeating what they have read in their own words. The program is designed to help children master new skills, with reviews reinforcing previous lessons. This program was designed for students in grade 2 and above. Fundations[R], a related program not reviewed in this report, was recently developed with the same principle for students in Kindergarten through third grade. In the single study reviewed by the WWC for this report, only the word-level components of Wilson Reading System[R] were implemented. The WWC reviewed nine studies on Wilson Reading System[R]. One study met WWC evidence standards, and the remaining studies did not meet WWC evidence screens. Based on this one study, the WWC found potentially positive effects in alphabetics, and no discernible effects in fluency and comprehension. It should be noted, however, that the fluency, comprehension, and vocabulary components of the Wilson Reading System[R] were not used at the request of the researchers conducting the study. The evidence presented in this report is limited and may change as new research emerges. (Contains 9 footnotes and 5 appendixes.) Y1 - 2007/07/02/ PY - 2007 DA - 2007 Jul 02 SP - 16 PB - What Works Clearinghouse. 2277 Research Boulevard, MS 5M, Rockville, MD 20850. KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Elementary Secondary Education KW - Grade 3 KW - Decoding (Reading) KW - Program Effectiveness KW - Reading Instruction KW - Spelling KW - Reading Fluency KW - Reading Skills KW - Reading Comprehension KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62039278?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Facilitating Community: Key Strategies for Building Communities of Practice to Accomplish State Goals. New Eyes: Meeting Challenges through Communities of Practice AN - 964182146; ED526904 AB - Communities of Practice offer state agency personnel a promising approach for engaging stakeholder groups in collaboratively solving complex and often persistent problems in special education. Communities of Practice can help state agency personnel drive strategy, solve problems, promote the spread of best practices, develop members' professional skills and help organizations recruit and retain talent. There are a number of key strategies that are fundamental to the Communities of Practice approach. This report discusses how these strategies can assist Communities of Practice leaders and facilitators in building a strong foundation and enhancing stakeholder participation. AU - Cashman, Joanne AU - Linehan, Patrice AU - Rosser, Mariola Y1 - 2007/07// PY - 2007 DA - July 2007 SP - 8 PB - Idea Partnership. , 1800 Diagonal Road Suite 320, Alexandria, VA 22314. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Educational Strategies KW - Stakeholders KW - Special Education KW - State Agencies KW - Group Dynamics KW - Communities of Practice KW - Partnerships in Education KW - Best Practices KW - Performance Factors KW - Facilitators (Individuals) KW - Change Strategies KW - Strategic Planning UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964182146?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ERIC&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=unknown&rft.jtitle=&rft.atitle=&rft.au=Cashman%2C+Joanne%3BLinehan%2C+Patrice%3BRosser%2C+Mariola&rft.aulast=Cashman&rft.aufirst=Joanne&rft.date=2007-07-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Facilitating+Community%3A+Key+Strategies+for+Building+Communities+of+Practice+to+Accomplish+State+Goals.+New+Eyes%3A+Meeting+Challenges+through+Communities+of+Practice&rft.title=Facilitating+Community%3A+Key+Strategies+for+Building+Communities+of+Practice+to+Accomplish+State+Goals.+New+Eyes%3A+Meeting+Challenges+through+Communities+of+Practice&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Status of Education in Rural America. NCES 2007-040 AN - 62057775; ED497509 AB - In 2006, the National Center for Education Statistics (NCES) released a new classification system to make the reporting of locale data consistent across its various surveys and to be more precise in its classification of rural areas. This report brings together data from National Center for Education Statistics (NCES) and Census surveys and applies the new classification system to create a series of indicators on the status of education in rural America. The data used in these indicators are drawn from the most recent versions of NCES's Common Core of Data (CCD), Schools and Staffing Survey (SASS), National Assessment of Educational Progress (NAEP), National Household Education Surveys Program (NHES), the Fast Response Survey System (FRSS), and Census Bureau's American Community Survey (ACS). Additional information on the methodology and the datasets used in this report can be found in appendix B. More detailed information on the new NCES urban-centric locale classification system can be found in the section, "Measuring Rural Education." The report's focus is on elementary and secondary schools, although a few indicators look at postsecondary enrollment and adult education and attainment to provide a context for student expectations and opportunities. This report does not examine trends. Among the numerous findings in this report: (1) In 2003-04, over half of all operating school districts and one-third of all public schools were in rural areas--yet only one-fifth of all public school students were enrolled in rural schools; (2) A larger percentage of rural public school students in the 4th- and 8th-grades in 2005 scored at or above the Proficient level on the National Assessment of Educational Progress (NAEP) reading, mathematics, and science assessments than did public school students in cities at these grade levels--However, smaller percentages of rural public school students than suburban public school students scored at or above the Proficient level in readingand mathematics; and (3) Rural public schools tended to receive a smaller percentage of their revenues in 2003-04 from federal sources (9 percent) than city public schools (11 percent), but a larger percentage than suburban public schools (6 percent). (Contains 55 tables and 50 figures.) AU - Provasnik, Stephen AU - KewalRamani, Angelina AU - Coleman, Mary McLaughlin AU - Gilbertson, Lauren AU - Herring, Will AU - Xie, Qingshu Y1 - 2007/07// PY - 2007 DA - July 2007 SP - 166 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Fast Response Survey System KW - National Household Education Survey KW - United States KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Elementary Secondary Education KW - Postsecondary Education KW - Federal Aid KW - Rural Schools KW - Educational Indicators KW - Scores KW - Rural Education KW - National Surveys KW - National Competency Tests KW - Rural Areas KW - Public Schools KW - Classification KW - Community Surveys KW - Resources UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62057775?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Supplemental Educational Services and Implementation Challenges in the Northwest Region States. Issues & Answers. REL 2007-No. 006 AN - 62045845; ED497346 AB - This report describes the initial efforts and current status of implementing supplemental educational services (SES) in the Northwest Region states, identifies information gaps and areas of further inquiry, and delineates concerns and challenges for the state education agencies. It is an exploratory effort to identify issues for deeper examination in follow-up work that will include direct inquiry in districts, schools, and providers. The objective is to present findings that can help states optimize implementation of supplemental educational services and ultimately improve academic achievement for students who qualify for supplemental educational services under the No Child Left Behind Act of 2001. Children from low-income families attending Title I schools that fail to meet adequate yearly progress targets for three consecutive years are entitled to free tutoring known as supplemental educational services. Data were sought for the 2003-2004, 2004-2005, and 2005-2006 school years from state education agencies, local education agencies, and school databases in the five Northwest Region states to address two key questions related to supplemental educational services and usage: (1) What are the supplemental educational services usage rates in the Northwest Region states, and how do these rates compare with usage rates nationally and regionally? and (2) What are some of the challenges for state education agencies in providing supplemental educational services with respect to participation, access to providers, monitoring and evaluation, and communication? Of the Northwest Region states Oregon had the highest SES usage rate and Montana the lowest in 2004-2005, the year for which the most complete and accurate data were available. All states except Oregon were below the regional and national averages. The regional usage rate is about one-third the national rate. While the SES participation rate increased nationally from 12 percent in 2003-2004 to 19 percent in 2004-2005, it increased from 4.3 percent to 6.5 percent in the Northwest Region, leaving the region further behind the national average. Each state education agency faces different challenges with supplemental educational services. These challenges are based on differences in the number of schools required to offer supplemental services, the numbers of schools in remote or rural areas, the person-hours and resources that state education agencies must devote to the effort, the skills of staff in charge of the effort, the availability of SES providers, the quality of providers and other factors. Several state SES coordinators indicated that the cost-benefit ratios of the services are currently unfavorable. While improvements have been made in providing services, significant common challenges remain for optimizing supplemental educational services for the students in the Northwest Region, including: (1) Increasing participation rates; (2) Adequately evaluating and monitoring SES providers; (3) Working more effectively with SES providers; and (4) Improving communication. An additional finding of the investigation is that the state education agency data systems are in need of improvement. Many state SES coordinators had difficulty getting accurate numbers. At times, district-level information differed from state-level information, and data tables on state education agency web sites had conflicting information. This made collecting reliable data on usage rates and providers difficult. (Contains 2 figures and 4 tables.) [This report was prepared for the National Center on Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Northwest administered by Northwest Regional Educational Laboratory.] AU - Saifer, Steffen AU - Speth, Timothy Y1 - 2007/07// PY - 2007 DA - July 2007 SP - 26 PB - Regional Educational Laboratory Northwest. 101 SW Main Street Suite 500, Portland, OR 97204-3213. KW - Montana KW - No Child Left Behind Act 2001 KW - Oregon KW - Participation Rates KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - State Programs KW - Low Income Groups KW - High Risk Students KW - Educational Legislation KW - Student Participation KW - Rural Education KW - Tutoring KW - Academic Achievement KW - School Districts KW - Educational Improvement KW - Eligibility KW - Rural Areas KW - State Departments of Education KW - Federal Legislation KW - Educational Change KW - Program Evaluation KW - Limited English Speaking KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62045845?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - To Teach or Not to Teach? Teaching Experience and Preparation among 1992-93 Bachelor's Degree Recipients 10 Years after College. Statistical Analysis Report. NCES 2007-163 AN - 62045779; ED497592 AB - Using data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), this report profiles 1992-93 bachelor's degree recipients' experience with K-12 teaching in the subsequent 10 years, as well as their preparation for teaching. The analysis first compares current and former teachers in this cohort on several demographic and educational measures, and contrasts these groups with 1992-93 graduates who never taught. The report provides an overview of teachers' job satisfaction and, for those not teaching in 2002-03, the main reason for not teaching. The second section looks at graduates' preparation for teaching, including the key steps of completing a teacher education program, serving as a student teacher, and earning certification. Finally, the report examines the main reasons graduates who never taught gave for deciding against teaching. In general, teachers expressed satisfaction with the profession. Teachers were more satisfied with the learning environment at their school than with aspects such as parent support, pay, and students' motivation to learn. Nearly one-half of all 1992-93 bachelor's degree recipients reported that they had never considered teaching nor taken any steps to prepare for the profession. Sixteen percent of the cohort had both prepared to teach and taught. About 4 in 5 of this cohort of college graduates neither student taught nor earned teaching certificates by 2003. The analysis uses standard t-tests to determine statistical significance of differences between estimates, and one-way Analysis of Variance (ANOVA) to detect linear relationships between one ordered and one other variable. The following are appended: (1) Glossary; (2) Technical Notes and Methodology; and (3) Standard Error Tables. (Contains 17 tables and 19 figures.) AU - Alt, Martha Naomi AU - Henke, Robin Y1 - 2007/07// PY - 2007 DA - July 2007 SP - 112 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Job Satisfaction KW - Student Teachers KW - Teacher Attitudes KW - Surveys KW - Elementary Secondary Education KW - Career Choice KW - Longitudinal Studies KW - Educational Environment KW - Degree Requirements KW - Teaching Experience KW - College Graduates KW - Learning Motivation KW - Teacher Persistence KW - Statistical Significance KW - Teacher Education Programs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62045779?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Aligning Science Assessment Standards: Louisiana and the 2009 National Assessment of Educational Progress (NAEP). Issues & Answers. REL 2007-No. 020 AN - 62043632; ED497524 AB - This policy research document is intended for Louisiana policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they might, if they so decide, begin to make changes in their assessment standards and specifications to develop an assessment system more closely aligned to that used for the NAEP. Reviewers observed that NAEP standards are based on descriptions of phenomena, whereas Louisiana's standards are based on explanations of what a student does to explore the phenomena. They also found that NAEP standards tend to be widely inclusive (including, for example, heat and electrical conductivity in the same standard) whereas most states tend to see such topics as part of two separate standards or benchmarks. Reviewers found Louisiana's science standards to be rigorous and found consistent spiraling through the grade levels. However, they also noted that teachers might more easily discern nuances in the standards if the grade level expectations, as well as the "key concepts" within the assessment guides, were integrated with the benchmarks. In comparing Louisiana benchmarks and grade level expectations with the NAEP, the overall alignment ratings for elementary, middle, and high school are generally high. The overall alignment rating for Louisiana science content and NAEP grade 4 is 2.6. (A rating of 1 indicates no alignment and a rating of 3, full alignment.) For grade 8, the alignment rating is 2.1. For grade 12, the rating is 2.5. Louisiana middle school content is partially aligned with the NAEP grade 8, while grade 4 and high school are most often fully aligned. The instances of partial alignment at all grade levels are due primarily to the fact that Louisiana's standards often imply NAEP content and the NAEP is often more detailed in its presentation of content. In addition, Louisiana contains many benchmarks that are unaddressed by the NAEP content statements. Generally, the combination of Louisiana's benchmarks and grade level expectations at all grade levels aligns very well with the NAEP content statements, because the grade level expectations often parallel NAEP statements in their level of detail. This report reveals current alignment issues between the state's tests and the future NAEP tests and may be important to policymakers considering revising science standards and assessments in line with No Child Left Behind requirements for state science tests in elementary, middle, and high schools. If state policymakers wish to increase the alignment between the state assessments and the NAEP, an area to consider is developing the comprehensive science task into a hands-on performance task. Revising assessments requires considerable time and resources, so policymakers must consider their capacity to make changes and the degree to which such changes will benefit students. The Louisiana assessment guides, which define the specifications for the state tests, ensure that testing of student knowledge and skills does not rely solely on multiple-choice items by including short constructed-response items and a comprehensive science task at each grade level. That enables a wider range of knowledge types to be tested than can be tested with multiple-choice alone. Louisiana records its proportions differently than the NAEP, so it is difficult to directly compare the relative amounts of testing time devoted to different topics. However, when focusing just on the three topic areas tested by the NAEP, the proportions of NAEP testing times are the same as the proportions of points in the Louisiana test at grade 4 and in high school, and they are similar at grade 8, where Louisiana's points are allocated equally across subjects while NAEP students are tested slightly more on Earth and space science. Overall, there is amatch between the test specifications in Louisiana's assessment guides and the NAEP science assessment and item specifications. Standards and test specifications represent the starting point for the development of tests and test items. In the ideal alignment study state science assessments would be compared with NAEP assessments directly at the item level. At some future date the NAEP 2009 assessment items may be available for such a study. The following are appended: (1) The documents compared; (2) How the study was conducted; (3) Content alignment for grade 4; (4) Content alignment for grade 8; and (5) Content alignment for grade 12. (Contains 1 box, 4 figures, and 17 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Southwest, formerly known as Southwest Regional Educational Laboratory (SEDL), administered by Edvance Research, Inc.] AU - Timms, Michael AU - Schneider, Steven AU - Lee, Cindy AU - Rolfhus, Eric Y1 - 2007/07// PY - 2007 DA - July 2007 SP - 93 PB - Regional Educational Laboratory Southwest. , 9901 IH-10 West Suite 700, San Antonio, TX 78230. KW - Louisiana KW - No Child Left Behind Act 2001 KW - State Science Assessments KW - Test Specifications KW - Testing Time KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Science Education KW - Science Curriculum KW - Benchmarking KW - Testing KW - Test Items KW - National Competency Tests KW - National Standards KW - Federal Legislation KW - Student Evaluation KW - Science Tests KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62043632?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011 AN - 62038566; ED497258 AB - This Practice Guide is the first in a series of the Institute of Education Sciences (IES) guides in education that are developed by a panel of experts. The guides are intended to bring the best available evidence and expertise to bear on the types of systemic challenges that cannot currently be addressed by single intervention or programs. This first guide addresses the challenge of providing effective literacy instruction for English learners in the elementary grades. Although the target audience is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers, the more specific objective is to reach district-level administrators with a Practice Guide that will help them develop practice and policy options for their schools. The Guide offers five specific recommendations for district administrators and indicates the quality of the evidence that supports these recommendations. The recommendations are: (1) Screen for reading problems and monitor progress; (2) Provide intensive small-group reading interventions; (3) Provide extensive and varied vocabulary instruction; (4) Develop academic English; and (5) Schedule regular peer-assisted learning opportunities. The following are appended: (1) Technical Information on the Studies; and (2) Levels of Evidence for the Recommendations in the Practice Guide. (Contains 107 endnotes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences under contract by the What Works Clearinghouse, a project of a joint venture of the American Institutes for Research and The Campbell Collaboration, and contract by Optimal Solutions Group, LLC.] AU - Gersten, Russell AU - Baker, Scott K. AU - Shanahan, Timothy AU - Linan-Thompson, Sylvia AU - Collins, Penny AU - Scarcella, Robin Y1 - 2007/07// PY - 2007 DA - July 2007 SP - 54 PB - What Works Clearinghouse. PO Box 2393, Princeton, NJ 08543-2393. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Administrators KW - Practitioners KW - Elementary Education KW - Elementary Secondary Education KW - Small Group Instruction KW - Vocabulary Development KW - Instructional Effectiveness KW - Theory Practice Relationship KW - Second Language Learning KW - Literature Reviews KW - English (Second Language) KW - Instructional Improvement KW - Formative Evaluation KW - Second Language Instruction KW - Public Agencies KW - Reading Instruction KW - Reading Improvement KW - Educational Policy KW - English Instruction KW - Research Utilization KW - Program Evaluation KW - Guides KW - Reading Difficulties KW - Literacy KW - Educational Research KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62038566?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Aligning Science Assessment Standards: Texas and the 2009 National Assessment of Educational Progress (NAEP). Issues & Answers. REL 2007-No. 011 AN - 62038518; ED497433 AB - This policy research document is intended for policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a headstart in determining where they might, if they so decide, begin to make changes in their assessment standards and specifications to develop an assessment system more closely aligned to that used for the NAEP. This report presents the findings of an alignment study comparing the new science framework for the 2009 National Assessment of Educational Progress (NAEP) and the accompanying science assessment and item specifications with the Texas state science assessment. The study was conducted for the Regional Education Laboratory Southwest, funded by the Institute of Education Sciences to provide research and support to Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. The study was undertaken in anticipation of a growing need in the region to be better informed about how state assessment standards in science compare with those tested in the NAEP. The intent of this report is to inform those in the Texas Education Agency responsible for shaping the state assessment in science how the current assessment standards and test specifications compare with those of the national NAEP 2009 assessment. It is hoped that this study will be of use to policymakers and others in the state who are interested in the Texas state assessments in science. The following are appended: (1) The documents compared; (2) How the study was conducted; (3) Content alignment for grade 4; (4) Content alignment for grade 8; and (5) Content alignment for grade 12. (Contains 4 figures, 1 box, and 16 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Southwest, formerly known as Southwest Regional Educational Laboratory (SEDL), administered by Edvance Research, Inc.] AU - Timms, Michael AU - Schneider, Steven AU - Lee, Cindy AU - Rolfhus, Eric Y1 - 2007/07// PY - 2007 DA - July 2007 SP - 60 PB - Regional Educational Laboratory Southwest. , 9901 IH-10 West Suite 700, San Antonio, TX 78230. KW - Texas KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Science Education KW - National Competency Tests KW - Science Tests KW - National Standards KW - State Standards KW - Academic Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62038518?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Aligning Science Assessment Standards: New Mexico and the National Assessment of Educational Progress (NAEP). Issues & Answers. REL 2007-No. 021 AN - 62038479; ED497522 AB - This policy research document is intended for New Mexico policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they might, if they so decide, begin to make changes in their assessment standards and specifications to develop an assessment system more closely aligned with that used for the NAEP. Overall, reviewers found New Mexico's science assessment framework to be fairly well aligned with the NAEP framework. For grade 4, all NAEP content items are to some degree addressed by New Mexico's science assessment framework, with no ratings of 1 and an overall alignment rating of 2.2 (a rating of 1 indicates no alignment and a rating of 3, full alignment). For grade 8 the majority of NAEP content statements are partially aligned with the content in the New Mexico science assessment framework, and the overall alignment rating is 2.1, mostly because the NAEP standards typically contain more detail and more specific content than the corresponding New Mexico standards. In the comparison with NAEP grade 12, New Mexico was given an overall alignment rating of 2.3, indicating a fairly high degree of alignment; only two NAEP content statements are not addressed by corresponding New Mexico standards. A rating of partial alignment between New Mexico and the NAEP was due primarily to reviewers finding that the state often implied content that was stated explicitly by the NAEP and that the NAEP often provided more specific content items or more detail. However, reviewers believed that New Mexico was, on the whole, fairly well aligned with the NAEP. This report reveals current alignment issues between the state's tests and the future NAEP tests and may be important to policymakers who are considering revising science standards and assessments in line with No Child Left Behind requirements for state science tests in elementary, middle, and high schools. If state policymakers wish to increase the alignment between the state assessments and the NAEP, areas to consider are increasing earth and space science coverage in grade 8 and including a wider variety of test item types, such as hands-on and interactive computer tasks. Revising assessments requires considerable time and resources, so policymakers must consider their capacity to make changes and the degree to which such changes will benefit students. The New Mexico test blueprints ensure that testing student knowledge and skills does not rely solely on multiple-choice items by including short and longer constructed-response items. That enables a wider range of knowledge types to be tested than with multiple-choice alone. New Mexico breaks down the content differently from the NAEP (by number of items and number of points), so it is hard to directly compare the relative amounts of testing time devoted to each topic. However, when focusing just on the three topics tested in the NAEP, the New Mexico blueprints are fairly similar to the NAEP at grades 4 and 8, although in grade 8 the NAEP devotes more time to earth and space science than New Mexico does. Comparisons for high school could not be completed, because the grade 11 New Mexico Standards Based Assessment (NMSBA) will not be given until the 2007/08 school year. Overall, there is a reasonable match between the New Mexico test blueprints and the NAEP assessment and item specifications. Standards and test specifications represent the starting point for the development of tests and test items. In the ideal alignment study, state science assessments would be compared with NAEP assessments directly at the item level. At some future date, the NAEP 2009 assessment items may be available for such a study. The following are appended: (1) The documents compared; (2) How the study was conducted; (3) Content alignment table for grade 4; (4) Content alignment table for grade 8; and (5) Content alignment for grade 12. (Contains 1 box, 4 figures, and 16 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Southwest, formerly known as Southwest Regional Educational Laboratory (SEDL), administered by Edvance Research, Inc.] AU - Timms, Michael AU - Schneider, Steven AU - Lee, Cindy AU - Rolfhus, Eric Y1 - 2007/07// PY - 2007 DA - July 2007 SP - 73 PB - Regional Educational Laboratory Southwest. , 9901 IH-10 West Suite 700, San Antonio, TX 78230. KW - New Mexico KW - No Child Left Behind Act 2001 KW - State Science Assessments KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Science Education KW - Benchmarking KW - Testing KW - National Competency Tests KW - National Standards KW - Federal Legislation KW - Student Evaluation KW - Science Tests KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62038479?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Demographic and School Characteristics of Students Receiving Special Education in the Elementary Grades. Issue Brief. NCES 2007-005 AN - 62037611; ED497536 AB - This Issue Brief provides a detailed description of the proportion of elementary school students receiving special education in kindergarten, first grade, third grade, and fifth grade; the primary disabilities of these students; and the variation in these measures across a range of demographic and school characteristics. Data for this analysis are drawn from the National Center for Education Statistics (NCES) Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Findings from the analysis indicate that for the cohort of students beginning kindergarten in 1998, specific learning disabilities and speech or language impairments were the most prevalent primary disabilities over the grades studied. The percentage of the student cohort receiving special education grew from 4.1 percent in kindergarten to 11.9 percent of students in fifth grade. The results also indicate that higher percentages of boys than girls and of poor students than nonpoor students received special education. Table 1 presents the percentages of the student cohort receiving special education in the specified grades, by primary disability. Table 2 presents the percentages of students receiving special education in the specified grades by other demographic characteristics (sex, race/ethnicity, and poverty status) and school characteristics (school control, urbanicity, region, and poverty concentration). Table 2 also reports findings separately for students identified as having a learning disability or a speech or language impairment as their primary disability. (Contains 2 tables and 5 endnotes.) AU - Herring, William L. AU - McGrath, Daniel J. AU - Buckley, Jacquelyn A. Y1 - 2007/07// PY - 2007 DA - July 2007 SP - 4 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 1 KW - Grade 3 KW - Grade 5 KW - Kindergarten KW - Institutional Characteristics KW - Elementary School Students KW - Special Education KW - Learning Disabilities KW - Cohort Analysis KW - Demography KW - Disabilities KW - Language Impairments KW - Poverty KW - Grouping (Instructional Purposes) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62037611?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Aligning Science Standards: Arkansas and the 2009 National Assessment of Educational Progress (NAEP). Issues & Answers. REL 2007-No. 019 AN - 62036227; ED497521 AB - This policy research document is intended for Arkansas policymakers to use when examining possible changes to the Arkansas state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they might, if they so decide, begin to make changes in their assessment standards and create test specifications to develop an assessment system more closely aligned with that used for the NAEP. This report reveals alignment issues between the state's tests and future NAEP tests and may be important to those considering revising their science standards and assessments in line with No Child Left Behind requirements for state science tests in elementary, middle, and high schools. Revising assessments requires considerable time and resources, so policymakers must consider their capacity for making changes and the degree to which such changes will benefit students. The analysis uses the Arkansas Science Curriculum Frameworks for grades K-8 and for biology. The NAEP is administered to students in grades 4, 8, and 12, but Arkansas conducts statewide tests in grade 5, grade 7, and biology. Since the Arkansas standards for grade 5, grade 7, and biology were most likely to appear on state assessments, they were used to compare Arkansas standards with the NAEP standards. This study was designed to compare the NAEP and a corresponding state assessment framework. However, science specialists in Arkansas indicated that their statewide exams draw from the entire set of standards within the Science Curriculum Frameworks and thus this alignment was performed with the NAEP, which is an "assessment framework," and the Arkansas Science Curriculum Frameworks, which are designed to indicate what science should be taught at various grade levels. Standards and test specifications are the starting point for developing tests and test items. In the ideal alignment study state science assessments would be directly compared with NAEP assessments at the item level. The NAEP 2009 assessment items may someday be available for such a study. Since the purpose of this report is to allow policymakers to examine their alignment with NAEP before the test is implemented, no further research is suggested. The following are appended: (1) The documents compared; (2) How the study was conducted; (3) Content alignment table for grade 4; (4) Content alignment for grade 8; and (5) Content alignment for grade 12. (Contains 1 box, 3 figures, and 12 tables.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Southwest, formerly known as Southwest Regional Educational Laboratory (SEDL), administered by Edvance Research, Inc.] AU - Timms, Michael AU - Schneider, Steven AU - Lee, Cindy AU - Rolfhus, Eric Y1 - 2007/07// PY - 2007 DA - July 2007 SP - 61 PB - Regional Educational Laboratory Southwest. , 9901 IH-10 West Suite 700, San Antonio, TX 78230. KW - Arkansas KW - No Child Left Behind Act 2001 KW - State Science Assessments KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 5 KW - Grade 7 KW - Grade 8 KW - Science Education KW - Science Curriculum KW - Benchmarking KW - Testing KW - Test Items KW - National Competency Tests KW - National Standards KW - Federal Legislation KW - Student Evaluation KW - Science Tests KW - Biology KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62036227?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Psychoneuroendocrine effects of resource-activating stress management training AN - 57079186; 200721482 AB - Objective: The stress-induced release of cortisol has been linked to detrimental health outcomes. Therefore, strategies to attenuate cortisol stress responses are of interest for prevention and treatment of stress-related symptoms and problems. Previous studies have found protective effects of cognitive-behavioral stress management training-which focuses on the modification of stress-inducing cognitions-on cortisol stress responses; however, the effects of resource-oriented interventions on cortisol stress responses are unknown. Design: The longitudinal effects of resource-oriented stress management training (Zurich resource model training) on cortisol stress responses and cognitive appraisal of a standardized psychosocial stress test were evaluated in 54 healthy male participants assigned randomly to treatment and control groups. The Trier Social Stress Test (TSST; C. Kirschbaum, Wust, & Strasburger, 1992) was administered to all participants 3 months after the treatment group underwent stress management training. Main Outcome Measures: Saliva cortisol samples were taken before, during, and after the TSST, and cognitive stress appraisal was assessed before the test. Results: The treatment group had significantly attenuated cortisol responses and stress appraisals in comparison to the control group. The endocrine differences were mediated by differences in cognitive appraisals. Discussion: These results indicate that resource-oriented stress management training effectively reduces endocrine stress responses to stress in healthy adults. [Copyright 2007 The American Psychological Association.] JF - Health Psychology AU - Storch, Maja AU - Gaab, Jens AU - Kuttel, Yvonne AU - Stussi, Ann-Christin AU - Fend, Helmut AD - Department of Educational Psychology, Institute of Education Sciences, University of Zurich, Zurich, Switzerland Y1 - 2007/07// PY - 2007 DA - July 2007 SP - 456 EP - 463 PB - American Psychological Association, Washington DC VL - 26 IS - 4 SN - 0278-6133, 0278-6133 KW - Salivary cortisol KW - Endocrine response KW - Stress KW - Stress management KW - Cognitive strategies KW - article UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/57079186?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=Health+Psychology&rft.atitle=Psychoneuroendocrine+effects+of+resource-activating+stress+management+training&rft.au=Storch%2C+Maja%3BGaab%2C+Jens%3BKuttel%2C+Yvonne%3BStussi%2C+Ann-Christin%3BFend%2C+Helmut&rft.aulast=Storch&rft.aufirst=Maja&rft.date=2007-07-01&rft.volume=26&rft.issue=4&rft.spage=456&rft.isbn=&rft.btitle=&rft.title=Health+Psychology&rft.issn=02786133&rft_id=info:doi/ LA - English DB - Applied Social Sciences Index & Abstracts (ASSIA) N1 - Date revised - 2007-12-10 N1 - Last updated - 2016-09-27 N1 - SubjectsTermNotLitGenreText - Salivary cortisol; Stress; Stress management; Cognitive strategies; Endocrine response ER - TY - RPRT T1 - Stepping Stones to Literacy. What Works Clearinghouse Intervention Report AN - 62038918; ED497726 AB - Stepping Stones to Literacy (SSL) is a supplemental curriculum designed to promote listening, print conventions, phonological awareness, phonemic awareness, and serial processing/rapid naming (quickly naming familiar visual symbols and stimuli such as letters or colors). The program targets kindergarten and older preschool students considered to be underachieving readers, based on teacher's recommendations, assessments, and systematic screening. Students participate in 10- to 20-minute daily lessons in a small group or individually. The curriculum consists of 25 lessons, for a total of 9-15 hours of instructional time. Two studies of Stepping Stones to Literacy met the What Works Clearinghouse (WWC) evidence standards. The two studies included 120 kindergarten students in 17 elementary schools in the Midwest. The WWC considers the extent of evidence for Stepping Stones to Literacy to be small, but positive for alphabetics. No studies that met WWC evidence standards with or without reservations addressed fluency, comprehension, or general reading achievement. The evidence presented in this report may change as new research emerges. (Contains 7 footnotes and 5 appendixes.) Y1 - 2007/06/25/ PY - 2007 DA - 2007 Jun 25 SP - 11 PB - What Works Clearinghouse. 2277 Research Boulevard, MS 5M, Rockville, MD 20850. KW - United States (Midwest) KW - ERIC, Resources in Education (RIE) KW - Kindergarten KW - Program Effectiveness KW - Reading Skills KW - Intervention KW - Reading Comprehension KW - Reading Achievement KW - Reading Instruction KW - Phonemes KW - Low Achievement KW - Visual Stimuli KW - Preschool Children KW - Literacy Education KW - Listening Skills KW - Alphabets UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62038918?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Start Making a Reader Today[R] (SMART[R]). What Works Clearinghouse Intervention Report AN - 62048593; ED497725 AB - Start Making a Reader Today[R] (SMART[R]) is a volunteer tutoring program widely implemented in Oregon for students in grades K-2 who are at risk of reading failure. The program is designed to be a low-cost, easy-to-implement intervention. Volunteer tutors go into schools where at least 40% of students are eligible for free or reduced-price lunch and read one-on-one with students twice a week for half an hour. Typically, one volunteer works with two children on four types of activities: reading to the child, reading with the child, re-reading with the child, and asking the child questions about what has been read. The program also gives each student two new books a month to encourage families to read together. One study of SMART[R] met the What Works Clearinghouse (WWC) evidence standards. The study included more than 125 students in first grade in six schools across four school districts in Oregon. The WWC considers the extent of evidence for SMART[R] to be small but potentially positive for alphabetics, fluency, and comprehension. No studies that met WWC evidence standards with or without reservations addressed general reading achievement. The evidence presented in this report may change as new research emerges. (Contains 6 footnotes and 6 appendixes.) Y1 - 2007/06/11/ PY - 2007 DA - 2007 Jun 11 SP - 16 PB - What Works Clearinghouse. 2277 Research Boulevard, MS 5M, Rockville, MD 20850. KW - Oregon KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 1 KW - Grade 2 KW - Kindergarten KW - Primary Education KW - Program Effectiveness KW - High Risk Students KW - Volunteers KW - Reading Skills KW - Tutoring KW - Intervention KW - Reading Comprehension KW - Reading Failure KW - Reading Instruction KW - Reading Programs KW - Reading Fluency KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62048593?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Secondary School Course Classification System: School Codes for the Exchange of Data (SCED). NCES 2007-341 AN - 851224594; ED515113 AB - This handbook presents a taxonomy and course descriptions for secondary education. The system is intended to help schools and education agencies maintain longitudinal information about students' coursework in an efficient, standardized format that facilitates the exchange of records as students transfer from one school to another, or to postsecondary education. Education agencies and institutions collect and maintain information to help the education system function efficiently and effectively. Standardized data available to education agency officials can: (1) assist in the development of sound educational policies at all levels; (2) improve the quality of instruction and boost student achievement; (3) help compare information among communities and among states; (4) improve the accuracy and timeliness of nationwide summaries of information about education systems; (5) improve the quality and significance of education research--locally, statewide, and nationwide; and (6) enhance reporting to the public about the condition and progress of education. It is the intent of this handbook to provide educators and data managers with a tool that will support decision-making in these ways. Appendices include: (1) Development of SCED; and (2) List of SCED Course Titles, in numeric order. (Contains 6 exhibits and 7 footnotes.) AU - Bradby, Denise AU - Pedroso, Rosio AU - Rogers, Andy AD - National Center for Education Statistics Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 290 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Support Staff KW - Teachers KW - Secondary Education KW - Course Descriptions KW - Classification KW - Courses KW - Course Descriptions KW - Classification KW - Courses KW - Secondary Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/851224594?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Mapping 2005 State Proficiency Standards onto the NAEP Scales. Research and Development Report. NCES 2007-482 AN - 62055880; ED497042 AB - This report presents the results of applying a methodology for mapping state proficiency standards in reading and mathematics onto the appropriate National Assessment of Educational Progress (NAEP) scale, employing data from the 2004-05 academic year. The mapping exercise was carried out for both grades 4 and 8. For each of the four subject and grade combinations, the NAEP score equivalents to the states' proficiency standards vary widely, spanning a range of 60 to 80 NAEP score points. Although there is an essential ambiguity in any attempt to place state standards on a common scale, the ranking of the NAEP score equivalents to the states' proficiency standards offers an indicator of the relative stringency of those standards. The NAEP score equivalents derived from this methodology facilitate inferences about how the states' standards for these four subject and grade combinations compare to each other, as well as to NAEP performance standards. The report is organized as follows: Section 1 provides a brief description of the estimation method, including variance estimation. Section 2 describes the data resources employed, and Section 3 presents the results of the analysis. Section 4 provides discussion and conclusions. The text is augmented with four appendices: Appendix A describes the use of sample weights in NAEP; Appendix B treats the estimation of the variance of the estimated NAEP scale score equivalents; Appendix C provides supplementary plots; and Appendix D presents results based on an analysis of data from the 2003 assessments. (Contains 8 tables and 17 figures.) Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 54 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Measures (Individuals) KW - Reading KW - Methods KW - Scores KW - Educational Assessment KW - National Competency Tests KW - Mathematics KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62055880?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - High School Coursetaking: Findings from The Condition of Education, 2007. NCES 2007-065 AN - 62055794; ED497123 AB - Using the national data from high school transcript studies conducted from 1982 to 2005, this special analysis addresses the following questions related to students' coursetaking patterns and trends during this period: (1) What do states require and what do schools offer for coursework?; (2) How many course credits do students earn by high school graduation, on average, and how has the number of credits changed, overall and by subject, since the 1980s?; (3) What percentage of high school graduates complete advanced courses in science, in mathematics, in English, and in foreign languages?; (4) Do these percentages vary across student characteristics, including sex, race/ethnicity, and school control?; (5) What is the coursetaking pattern in 9th and 10th grades for students who drop out compared with students who graduate?; and (6) What percentage of high school students take Advanced Placement (AP) examinations, and how well do they do? The first section of this special analysis describes state-level standards related to coursework and high school exit examinations in all 50 states and the District of Columbia, which is treated as a state in this analysis. This is followed by a discussion of the availability of advanced course offerings in public schools. Both requirements and offerings provide a context for examining the patterns of student coursetaking as they relate to minimum standards and expectations. The second section describes the number and types of credits that public and private high school graduates earned. It then examines the percentages and characteristics of public and private high school graduates who took advanced courses in science, mathematics, English, and foreign languages. The special analysis concludes with a summary of key findings. Technical notes and methodology are appended. (Contains 8 figures, 17 tables, and 14 notes.) [This report was produced in part by KForce.] AU - Planty, Michael AU - Provasnik, Stephen AU - Daniel, Bruce Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 40 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 - Science Education KW - Advanced Courses KW - High School Graduates KW - Grade 10 KW - Credits KW - Student Characteristics KW - Advanced Placement Programs KW - Mathematics Education KW - Grade 9 KW - Dropouts KW - Graduation Requirements KW - Second Language Instruction KW - Public Schools KW - Required Courses KW - English Instruction KW - Private Schools KW - High School Students KW - State Standards KW - Exit Examinations UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62055794?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 2005-06. First Look. NCES 2007-354 AN - 62055692; ED497132 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 2005-06 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. Data are presented on: (1) the number of operating public elementary/secondary schools; (2) number of schools of each type; (3) number of students enrolled in each type of school; (4) average student/teacher ratio; (5) average school size; (6) location of schools; and (7) percentage of students eligible for free or reduced-price lunch, by locale type. The following are appended: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 3 notes and 7 tables.) AU - Hoffman, Lee Y1 - 2007/06// PY - 2007 DA - June 2007 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 Education KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Public Schools KW - Data Collection KW - National Surveys KW - School Size KW - School Statistics KW - Elementary Schools KW - Secondary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62055692?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - How the Government Defines "Rural" Has Implications for Education Policies and Practices. Issues & Answers. REL 2007-010 AN - 62055478; ED497221 AB - Clearly defining what rural means has tangible implications for public policies and practices in education, from establishing resource needs to achieving the goals of No Child Left Behind in rural areas. The word "rural" has many meanings. It has been defined in reference to population density, geographic features, and level of economic and industrial development. This report documents national and state definitions of rural and considers their application to education policies and practices. Defining rural accurately is especially important for addressing two kinds of education policy questions. One involves identifying the resources needs of rural populations and monitoring and evaluating effective use. Who receives resources and who does not? Another concerns whether rural schools are achieving the goals of the No Child Left Behind Act of 2001. Are there obstacles related to being rural that make achieving the goals more difficult, and if so, what accommodations can be equitably made for rural schools to help them achieve the goals? Six definitions and classification systems for rural were identified through searches of major federal agency documents and databases. In order of use, beginning with the most common they are: (1) U.S. Census Bureau classifications, which define rural by geographic features, population, and as a residual; (2) Metropolitan status codes, which define rural relative to a core-based statistical area; (3) Urban-rural continuum codes, which define rural by population and proximity to urban areas; (4) Metro-centric locale codes, which are used primarily for statistical procedures; (5) Urban-centric locale codes, which improve the reliability and precision of locale code assignment; and (6) Core-based statistical areas, which are statistically defined geographic areas. Several issues need to be considered in applying definitions of rural to education policies and practices. One issue is the unit of analysis. The way rural is defined and specified (by school or district) is likely to yield different portrayals of rural students, which can affect education policies and practices. A second issue involves geographic and political differences among regions. What is considered rural in one part of the country may not be considered rural in another. Demographic changes in rural American are a third issue. Some communities are gaining population, while others are losing population. School districts experiencing growth are noting an increase in student diversity. Several questions arise from this study that warrant further investigation. Key terms is appended. (Contains 2 boxes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Southwest, formerly known as Southwest Regional Educational Laboratory (SEDL), administered by Edvance Research, Inc.] AU - Arnold, Michael L. AU - Biscoe, Belinda AU - Farmer, Thomas W. AU - Robertson, Dylan L. AU - Shapley, Kathy L. Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 21 PB - Regional Educational Laboratory Southwest. , 9901 IH-10 West Suite 700, San Antonio, TX 78230. KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Rural Urban Differences KW - Industrialization KW - Academic Achievement KW - Resource Allocation KW - Rural Education KW - Educational Trends KW - Student Diversity KW - Public Policy KW - Rural Areas KW - Demography KW - Public Agencies KW - Federal Legislation KW - Classification KW - Educational Change KW - Urban Areas KW - Educational Policy KW - Educational Resources KW - Definitions KW - Population Trends KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62055478?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Dropout Rates in the United States: 2005. Compendium Report. NCES 2007-059 AN - 62044760; ED497226 AB - Dropping out of high school is related to a number of negative outcomes. For example, the average income of persons ages 18 through 65 who had not completed high school was roughly $20,100 in 2005.1 By comparison, the average income of persons ages 18 through 65 who completed their education with a high school credential, including a General Educational Development (GED) certificate, was nearly $29,700 (U.S. Census Bureau 2006). Dropouts are also less likely to be in the labor force than those with a high school credential or higher and are more likely to be unemployed if they are in the labor force (U.S. Department of Labor 2006). In terms of health, dropouts older than age 24 tend to report being in worse health than adults who are not dropouts, regardless of income (U.S. Department of Education 2004). Dropouts also make up disproportionately higher percentages of the nation's prison and death row inmates. 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 2005, provides data about trends in dropout and completion rates over the last three decades (1972-2005), and examines the characteristics of high school dropouts and high school completers in 2005. Four rates are presented to provide a broad picture of high school dropouts and completers in the United States, with each contributing unique information: the event dropout rate, the status dropout rate, the status completion rate, and the averaged freshman graduation rate. The following are appended: (1) Technical Notes and Glossary; and (2) Standard Error Tables. (Contains 4 figures, 26 tables, and 22 footnotes.) AU - Laird, Jennifer AU - Kienzl, Gregory AU - DeBell, Matthew AU - Chapman, Chris Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 73 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - General Educational Development Tests KW - United States KW - ERIC, Resources in Education (RIE) KW - High Schools KW - High School Graduates KW - Institutionalized Persons KW - Employment Level KW - Unemployment KW - Dropout Rate KW - Labor Force KW - Correlation KW - Correctional Institutions KW - Labor KW - Credentials KW - Outcomes of Education KW - Dropouts KW - Income KW - Comparative Analysis KW - Public Health KW - Educational Development KW - Graduation Rate KW - Physical Health UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62044760?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Forum Guide to Core Finance Data Elements. NFES 2007-801 AN - 62039137; ED497352 AB - This document provides an overview of key finance data terms and is designed to accompany the "Financial Accounting for Local and State School Systems: 2003 Edition" by identifying common reporting requirements and defining frequently used indicators and calculations using data elements from accounting and other data systems. It also covers the two National Center for Education Statistics (NCES) public school finance surveys: the state-level National Public Education Financial Survey and the School District Finance Survey (or F-33). Differences and similarities between the two surveys are described. Following an introduction, Chapter 2 of this guide provides general information about basic concepts and terms used in school finance reporting as well as several federal data collections. This information includes descriptions of the collections, useful online tools for data analysis, and differences in the federal collections and their respective reporting requirements. Overview descriptions of finance data element categories are also provided. Chapter 3 contains definitions for key finance data elements. Definitions of pupil counts that are used for per pupil expenditure calculations are included. Chapter 4 contains a listing and definitions of key finance indicators and economic adjustment indexes. It contains a discussion of the methods for incorporating accounting and non-accounting finance elements as measures of financial condition, funding equity, and other education-related indicators. Additionally, common economic adjustment indexes are described. Information on federal dollars for education and data requirements is presented in appendix A. NCES education finance collection elements and key calculations are identified in appendix B, and differences between NCES and U.S. Census Bureau federal finance data collections are described in appendix C. (Contains 3 tables.) [This guide was produced by the National Forum on Education Statistics.] Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 68 PB - National Forum on Education Statistics. 1990 K Street NW Room 9095, Washington, DC 2006. KW - National Public Education Financial Survey KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Educational Legislation KW - Federal Aid KW - Expenditure per Student KW - Educational Finance KW - Financial Policy KW - National Surveys KW - Accountability KW - School District Spending KW - Public Education KW - Definitions KW - Data Collection KW - School Size KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62039137?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Evaluation of the DC Opportunity Scholarship Program: Impacts after One Year. Executive Summary. NCEE 2007-4010 AN - 62038841; ED497767 AB - School choice remains an important part of the national discussion on education reform strategies and their benefits. While a variety of policies encourage parents' selection of schools for their children--for example, charter schools, magnet schools, and district open enrollment--scholarships that allow students to attend a private school have received the most attention. The U.S. Congress' passage of the District of Columbia School Choice Incentive Act of 2003 in January 2004 provided a unique opportunity not only to implement a system of private school choice for low-income students in the District, but also to rigorously assess the effects of the Program on students, parents, and the existing school system. This report describes the first-year impacts of the Program on those who applied for and were given the option to move from a public school to a participating private school of their choice. (Contains 6 footnotes and 2 tables.) [This report was produced through the Institute of Education Sciences' National Center for Education Evaluation and Regional Assistance. For complete report, see ED497154.] AU - Wolf, Patrick AU - Gutmann, Babette AU - Puma, Michael AU - Rizzo, Lou AU - Eissa, Nada AU - Silverberg, Marsha Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 17 PB - Institute of Education Sciences. 555 New Jersey Ave NW, Washington, DC 20208. KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Program Effectiveness KW - Elementary School Students KW - Scholarships KW - Student Characteristics KW - Academic Achievement KW - Secondary School Students KW - School Safety KW - Outcomes of Education KW - Student Attitudes KW - Parent Attitudes KW - School Choice KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62038841?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education, 2007. NCES 2007-064 AN - 62037308; ED497043 AB - "The Condition of Education, 2007" summarizes important developments and trends in education using the latest available data. The report presents 48 indicators on the status and condition of education and a special analysis on high school coursetaking. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2007 print edition includes 48 indicators in five main sections: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. Each indicator contains a discussion along with a graph or table on the main indicator page, and one or more supplemental tables found in appendix 1. The supplemental tables provide data tables of the estimates used in the indicator discussion as well as additional estimates related to the indicator. Tables of standard errors for applicable estimate tables are available on the Web. The Web version includes the following: the 2007 Commissioner's statement, a user's guide, special analyses from 2000 through 2007, all indicators from this edition, and selected indicators from earlier editions of this report. A glossary and an index are also included. Supplementary notes and tables are appended. (Contains 62 tables and 12 notes.) [For the 2006 edition of this publication, see ED491909.] AU - Planty, Michael AU - Provasnik, Stephen AU - Hussar, William AU - Snyder, Thomas AU - Kena, Grace AU - Hampden-Thompson, Gillian AU - Dinkes, Rachel AU - Choy, Susan Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 383 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Early Childhood Education KW - Elementary Education KW - Elementary Secondary Education KW - High Schools KW - Higher Education KW - Postsecondary Education KW - Secondary Education KW - Educational Indicators KW - Educational Finance KW - Academic Achievement KW - Educational Trends KW - Educational Attainment KW - Outcomes of Education KW - Educational Environment KW - Enrollment Trends KW - Academic Persistence KW - High School Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62037308?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Part-Time Undergraduates in Postsecondary Education: 2003-04. Postsecondary Education Descriptive Analysis Report. NCES 2007-165 AN - 62037071; ED497213 AB - After dramatic growth between 1970 and 1990, part-time students have formed a large and stable segment of the undergraduate population in U.S. postsecondary institutions (Hussar 2005). In fall 2004, approximately 5.5 million undergraduates were enrolled part time, making up 37 percent of the undergraduate enrollment in all degree-granting postsecondary institutions (U.S. Department of Education 2006). While part-time enrollment benefits postsecondary students in that it lowers their costs, increases their access, and offers them more flexibility, it provides no guarantee of academic success. In fact, part-time enrollment is often associated with certain behaviors (e.g., interrupting enrollment, working excessively) that may deter students from finishing their degree (Berkner, He, and Cataldi 2002; Carroll 1989; O'Toole, Stratton, and Wetzel 2003). Although it is difficult to determine whether the growth in part-time enrollment has brought about more benefits or limitations to individuals and institutions (Davies 1999; McCormick, Geis, and Vergun 1995), ongoing research on the associations between part-time enrollment and postsecondary outcomes helps advance our understanding of this issue. This report uses data from the 2003-04 National Postsecondary Student Aid Study (NPSAS:2004) to provide a profile of part-time undergraduates enrolled in U.S. postsecondary institutions in 2003-04. It also uses longitudinal data from a nationally representative sample in the 1996/01 Beginning Postsecondary Students Longitudinal Study (BPS:96/01) to examine associations between part-time enrollment and education outcomes (i.e., persistence and degree completion) 6 years after beginning postsecondary education. While providing an overall picture of part-time students, this report also takes a closer look at a subgroup of part-time students who exhibited some characteristics commonly found among full-time students. A relevant question is why these students chose to attend part time even though they may have been able to attend full time given their characteristics. Although this report cannot fully address this question, a descriptive look at this subgroup helps determine whether and how these students behaved differently from their full-time counterparts and other part-time peers in postsecondary education and what factors were related to degree completion. Appended are: (1) Glossary; and (2) Technical Notes and Methodology. (Contains 20 tables, 14 figures, and 12 footnotes.) AU - Chen, Xianglei Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 111 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Student Employment KW - Undergraduate Students KW - Gender Differences KW - Parent Influence KW - Access to Education KW - Student Characteristics KW - Part Time Students KW - Majors (Students) KW - Educational Attainment KW - Racial Differences KW - Correlation KW - Longitudinal Studies KW - Outcomes of Education KW - Student Financial Aid KW - Graduation KW - Student Attitudes KW - Enrollment Trends KW - Remedial Instruction KW - Family Income KW - Academic Persistence KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62037071?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Public Elementary and Secondary School Student Enrollment, High School Completions, and Staff from the Common Core of Data: School Year 2005-06. First Look. NCES 2007-352 AN - 62035836; ED497059 AB - The Common Core of Data (CCD) is an annual universe collection of public elementary and secondary education data that is administered by the National Center for Education Statistics (NCES) and its data collection agent, the U.S. Census Bureau. Data for the CCD surveys are provided by state education agencies (SEAs). This report presents findings on the numbers of public school students, staff, and high school completers in the United States and other jurisdictions in school year 2005-06, using data from the State Nonfiscal Survey of Public Elementary/Secondary Education of the CCD survey system. More information about the survey content and methodology can be found in appendix A. Appendix B is a glossary of key CCD terms used in this report. Selected findings for school year 2005-06 include: (1) Public elementary and secondary schools had 49.1 million students in membership in school year 2005-06, an increase of one percent from the 48.8 million students in membership in school year 2004-05; (2) In the 2005-06 school year, 34.3 million students (69.9 percent of all students) were enrolled in prekindergarten through grade 8 and ungraded classes; 14.8 million students (30.1 percent of all students) were enrolled in grades 9-12; (3) When examining students for whom race/ethnicity was reported in the 2005-06 school year, 57.1 percent were White, non-Hispanic; 19.8 percent were Hispanic; 17.2 percent were Black, non-Hispanic; 4.6 percent were Asian/Pacific Islander; and 1.2 percent were American Indian/Alaska Native. The percentage of students who were White, non-Hispanic decreased from 57.9 percent for White, non-Hispanic students in school year 2004-05; (4) Almost 2.8 million students were awarded a high school diploma in the 2004-05 school year and following summer. An additional 54,012 received another high school completion credential; (5) The averaged freshman graduation rate (AFGR), an estimate of the percentage of high school students who graduate on time (i.e., within 4 years), was 74.7 in school year 2004-05. The AFGR ranged from 85.1 percent or more in Iowa, Minnesota, Nebraska, New Jersey, North Dakota, Vermont, and Wisconsin to 64.1 percent or less in Alaska, Georgia, Louisiana, Mississippi, Nevada, and South Carolina; (6) In school year 2005-06, public elementary and secondary schools and local education agencies employed a total of 6.1 million FTE staff. This was an increase of 1 percent from the number of FTE staff employed in school year 2004-05; (7) Of the FTE staff in the 2005-06 school year, 51.2 percent were teachers, 14.7 percent were instructional aides, instructional coordinators and supervisors, guidance counselors, or librarians, 23.2 percent were student and other support staff, and 10.8 percent were school administrators, school district administrators, and administrative support staff; and (8) The average student/teacher ratio in public schools in school year 2005-06 was 15.7 (i.e., there were about 16 students for every FTE teacher employed). The ratio ranged from a high of 22.1 in Utah to a low of 10.7 in Rhode Island. The average elementary student/teacher ratio was 19.4, while the average secondary student/teacher ratio was 12.9. (Contains 6 tables and lists 1 online resource.) AU - Sable, Jennifer AU - Garofano, Anthony Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 33 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 - Secondary Education KW - High School Graduates KW - Elementary School Students KW - Public Schools KW - Teacher Student Ratio KW - Full Time Equivalency KW - Racial Composition KW - Enrollment KW - School Personnel KW - Secondary School Students KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62035836?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Analysis of Title IIB Mathematics and Science Partnerships in the Northwest Region. Issues & Answers. REL 2007-No. 008 AN - 62035531; ED497518 AB - This report describes the first year of the funded professional development activities in the Title IIB Math and Science Partnership (MSP) projects in the Northwest Region and the evaluation models. The analysis is structured around the factors of professional development associated with changes in teacher knowledge and practice. This study is intended to provide policymakers, state agency staff, and university and school personnel interested in potential Title IIB MSP projects with information about how the MSP program has been implemented and evaluated in the Northwest Region in the first cohort of the funded projects. Three research questions structure this report: (1) What is the nature of the professional development provided by the Title IIB MSP projects in the Northwest Region? (2) what is the nature of the evaluation of the Title IIB MSP projects in the Northwest Region? and (3) under what conditions is the development of experimental or quasi-experimental models of evaluation appropriate and successful? The following are appended: (1) Analysis of Title IIB Mathematics and Science Partnerships professional development projects by state; (2) Analysis of Title IIB MSP Professional Development evaluation projects by state; (3) Interview protocol; (4) Methodology; and (5) Comparison of professional development criteria: Council of Chief State School Officers and Northwest Regional Educational Laboratory. (Contains 2 notes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Northwest administered by Northwest Regional Educational Laboratory.] AU - Gummer, Edith AU - Stepanek, Jennifer Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 66 PB - Regional Educational Laboratory Northwest. 101 SW Main Street Suite 500, Portland, OR 97204-3213. KW - United States (Northwest) KW - No Child Left Behind Act 2001 KW - Washington KW - Oregon KW - Alaska KW - Idaho KW - Montana KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Elementary Secondary Education KW - Science Education KW - Partnerships in Education KW - Science Teachers KW - Inservice Teacher Education KW - Mathematics Teachers KW - Program Evaluation KW - Professional Development KW - Elementary School Teachers KW - Secondary School Teachers KW - Middle School Teachers KW - Mathematics Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62035531?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 2004-05 (Fiscal Year 2005). First Look. NCES 2007-355 AN - 62033489; ED497491 AB - This brief publication contains data on revenues and expenditures per pupil made by school districts for school year 2004-05. 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. For tables 1 through 6 in this report, all regular school districts that have student counts greater than zero and that are listed in the Common Core of Data (CCD) Local Education Agency Universe Survey file for school year 2004-05 were included in the analyses. There were 15,287 such districts in FY05. National figures do not include independent charter school districts; however, charter schools affiliated with regular school districts are included in the national and state figures. Table 7 presents the revenues and current expenditures of the 100 largest school districts according to the size of their student enrollment, using data from the School District Finance Survey. The federal revenues table (table 8) includes all local education agencies reported in the School District Finance Survey. Appendix A, Methodology and Technical Notes, contains information about survey content and methodology. Appendix B is a glossary of key CCD terms used in this report. (Contains 8 tables and a link to related data files.) AU - Zhou, Lei AU - Gaviola, Nick Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 30 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 - Public Schools KW - Federal Aid KW - Educational Finance KW - Expenditure per Student KW - School Districts KW - School District Size KW - Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62033489?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - "Coach" Can Mean Many Things: Five Categories of Literacy Coaches in Reading First. Issues & Answers. REL 2007-No. 005 AN - 62033443; ED497517 AB - One of the largest initiatives using coaching has been Reading First, a federal project whose purpose is to improve reading outcomes for students in low-performing K-3 schools. The present study addressed two questions: (1) Who becomes a reading coach, and what background, skills, and qualifications do coaches bring to their jobs? and (2) How do coaches actually perform their jobs? That is, how do they spend their time, and what do they see as their focus? The research answers these questions with data from and about Reading First coaches. The answers are relevant for Reading First--which includes about 1,550 districts and 5,200 schools across the nation. They are also relevant for the many other schools and districts emulating Reading First. Simply knowing that literacy coaches are in schools does not imply anything about how those individuals spend their time--there is a difference between being a coach and doing coaching. The researchers identified five categories of coaches: data-oriented; student-oriented; managerial; and two teacher-oriented categories, one that works largely with individual teachers; and another that works with groups. The article begins by describing what the literature says about coaching and coaching. It defines coaching and explains what coaches do besides coaching, how coaching affects teachers and student achievement, and how coaching is done in the Reading First program. The article then details the findings of the present study which builds on the findings of the previous literature and looks at who becomes a Reading First coach and how coaches actually spend their time. Methods are presented in an appendix. (Contains 9 tables, 1 box, and 3 notes.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education by Regional Educational Laboratory Northwest administered by Northwest Regional Educational Laboratory.] AU - Deussen, Theresa AU - Coskie, Tracy AU - Robinson, LeAnne AU - Autio, Elizabeth Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 37 PB - Regional Educational Laboratory Northwest. 101 SW Main Street Suite 500, Portland, OR 97204-3213. KW - England (Reading) KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Education KW - Grade 1 KW - Grade 2 KW - Grade 3 KW - Kindergarten KW - Postsecondary Education KW - Teacher Role KW - Interprofessional Relationship KW - Teacher Improvement KW - Academic Achievement KW - Intervention KW - Reading Achievement KW - Reading Instruction KW - Reading Improvement KW - Federal Programs KW - Interviews KW - School Surveys KW - Literacy KW - Faculty Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62033443?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Evaluation of the DC Opportunity Scholarship Program: Impacts after One Year. NCEE 2007-4009 AN - 62030700; ED497154 AB - School choice remains an important part of the national discussion on education reform strategies and their benefits. While a variety of policies encourage parents' selection of schools for their children--for example, charter schools, magnet schools, and district open enrollment--scholarships that allow students to attend a private school have received the most attention. The U.S. Congress' passage of the District of Columbia School Choice Incentive Act of 2003 in January 2004 provided a unique opportunity not only to implement a system of private school choice for low-income students in the District, but also to rigorously assess the effects of the Program on students, parents, and the existing school system. This report describes the first-year impacts of the Program on those who applied for and were given the option to move from a public school to a participating private school of their choice. The report contains the following key findings: (1) No evidence of a statistically significant difference in test scores between students who were offered an OSP scholarship and students who were not offered a scholarship; (2) The program had a consistently positive impact on parent satisfaction and their perceptions of school safety; (3) Students who were offered OSP scholarships did not report being more satisfied with school or feeling safer in school than those without access to scholarships; and (4) This same pattern of findings holds when the analysis is conducted to determine the impact of using a scholarship rather than being offered a scholarship, taking into account the approximately 20 percent of students who were offered but chose not to use their scholarships the first year. Following an executive summary, this report divides into five sections: (1) Introduction; (2) Early Implementation of the Program and the Sample for the Impact Analysis; (3) Research Methodology; (4) Impact of Being Awarded a Scholarship, One Year After Application; and (5) The Effects of OSP [DC Opportunity Scholarship Program] Scholarship Use and Private Schooling. Appendices include: (1) Comparison of Public School Students Entering Grades K-5, Cohorts 1 and 2; (2) Study Power; (3) Treatment of Observations with Incomplete Test Score Data; (4) Construction of Parent and Student Satisfaction Scales; (5) Imputation for Missing Baseline Covariates; (6) Calculation of Sampling and Non-Response Weights; (7) Additional Detail on the Analytic Methods for Estimating the Impact of Using a Scholarship and of Attending a Private School; (8) Detailed ITT ["intent-to-treat" approach] Tables; (9) Parent and Student Safety and Satisfaction--Detailed Tables; and (10) Benjamini-Hochberg Adjustments for Multiple Comparisons for the Disaggregated Index Items. (Contains 69 tables and 15 figures.) [This report was prepared by the National Center for Education Evaluation and Regional Assistance, U.S. Department of Education.] AU - Wolf, Patrick AU - Gutmann, Babette AU - Puma, Michael AU - Rizzo, Lou AU - Eissa, Nada AU - Silverberg, Marsha Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 153 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - Multiple Comparisons KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Program Effectiveness KW - Scholarships KW - Research Methodology KW - School Safety KW - Students KW - Outcomes of Education KW - Public Schools KW - Student Attitudes KW - Program Implementation KW - Educational Change KW - Parent Attitudes KW - School Choice KW - Parents KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62030700?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Description and Employment Criteria of Instructional Paraprofessionals. Issue Brief. NCES 2007-008 AN - 62030597; ED497225 AB - Most public elementary and secondary schools have "instructional paraprofessionals" who are support staff responsible for assisting in the delivery of instruction. Instructional paraprofessionals account for about 12 percent of full-time or its equivalent staff in these schools while teachers make up about half of such staff (Hoffman and Sable 2006). However, little is known about the assignments of these paraprofessionals and the educational qualifications that they are required to have in order to work in an instructional capacity. This Issue Brief (1) offers a descriptive portrait of the distribution of instructional paraprofessionals in all public elementary and secondary schools by instructional responsibility and selected school characteristics; and (2) examines the educational attainment criteria used by school districts in hiring these paraprofessionals. (Contains 6 tables and 4 endnotes.) AU - Hampden-Thompson, Gillian AU - Diehl, Juliet AU - Kinukawa, Akemi Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 5 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 - Secondary Education KW - Charter Schools KW - Institutional Characteristics KW - Public Schools KW - Personnel Selection KW - Paraprofessional School Personnel KW - Educational Attainment KW - Criteria KW - Employment Qualifications KW - Secondary Schools KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62030597?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Assessment and Item Specifications for the NAEP 2009 Mathematics Assessment. National Assessment of Educational Progress. Mathematics NAEP, 2009 AN - 61818138; ED507255 AB - This paper presents the assessment and item specifications for the National Assessment of Educational Progress (NAEP) 2009 mathematics assessment. "Chapter Two" contains descriptions of the five major content areas of mathematics (Number Properties and Operations, Measurement, Geometry, Data Analysis, Statistics, and Probability, and Algebra), as well as the specific objectives for grades 4, 8 and 12 that will be assessed. Further specifications are added to some objectives to clarify the intent for item writers. Each NAEP mathematics test item is designed to measure a specific level of thinking, called the mathematical complexity of the item. "Chapter Three" describes the three levels and offers examples of each. "Chapter Four" describes considerations for good item writing, with multiple examples of how each characteristic of an item might be met. The chapter also contains a description of the item tryout and review process. Each form of the NAEP mathematics assessment must be balanced according to a number of different factors, including content, level of complexity, and format. In "Chapter Five" the guidelines for balancing each factor are described. The chapter also addresses other issues of design, such as sampling, use of calculators, tools and manipulatives, and accessibility for all students. Three appendices are included: (1) NAEP Mathematics Achievement Level Descriptions; (2) NAEP Item Development and Review Policy Statement; and (3) NAEP Mathematics Project Staff and Committees. (Contains 8 footnotes.) [This report is a companion to Mathematics Framework for the 2009 National Assessment of Educational Progress. For the main report, see ED502928.] Y1 - 2007/06// PY - 2007 DA - June 2007 SP - 134 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - Item Writing KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Elementary Secondary Education KW - Program Administration KW - Standard Setting KW - Mathematics Achievement KW - Item Analysis KW - Test Items KW - Test Content KW - National Competency Tests KW - National Standards KW - Position Papers KW - Test Theory KW - Mathematics Tests KW - Test Construction UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61818138?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Assessment and Accountability for Recently Arrived and Former Limited English Proficient (LEP) Students: Non-Regulatory Guidance AN - 881454201; ED520814 AB - In September 2006, the U.S. Department of Education amended the regulations governing programs administered under Title I, Part A of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB), related to both the assessment of, and State, local educational agency (LEA), and school accountability for, the academic achievement of recently arrived and former limited English proficient (LEP) students. Under Title I of the ESEA, States must include LEP students in their assessments of academic achievement in reading/language arts and mathematics, and must provide LEP students with appropriate accommodations including, to the extent practicable, assessments in the language and form most likely to yield accurate data on what LEP students know and can do in the academic content areas until they have achieved English language proficiency. States must also annually assess LEP students for their English language proficiency. Additionally, beginning with the 2007-2008 school year, States must administer science assessments and include LEP students in those assessments. This guidance does not impose any requirements beyond those in the regulations, which are applicable only to States that choose to implement the flexibility permitted in the regulations. This guidance provides a summary of the provisions included in these regulations related to assessment and accountability for recently arrived and former LEP students and addresses questions that may help clarify how SEAs and LEAs can implement the provisions included in the regulations. Y1 - 2007/05// PY - 2007 DA - May 2007 SP - 15 PB - Office of Elementary and Secondary Education. 400 Maryland Ave SW, Washington, DC 20202. KW - Elementary Secondary Education Act KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Language Proficiency KW - Mathematics Achievement KW - School Districts KW - Academic Achievement KW - Language Arts KW - Second Language Learning KW - Accountability KW - English (Second Language) KW - Reading Achievement KW - Federal Legislation KW - Guidance KW - Student Evaluation KW - Limited English Speaking KW - Science Tests KW - Testing Accommodations KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/881454201?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Evaluation of Early Reading First. Final Report to Congress. NCEE 2007-4007 AN - 62046031; ED498085 AB - The No Child Left Behind (NCLB) Act of 2001 created the Early Reading First (ERF) program to enhance teacher practices, instructional content, and classroom environments in preschools and to help ensure that young children start school with the skills needed for academic success. This report to Congress describes the impacts of the Early Reading First program on the language and literacy skills of children and on the instructional content and practices in preschool classrooms. The main findings of the national evaluation of ERF show that the program had positive, statistically significant impacts on several classroom and teacher outcomes and on one of four child outcomes measured. The program had no effect on children's phonological awareness or oral language. This report contains an executive summary and eight chapters: (1) Introduction and Study Background; (2) Study Design; (3) Characteristics of Participating Children and Families; (4) Characteristics of Programs Receiving ERF Funding; (5) Professional Development, Instructional Practices, and Classroom Environments in ERF Preschools; (6) Impacts on Teachers and Classroom Practices; (7) Impact Findings: ERF Impacts on Children's Language and Literacy Skills and Social-Emotional Outcomes; and (8) Analysis of Mediators of ERF's Impacts on Classroom Instructional Practice and Children's Language and Literacy Skills. Appendices include: (A) Impact Analysis Methods and Sensitivity of Results; (B) Data-Collection Methods; (C) Assessment and Observation Measures Used for ERF Data Collection; (D) Supplementary Tables on the Impacts of ERF on Teachers and Classroom Environments; (E) ERF Impacts on Teacher and Classroom Outcomes; Subgroups Analyses; (F) ERF Impacts on Child Outcomes; Subgroups Analyses; and (G) Supplemental Descriptive Tables for Teacher Outcomes and Classroom Practice. (Contains 63 tables, 12 figures, and 5 exhibits.) [This report was produced by the National Center for Education Evaluation and RegionalAssistance, Institute of Education Sciences.] AU - Jackson, Russell AU - McCoy, Ann AU - Pistorino, Carol AU - Wilkinson, Anna AU - Burghardt, John AU - Clark, Melissa AU - Ross, Christine AU - Schochet, Peter AU - Swank, Paul Y1 - 2007/05// PY - 2007 DA - May 2007 SP - 245 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 - Early Childhood Education KW - Institutional Characteristics KW - Research Reports KW - Program Effectiveness KW - Instructional Effectiveness KW - Educational Legislation KW - Academic Achievement KW - Reading Skills KW - National Surveys KW - Early Reading KW - National Standards KW - Federal Legislation KW - Emergent Literacy KW - Program Evaluation KW - Participant Characteristics KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62046031?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Nation's Report Card[TM]: Civics 2006--National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2007-476 AN - 62045493; ED496659 AB - The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. The 2006 NAEP civics assessment evaluated students' understanding of the democratic institutions and ideals necessary to become informed citizens in shaping America's future. Students demonstrated this knowledge in areas deemed important for citizenship in our constitutional democracy. A nationally representative sample of more than 25,000 students at grades 4, 8, and 12 was assessed in 2006. The results are compared with those of the 1998 civics assessment, and find that average scores improved from 1998 to 2006 only at grade 4, mostly among lower-performing students. This report includes the results and content of the NAEP. (Contains 4 tables and 8 figures.) Y1 - 2007/05// PY - 2007 DA - May 2007 SP - 36 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 - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Secondary Education KW - Academic Achievement KW - Civics KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62045493?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Nation's Report Card[TM]: U.S. History 2006--National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2007-474 AN - 62045455; ED496658 AB - The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. The National Assessment of Educational Progress (NAEP) U.S. history assessment evaluates students' understanding of the development of America's democratic institutions and ideals. Students demonstrated their knowledge of democracy, culture, technological and economic change, and America's changing world role. A nationally representative sample of 29,000 students at grades 4, 8, and 12 was assessed in 2006. This report compares 2006 student performance to similar assessments conducted in 1994 and 2001, and finds that America's twelfth-, eighth-, and especially fourth-graders know more U.S. history now than in the past. This report includes the results and assessment content of the NAEP. (Contains 6 tables and 16 figures.) Y1 - 2007/05// PY - 2007 DA - May 2007 SP - 36 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 - Elementary Secondary Education KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Secondary Education KW - Academic Achievement KW - National Competency Tests KW - United States History UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62045455?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Changes in Instructional Hours in Four Subjects by Public School Teachers of Grades 1 through 4. Stats in Brief. NCES 2007-305 AN - 62038873; ED497041 AB - This brief report uses data from five administrations of the Schools and Staffing Survey (SASS) to examine the distribution of weekly instructional hours by regular, full-time first- through fourth-grade teachers of self-contained classrooms in four subjects: English/reading/language arts; arithmetic/mathematics; social studies/history; and, science. Results show that combined teacher instructional time in the four subjects has increased between 1987-88 and 2003-04. However, examining each subject shows that this increase is largely due to an overall increase in the amount of instruction in English and mathematics. In the two most recent administrations, 1999-2000 and 2003-04, weekly teacher instructional hours in English increased while instructional time in mathematics, social studies, and science decreased. Despite the fluctuations in hours of instruction, total instructional time in the four subjects as a percentage of the student school week did not change significantly between 1987-88 and 2003-04; it was about 67 percent of the school week in each year. Standard error tables are appended. (Contains 7 tables, 1 figure, and 2 footnotes.) [This report was written by staff at the Education Statistics Services Institute (ESSI), which is funded by NCES and composed of staff from the American Institutes for Research (AIR) and a number of partner organizations.] AU - Morton, Beth A. AU - Dalton, Ben Y1 - 2007/05// PY - 2007 DA - May 2007 SP - 9 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 1 KW - Grade 2 KW - Grade 3 KW - Grade 4 KW - Science Education KW - Social Studies KW - Language Arts KW - Public School Teachers KW - Elementary School Teachers KW - Mathematics Education KW - Self Contained Classrooms KW - Time Factors (Learning) KW - English Instruction KW - School Surveys KW - Data Analysis KW - Time Management KW - Time on Task UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62038873?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Toward a Learning Society. Director's Biennial Report to Congress. IES 2007-6004 AN - 62030882; ED497040 AB - The mission of the Institute of Education Sciences (IES) is to provide rigorous evidence on which to ground education practice and policy and to encourage its use. The Education Sciences Reform Act of 2002 (ESRA) requires that the Director of IES, on a biennial basis, transmit to the President, the National Board for Education Sciences, and the appropriate congressional committees, and make widely available to the public, a report containing: (1) a description of the activities carried out by and through the National Education Centers during the prior fiscal years; (2) a summary of each grant, contract, and cooperative agreement in excess of $100,000 funded through the National Education Centers during the prior fiscal years, including, at a minimum, the amount, duration, recipient, purpose of the award, and the relationship, if any, to the priorities and mission of IES; (3) a description of how the activities of the National Education Centers are consistent with the principles of scientifically valid research and the priorities and mission of IES; and (4) such additional comments, recommendations, and materials as the Director considers appropriate. The 2005 report focused on the goals of IES and the progress that had been made in establishing the organizational capacity to further those goals. The current report provides further information along those lines as IES marks its transition from an organization under construction to one that is fully formed and operational. However, the emphasis in this report is on accomplishments as the grants and contracts made by IES begin to bear fruit. To that end, this report begins with highlights of accomplishments and findings from each of the four National Education Centers of IES: National Center for Education Evaluation and Regional Assistance; National Center for Education Statistics; National Center for Special Education Research; and National Center for Education Research. The report then describes the functioning of IES as a whole, examining: its organization, staffing, and budget; scientific peer review process; priorities; web-based dissemination; annual research conference; Urban Education Research Task Force; National Conference of State Legislatures; Society for Research on Educational Effectiveness; and the National Board for Education Sciences. Also profiled in this report are ERIC (Education Resources Information Center), the world's largest digital library of education research and information, and the What Works Clearinghouse, which synthesizes the best evidence of the effectiveness of education programs, policies, and practices and reports these findings through its website. IES carries out its programs through grants and contracts. The appendices include all awards made since the last biennial report to Congress. (Contains 2 tables and 7 figures.) [For the 2005 edition of this report, see ED494713.] Y1 - 2007/05// PY - 2007 DA - May 2007 SP - 92 PB - Institute of Education Sciences. 555 New Jersey Ave NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Program Effectiveness KW - Special Education KW - Public Agencies KW - Federal Programs KW - Grants KW - Educational Assessment KW - Annual Reports KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62030882?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Event Dropout Rates for Public School Students in Grades 9-12: 2002-03 and 2003-04. First Look Report. NCES 2007-026 AN - 62030577; ED496561 AB - This report presents the event dropout rates for public school students in grades 9 through 12 for two years--2002-03 and 2003-04. Data used to develop these rates are taken from the Common Core of Data (CCD) 2002-03 and 2003-04 State-level Public School Dropout files. Some key highlights from the two reporting years are discussed. (Contains 1 table and 2 footnotes.) AU - Chapman, Chris AU - Hoffman, Lee Y1 - 2007/05// PY - 2007 DA - May 2007 SP - 16 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Public Schools KW - Dropout Rate KW - High School Students KW - Dropouts KW - Grade 9 UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62030577?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Literacy Behind Bars: Results from the 2003 National Assessment of Adult Literacy Prison Survey. NCES 2007-473 AN - 62025605; ED496564 AB - The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy of incarcerated adults for the first time since 1992. The assessment was administered to approximately 1,200 inmates (ages 16 and older) in state and federal prisons, as well as to approximately 18,000 adults (ages 16 and older) living in households. Three types of literacy were measured: (1) prose literacy: The knowledge and skills needed to search, comprehend, and use information from continuous texts; (2) document literacy: The knowledge and skills needed to search, comprehend, and use information from noncontinuous texts; and (3) quantitative literacy: The knowledge and skills needed to identify and perform computations using numbers that are embedded in printed materials. This report presents the findings from the 2003 prison adult literacy assessment. The report includes analyses that compare the literacy of the U.S. prison population in 2003 with the literacy of the U.S. prison population in 1992. It also includes analyses that compare the literacy of the prison and household populations in 2003. (Contains 85 tables, 72 figures, and 8 footnotes.) AU - Greenberg, Elizabeth AU - Dunleavy, Eric AU - Kutner, Mark Y1 - 2007/05// PY - 2007 DA - May 2007 SP - 170 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Literacy Assessment KW - National Assessment of Adult Literacy KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Adult Literacy KW - Institutionalized Persons KW - Parent Influence KW - Gender Differences KW - Reading Habits KW - African Americans KW - Educational Attainment KW - Racial Differences KW - Adults KW - Correctional Institutions KW - Criminals KW - English KW - Correctional Education KW - Whites KW - Comparative Analysis KW - Hispanic Americans KW - Spanish Speaking KW - Vocational Education KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62025605?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Title I--Improving the Academic Achievement of the Disadvantaged; Individuals with Disabilities Education Act (IDEA). Final Rule. Federal Register, Part IV, Department of Education, 34 CFR Parts 200 and 300 AN - 62044150; ED496143 AB - The Secretary amends the regulations governing programs administered under Title I of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB) (referred to in these regulations as the Title I program) and the regulations governing programs under Part B of the Individuals with Disabilities Education Act (IDEA) (referred to in these regulations as the IDEA program). These regulations provide States with additional flexibility regarding State, local educational agency (LEA), and school accountability for the achievement of a small group of students with disabilities whose progress is such that, even after receiving appropriate instruction, including special education and related services designed to address the students' individual needs, the students' individualized education program (IEP) teams (IEP Teams) are reasonably certain that the students will not achieve grade-level proficiency within the year covered by the students' IEPs. These regulations are effective May 9, 2007. Y1 - 2007/04/09/ PY - 2007 DA - 2007 Apr 09 SP - 17748 EP - 17781 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 72 IS - 67 KW - ESEA KW - NCLB KW - Elementary Secondary Education Act KW - Individuals with Disabilities Education Act KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Special Education KW - Federal Aid KW - Educational Legislation KW - Individualized Instruction KW - Guidelines KW - Academic Achievement KW - School Districts KW - Accountability KW - Eligibility KW - State Government KW - Federal Legislation KW - Disabilities KW - Disadvantaged Youth KW - Student Evaluation KW - Individualized Education Programs KW - Testing Accommodations KW - State Standards KW - Academic Standards KW - Related Services (Special Education) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62044150?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - www.sharedwork.org: A Communication Resource to Support Communities of Practice. New Eyes: Meeting Challenges through Communities of Practice AN - 964183272; ED526906 AB - The Communities of Practice approach offers state agency personnel a lens for exploring the human aspects of problems. They can be used as a technical assistance approach for bringing together multiple stakeholders to address complex issues facing special education. The IDEA Partnership has pioneered the use of a website for its national Communities of Practice. The living resource provides a foundation for participants to share their knowledge, generate suggestions for addressing issues and showcase the progress within states and organizations. This example features national Communities of Practice that are focused around issues such as transition, mental health and the relationship between the "No Child Left Behind Act" (NCLB) and IDEA. This paper discusses how the IDEA Partnership's website, www.sharedwork.org, is supporting the communication needs of participants in National Association of State Directors of Special Education's IDEA Partnership's Communities of Practice. AU - Cashman, Joanne AU - Rosser, Mariola AU - Linehan, Patrice Y1 - 2007/04// PY - 2007 DA - April 2007 SP - 8 PB - Idea Partnership. , 1800 Diagonal Road Suite 320, Alexandria, VA 22314. KW - Individuals with Disabilities Education Act KW - No Child Left Behind Act 2001 KW - Pennsylvania KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Program Descriptions KW - Stakeholders KW - Professional Associations KW - Web Sites KW - Special Education KW - National Programs KW - State Agencies KW - Mental Health KW - Communities of Practice KW - Computer Uses in Education KW - Computer Mediated Communication KW - Partnerships in Education KW - Federal Legislation KW - Federal Programs KW - Transitional Programs KW - Educational Policy KW - Agency Cooperation KW - Educational Resources KW - Technical Assistance KW - Internet UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183272?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ERIC&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=unknown&rft.jtitle=&rft.atitle=&rft.au=Cashman%2C+Joanne%3BRosser%2C+Mariola%3BLinehan%2C+Patrice&rft.aulast=Cashman&rft.aufirst=Joanne&rft.date=2007-04-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=www.sharedwork.org%3A+A+Communication+Resource+to+Support+Communities+of+Practice.+New+Eyes%3A+Meeting+Challenges+through+Communities+of+Practice&rft.title=www.sharedwork.org%3A+A+Communication+Resource+to+Support+Communities+of+Practice.+New+Eyes%3A+Meeting+Challenges+through+Communities+of+Practice&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Literacy in Everyday Life: Results from the 2003 National Assessment of Adult Literacy. NCES 2007-490 AN - 62035264; ED495996 AB - The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy skills of a nationally representative sample of more than 19,000 U.S. adults (age 16 and older) residing in households and prisons. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey. Three types of literacy were measured: Prose, Document, and Quantitative. Results were reported in terms of scale scores (on a 500-point scale) and in terms of four literacy levels--Below Basic, Basic, Intermediate, and Proficient. This report presents findings from the 2003 assessment. It examines changes in literacy levels for the total adult population of the United States, as well as for adults with different demographic characteristics (gender, race, age, and ethnicity). Changes in literacy levels are reported for 2003 as well as between 1992 and 2003. In addition, the report describes how American adults age 16 and older at varying literacy levels use written information in their everyday lives. Specifically, this report describes the relationship between literacy and a number of self-reported background characteristics including education, employment, earnings, job training, family literacy practices, civics activities, and computer usage. It examines the relationship between educational attainment and literacy and reports changes between 1992 and 2003. In addition, the relationship between literacy and adult education, including basic skills classes, English as a second language classes, and information technology certification is reported. The findings discuss the relationship between literacy and employment status, occupation, weekly wage or salary, job training, and participation in public assistance programs. Moreover, the report examines how parents, grandparents, and guardians at different literacy levels interact with the children living in their homes around issues related to literacy and school. Finally, the report discusses how adults at different literacy levels participate in government and community affairs by voting, staying informed, and volunteering. The following are appended: (1) Sample Assessment Questions; (2) Definitions of All Subpopulations and Background Variables Reported; (3) Technical Notes; (4) Estimates and Standard Errors for Tables and Figures; and (5) Additional Analyses. (Contains 123 tables and 74 figures.) AU - Kutner, Mark AU - Greenberg, Elizabeth AU - Jin, Ying AU - Boyle, Bridget AU - Hsu, Yung-chen AU - Dunleavy, Eric Y1 - 2007/04// PY - 2007 DA - April 2007 SP - 177 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Adult Literacy KW - United States KW - ERIC, Resources in Education (RIE) KW - Adult Literacy KW - Measures (Individuals) KW - Employment Level KW - Gender Differences KW - Racial Differences KW - National Surveys KW - Adults KW - Educational Attainment KW - Correctional Institutions KW - Job Training KW - Citizen Participation KW - Income KW - Family Literacy KW - Family (Sociological Unit) KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62035264?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Enrollment in Postsecondary Institutions, Fall 2005; Graduation Rates, 1999 and 2002 Cohorts; and Financial Statistics, Fiscal Year 2005. First Look. NCES 2007-154 AN - 62033776; ED496551 AB - The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other jurisdictions, such as Puerto Rico. In 2005-2006, participation in IPEDS was a requirement for the 6,622 institutions and 83 administrative offices (central or system offices) that participated in Title IV federal student financial aid programs, such as Pell Grants or Stafford Loans during the 2005-06 academic year. Tabulations in this report present selected data items collected from the 6,457 Title IV institutions in the United States (excluding those in other jurisdictions) that were eligible for at least one component of the spring 2006 collection. In addition, 80 administrative offices in the United States were eligible for the Finance component and are included in the Finance tabulations. Topics covered are characteristics of enrolled students, revenues and expenses of Title IV institutions, graduation rates, and student financial aid. The following are appended: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 20 tables and 12 footnotes.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Whitmore, Roy W. Y1 - 2007/04// PY - 2007 DA - April 2007 SP - 62 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Pell Grant Program KW - Stafford Student Loan Program KW - United States KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Higher Education KW - Postsecondary Education KW - Student Financial Aid KW - Expenditures KW - Undergraduate Students KW - Student Characteristics KW - Educational Finance KW - Enrollment KW - National Surveys KW - Graduation Rate KW - Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62033776?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Course Credit Accrual and Dropping Out of High School. Issue Brief. NCES 2007-018 AN - 62029146; ED496201 AB - In this Issue Brief, differences in the average number of course credits earned between high school graduates and dropouts, both within and accumulated across academic years, are examined in order to describe enrollment and completion behavior of high school graduates and dropouts. Differences in course credit accrual by selected subjects (English, mathematics, and science) are also reported. Data for this study are drawn from high school transcripts collected in 2005 as part of the first follow-up to the National Center for Education Statistics (NCES) Education Longitudinal Study of 2002 (ELS:2002). These high school transcripts provide enrollment histories, graduation dates, and coursetaking patterns. The findings from the analysis indicate that high school dropouts earn fewer credits than do on-time graduates within each academic year, and the gap in course credits accrued between dropouts and on-time graduates increased across academic years. Differences were also observed in the course credit accrual of dropouts and on-time graduates by selected subjects (e.g., mathematics, science, and English). In addition, the gap in the cumulative number of course credits accrued between on-time graduates and dropouts grew more pronounced over time, and the disparity in cumulative course credits was most evident in the final academic year in which they earned any course credits. (Contains 2 tables, 1 figure, and 7 endnotes.) AU - Hampden-Thompson, Gillian AU - Kienzl, Gregory AU - Daniel, Bruce AU - Kinukawa, Akemi Y1 - 2007/04// PY - 2007 DA - April 2007 SP - 5 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Science Education KW - Grade 12 KW - Grade 11 KW - High School Graduates KW - Grade 10 KW - Credits KW - Dropout Rate KW - Longitudinal Studies KW - Mathematics Education KW - Dropouts KW - Comparative Analysis KW - Dropout Research KW - Enrollment Trends KW - English Instruction KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62029146?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 2004-05 (Fiscal Year 2005). First Look. NCES 2007-356 AN - 62022094; ED496185 AB - The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data administered by the National Center for Education Statistics (NCES) and its collection agent, the U.S. Census Bureau. Data for CCD surveys are provided by state education agencies (SEAs). This report presents findings on public education revenues and expenditures using fiscal year (FY) 2005 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). The CCD NPEFS is a universe collection of public elementary and secondary education finance data reported annually by SEAs in each of the 50 states, the District of Columbia, Puerto Rico, and the four other jurisdictions of American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands. The NPEFS provides SEA-level data for all revenues and expenditures associated with each reporting state or jurisdiction, including revenues by source and expenditures by function and object. The nonfiscal data item of average daily attendance is also collected. 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 key data item or may be unable to report a key data item in exact accordance with a CCD definition. When this happens, NCES imputes or adjusts values for these items. 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. Appended are: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary. (Contains 8 tables and 3 figures.) AU - Zhou, Lei AU - Honegger, Steven AU - Gaviola, Nick Y1 - 2007/04// PY - 2007 DA - April 2007 SP - 30 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Public Education Financial Survey KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - State Departments of Education KW - Expenditures KW - Data KW - Public Schools KW - Expenditure per Student KW - Educational Finance KW - National Surveys KW - Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62022094?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Improving Teacher Quality with Communities of Practice: The Center for Improving Teacher Quality Approach. New Eyes: Meeting Challenges through Communities of Practice AN - 964183265; ED526903 AB - The current environment framing education for students with disabilities--namely the requirements of the "No Child Left Behind Act of 2001" (NCLB) and the "Individuals with Disabilities Education Improvement Act" (IDEA 2004)--has challenged educators to achieve even greater success. Ensuring teacher quality is one strategy that both NCLB and IDEA 2004 have advanced for improving results for all students, including students with disabilities. However, implementation of the highly qualified teacher requirement in NCLB and complementary teacher quality requirements in IDEA 2004 has created many complex issues for state education agency personnel. This report discusses how the Center for Improving Teacher Quality (CTQ) at the Council of Chief State School Officers (CCSSO) is using the Communities of Practice approach to improve teacher quality. AU - Cashman, Joanne AU - Laflin, Elizabeth AU - Paliokas, Kathleen Y1 - 2007/03// PY - 2007 DA - March 2007 SP - 8 PB - Idea Partnership. , 1800 Diagonal Road Suite 320, Alexandria, VA 22314. KW - No Child Left Behind Act 2001 KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - State Departments of Education KW - Federal Legislation KW - Educational Legislation KW - Teacher Improvement KW - Disabilities KW - Communities of Practice KW - Teacher Effectiveness KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183265?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ERIC&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=unknown&rft.jtitle=&rft.atitle=&rft.au=Cashman%2C+Joanne%3BLaflin%2C+Elizabeth%3BPaliokas%2C+Kathleen&rft.aulast=Cashman&rft.aufirst=Joanne&rft.date=2007-03-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Improving+Teacher+Quality+with+Communities+of+Practice%3A+The+Center+for+Improving+Teacher+Quality+Approach.+New+Eyes%3A+Meeting+Challenges+through+Communities+of+Practice&rft.title=Improving+Teacher+Quality+with+Communities+of+Practice%3A+The+Center+for+Improving+Teacher+Quality+Approach.+New+Eyes%3A+Meeting+Challenges+through+Communities+of+Practice&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Rehabilitation Services Administration Annual Report, Fiscal Year 2004: Report on Federal Activities under the "Rehabilitation Act" AN - 62055638; ED497135 AB - The "Rehabilitation Act of 1973," as amended (the act), provides the legislative basis for programs and activities that assist individuals with disabilities in the pursuit of gainful employment, independence, self-sufficiency and full integration into community life. This report is intended to provide a description of accomplishments and progress made under the act during fiscal year 2004 (October 2003 through September 2004). To that end, the report identifies major activities that occurred during that fiscal year, and the status of those activities during that specific time period. The report provides a description of the activities of the Rehabilitation Services Administration (RSA), a component of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education. RSA is the principal agency for carrying out Titles I, III, VI, and VII, as well as specified portions of Title V of the act. RSA has responsibility for preparing and submitting this report to the president and Congress under Section 13 of the act. The act also authorizes research activities that are administered by the National Institute on Disability and Rehabilitation Research (NIDRR) and the work of the National Council on Disability (NCD), and includes a variety of provisions focused on rights, advocacy and protections for individuals with disabilities. A description of those activities also is provided in this report. Two appendices of statistical tables are included. Definition of "Individual with a Disability" as Listed in Section 7(20) of the "Rehabilitation Act" is also appended. (Contains 5 figures, 17 tables, and 37 notes.) Y1 - 2007/03// PY - 2007 DA - March 2007 SP - 136 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Rehabilitation Act 1973 KW - Rehabilitation Act Amendments 1998 KW - ERIC, Resources in Education (RIE) KW - Program Effectiveness KW - Research Projects KW - Independent Living KW - Employment Opportunities KW - Vocational Rehabilitation KW - Federal Legislation KW - Rehabilitation Programs KW - Federal Programs KW - Disabilities KW - Empowerment KW - Research KW - Employment Programs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62055638?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Employees in Postsecondary Institutions, Fall 2005 and Salaries of Full-Time Instructional Faculty, 2005-06. First Look. NCES 2007-150 AN - 62035371; ED495962 AB - This report presents information from the Winter 2005-06 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2005 by primary occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2005-06 by length of contract/teaching period, academic rank, gender, and average salaries. Appended are: (1) Survey Methodology; and (2) Glossary of IPEDS Terms. (Contains 12 tables and 8 footnotes.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Whitmore, Roy W. AU - Miller, Elise Y1 - 2007/03// PY - 2007 DA - March 2007 SP - 46 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Compensation (Remuneration) KW - Tenure KW - Employment Level KW - Gender Differences KW - Racial Differences KW - Teacher Salaries KW - College Faculty KW - Student Financial Aid KW - Paraprofessional School Personnel KW - Academic Rank (Professional) KW - Fringe Benefits UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62035371?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card [TM]: Mathematics 2003 and 2005: Performance in Puerto Rico. Highlights. NCES 2007--459 AN - 62035321; ED495982 AB - This report presents highlights of the results for fourth-and eighth-grade students in Puerto Rico for the 2003 and 2005 National Assessment of Educational Progress (NAEP) in mathematics. The NAEP mathematics assessment was administered to public school students in Puerto Rico for the first time in 2003. Although NAEP had previously administered some of the assessment in Spanish to students who required accommodations, this was the first time an entire NAEP administration was in a language other than English. The NAEP mathematics assessment was administered again to public school students in both fourth-and eighth-grades in Puerto Rico in 2005. Because modifications were made for the 2005 administration in Puerto Rico, NAEP mathematics scores should not be compared between the two years. Results are reported as average scores and as the percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at different percentiles (showing performance for lower-, middle-, and higher-performing students) and by subject subscales (showing performance in specific content areas). Performance of students in Puerto Rico is compared to all public school students in the nation and to public school students from low-income families in the nation. In all cases, students in Puerto Rico performed lower than the nation and low-income students. The report also includes sample assessment questions in mathematics, and technical notes provide information about sampling, school and student participation rates, use of accommodations, statistical significance quality of 2003 results, and changes in 2005 administration. (Contains 8 tables and 16 figures.) AU - Baxter, G.P. AU - Bleeker, M.M. AU - Waits, T.L. AU - Salvucci, S. Y1 - 2007/03// PY - 2007 DA - March 2007 SP - 20 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Puerto Rico KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Secondary Education KW - Performance Based Assessment KW - Measurement KW - Gender Differences KW - Mathematics Achievement KW - Annual Reports KW - National Competency Tests KW - Comparative Analysis KW - Public Schools KW - Disadvantaged Youth KW - Statistical Significance KW - Geometry KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62035321?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Assessment of Adult Literacy, 2003: Public-Use Data File User's Guide. NCES 2007-464 AN - 62034678; ED496285 AB - The U.S. Department of Education's National Center for Education Statistics has updated the household and prison public-use data files for the 2003 National Assessment of Adult Literacy and the 1992 National Adult Literacy Survey. The accompanying 2003 National Assessment of Adult Literacy Public-Use Data File User's Guide explains how the data was collected and how it can be analyzed and includes codebooks for the datasets as well as instructions for using AM Software to analyze the data. The data derive from one-on-one interviews with adults in homes and prisons across the United States. Household interviews were conducted in 2003 and prison interviews were conducted in 2004. The household sample was multi-stage and selected on the basis of Census-defined geographical areas, while the prison sample was institution-based. The following are appended: (1) 2003 Household Background Questionnaire; (2) 2003 Prison Background Questionnaire; (3) Derived Variables; (4) Instructions on Using AM Software to Analyze the 2003 NAAL Data; (5) Electronic Codebook for Windows User's Manual; (6) 2003 NAAL Household Survey Data File Contents in Position Order; (7) 2003 NAAL Prison Survey Data File Contents in Position Order; (8) 1992 NALS Household Survey Data File Contents in Position Order; (9) 1992 NALS Prison Survey Data File Contents in Position Order; (10) 2003 Household Data File Codebook; (11) 2003 Prison Data File Codebook; (12) 1992 Household Data File Codebook; and (13) 1992 Prison Data File Codebook. AU - Greenberg, Elizabeth AU - Jin, Ying AU - White, Sheida Y1 - 2007/03// PY - 2007 DA - March 2007 SP - 882 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Adult Literacy KW - ERIC, Resources in Education (RIE) KW - Adult Literacy KW - Coding KW - Data KW - Questionnaires KW - Institutionalized Persons KW - Data Collection KW - Sampling KW - National Surveys KW - Computer Software KW - Correctional Institutions KW - Family (Sociological Unit) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62034678?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Students Entering and Leaving Postsecondary Occupational Education: 1995-2001. Statistical Analysis Report. NCES 2007-041 AN - 62022483; ED495983 AB - This report uses data from the 1995-96 to 2001 Beginning Postsecondary Students Longitudinal Study to examine three questions concerning students pursuing postsecondary certificates or associate's degrees in career related fields (referred to here as occupational students): (1) who enters postsecondary occupational education? (2) to what extent do occupational students persist in postsecondary education and attain their credential goals? and (3) what are the labor market outcomes for occupational students who earn credentials? Occupational students were found to be more likely than academic subbaccalaureate students to be female, Black, older, have lower educational backgrounds, and self-identify as "enrolled employees" rather than "working students." Most of these differences were due to differences between occupational certificate students and the two groups of occupational and academic associate's degree-seeking students. No differences were found in the rates at which occupational and academic subbaccalaureate students persist in postsecondary education and attain a credential, although occupational students were more likely to "downgrade" to a postsecondary certificate. Finally, no differences were found in the rates at which occupational completers (those who earned a credential) and noncompleters were employed or in their average salary; however, among students who entered a job related to their field of study, average salary increased with the years of education completed. Appended are: (1) Technical Notes and Methodology; and (2) Standard Error Tables. (Contains 35 tables, 7 figures, 4 exhibits, and 35 footnotes.) AU - Hudson, Lisa AU - Kienzl, Gregory AU - Diehl, Juliet Y1 - 2007/03// PY - 2007 DA - March 2007 SP - 145 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 - Postsecondary Education KW - Comparative Analysis KW - Student Characteristics KW - Enrollment KW - College Students KW - Academic Persistence KW - Educational Attainment KW - Vocational Education KW - Longitudinal Studies KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62022483?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Timing and Duration of Student Participation in Special Education in the Primary Grades. Issue Brief. NCES 2007-043 AN - 62017319; ED495963 AB - This Issue Brief reports the timing of entry into special education and the number of grades in which students receive special education across the primary grades. About 12 percent of students receive special education in at least one of the grades: kindergarten, first, and third grade, including 16 percent of boys, 8 percent of girls, 18 percent of poor children, and 10 percent of nonpoor children. One in three students who receive special education in early grades, first receive special education in kindergarten. Half of those who begin special education in kindergarten are no longer receiving special education by third grade. In addition to students' gender and poverty status, results are presented separately for other student and school characteristics, including race/ethnicity and school control, urbanicity, region, and poverty concentration. Data for this brief come from the Early Childhood Longitudinal Studies, Kindergarten Class of 1998-99 (ECLS-K). (Contains 1 table and 4 endnotes.) AU - Holt, Emily W. AU - McGrath, Daniel J. AU - Herring, William L. Y1 - 2007/03// PY - 2007 DA - March 2007 SP - 4 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Grade 1 KW - Grade 3 KW - Kindergarten KW - Primary Education KW - Institutional Characteristics KW - Special Education KW - Gender Differences KW - Student Participation KW - Surveys KW - Racial Differences KW - Longitudinal Studies KW - Poverty UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62017319?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort. Report to Congress AN - 62015369; ED496015 AB - The National Center for Education Evaluation and Regional Assistance produced this major study of the effectiveness of education technology. Mandated by Congress, the report uses scientifically based research methods and control groups to focus on the impact of technology on student academic achievement. Thirty-three districts, 132 schools, and 439 teachers participated in the study. Sixteen products were selected for the study based on public submissions and ratings by a study team and expert review panels. This report is the first of two from the study. The second report will present effects for individual products. The current report presents effects for groups of products. The main findings of the study are: (1) Test scores were not significantly higher in classrooms using the reading and mathematics software products than those in control classrooms. In each of the four groups of products-reading in first grade and in fourth grade, mathematics in sixth grade, and high school algebra-the evaluation found no significant differences in student achievement between the classrooms that used the technology products and classrooms that did not; and (2) There was substantial variation between schools regarding the effects on student achievement. Although the study collected data on many school and classroom characteristics, only two characteristics were related to the variation in reading achievement. For first grade, effects were larger in schools that had smaller student-teacher ratios (a measure of class size). For fourth grade, effects were larger when treatment teachers reported higher levels of use of the study product. The following are appended: (1) Data Collection Approach and Response Rates; and (2) Estimating Effects and Assessing Robustness. (Contains 36 tables, 12 figures, and 1 exhibit.) [This report was published by the Institute of Education Sciences' National Center for Education Evaluation and Regional Assistance.] AU - Dynarski, Mark AU - Agodini, Roberto AU - Heaviside, Sheila: Novak AU - Carey, Nancy AU - Campuzano, Larissa AU - Means, Barbara AU - Murphy, Robert AU - Penuel, William AU - Javitz, Hal AU - Emery, Deborah AU - Sussex, Willow Y1 - 2007/03// PY - 2007 DA - March 2007 SP - 140 PB - National Center for Education Evaluation and Regional Assistance. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Stanford Achievement Tests KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Reading Tests KW - Program Effectiveness KW - Mathematics Instruction KW - Research Methodology KW - Academic Achievement KW - Scores KW - Computer Software KW - Research Design KW - Algebra KW - Federal Legislation KW - Control Groups KW - Grade 6 KW - Reading Instruction KW - Grade 4 KW - Grade 1 KW - Grouping (Instructional Purposes) KW - Educational Technology UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62015369?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - The Clery Act AN - 286198490 AB - Jeanne Clery was murdered at Lehigh (Pa.) University in 1986. It was later learned students hadn't been told about 38 violent crimes the three years prior. A federal law named for her requires colleges to provide: JF - The Grand Rapids Press AU - securityoncampus.org, The U.S. Department of Education Y1 - 2007/02/28/ PY - 2007 DA - 2007 Feb 28 EP - A2 CY - Grand Rapids, Mich. KW - General Interest Periodicals--United States KW - Clery, Jeanne UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/286198490?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%3Amidwestnews1&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Grand+Rapids+Press&rft.atitle=The+Clery+Act%3A+%5B1+And+2+Edition%5D&rft.au=securityoncampus.org%2C+The+U.S.+Department+of+Education&rft.aulast=securityoncampus.org&rft.aufirst=The+U.S.+Department+of&rft.date=2007-02-28&rft.volume=&rft.issue=&rft.spage=A.2&rft.isbn=&rft.btitle=&rft.title=The+Grand+Rapids+Press&rft.issn=&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Grand Rapids Press Feb 28, 2007 N1 - People - Clery, Jeanne N1 - Last updated - 2012-09-21 ER - TY - GEN T1 - Communities of Practice: A New Approach to Solving Complex Educational Problems AN - 964183282; ED526905 AB - Communities of Practice offer state agency personnel a promising approach for engaging stakeholder groups in collaboratively solving complex and, often, persistent problems in special education. Communities of Practice can help state agency personnel drive strategy, solve problems, promote the spread of best practices, develop members' professional skills and help organizations recruit and retain talent. Communities of Practice is not a formula or a recipe. Rather, it is a way for state agency personnel to "do" work. Work is done through community--in other words, one does not "do community" and then do work elsewhere. State agency personnel engage stakeholders in interacting, sharing knowledge and determining action steps in the course of solving complex problems. As such, state agency personnel accomplish state goals through communities. The purpose of this guide is to provide an overview of the Communities of Practice approach that the IDEA Partnership has developed in the field of special education. Chapters include information on: (1) the IDEA Partnership's Communities of Practice approach, including guiding principles and the phases of community building; (2) how state agency personnel are using Communities of Practice to improve outcomes for students with disabilities; and (3) how to create and implement Communities of Practice. AU - Cashman, J. AU - Linehan, P. AU - Rosser, M. Y1 - 2007/02// PY - 2007 DA - February 2007 SP - 54 PB - Idea Partnership. , 1800 Diagonal Road Suite 320, Alexandria, VA 22314. KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Stakeholders KW - Special Education KW - Improvement Programs KW - State Agencies KW - Group Dynamics KW - Communities of Practice KW - Educational Improvement KW - Accessibility (for Disabled) KW - Partnerships in Education KW - Program Guides KW - Program Implementation KW - Educational Change KW - Administrative Principles KW - Program Development KW - Change Strategies UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/964183282?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Communities+of+Practice%3A+A+New+Approach+to+Solving+Complex+Educational+Problems&rft.au=Cashman%2C+J.%3BLinehan%2C+P.%3BRosser%2C+M.&rft.aulast=Cashman&rft.aufirst=J.&rft.date=2007-02-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Nation's Report Card[TM]: America's High School Graduates. NCES 2007-467 AN - 62036048; ED495682 AB - This report presents information about the types of courses 2005 high school graduates took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school records and performance in mathematics and science on the National Assessment of Educational Progress (NAEP) is also included. Transcripts were collected from a nationally representative sample of 26,000 high school graduates. The 2005 results are compared to the results of earlier transcript studies, and differences among graduates by race/ethnicity, gender, and parent education are examined. Study findings include: 2005 graduates earned approximately three more credits (about 360 additional hours of instruction during their high school careers) than their 1990 counterparts. In 2005, the overall grade point average (GPA) was approximately a third of a letter grade higher than in 1990. Graduates with stronger academic records obtain higher NAEP scores. For example, graduates whose highest mathematics course was geometry or below had average NAEP mathematics scores below the Basic achievement level, while graduates who took calculus had average NAEP scores at the Proficient level. Female graduates' GPAs overall and in mathematics and science were higher than the GPAs of male graduates during each year the HSTS was conducted. Among those who took higher level mathematics and science courses, male graduates had higher NAEP scores than female graduates. Increased percentages of White, Black, Hispanic, and Asian/Pacific Islander graduates completed at least a midlevel curriculum in 2005 compared with 1990. The GPAs of all four racial/ethnic groups also increased during this time. In 2005, both Black and Hispanic graduates were less likely than White graduates to have completed calculus or advanced science courses and to have higher GPAs. (Contains 34 figures.) AU - Shettle, C. AU - Roey, S. AU - Mordica, J. AU - Perkins, R. AU - Nord, C. AU - Teodorovic, J. AU - Lyons, M. AU - Averett, C. AU - Kastberg, D. AU - Brown, J. Y1 - 2007/02// PY - 2007 DA - February 2007 SP - 40 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - High School Graduates KW - Credits KW - Parent Influence KW - Gender Differences KW - Mathematics Achievement KW - Scores KW - Race KW - Asian American Students KW - Educational Attainment KW - Racial Differences KW - Academic Records KW - White Students KW - Grades (Scholastic) KW - Calculus KW - Course Selection (Students) KW - Grade Point Average KW - African American Students KW - Hispanic American Students KW - Science Achievement KW - Student Evaluation KW - High School Students KW - Pacific Islanders UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62036048?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card[TM]: 12th-Grade Reading and Mathematics, 2005. NCES 2007-468 AN - 62033695; ED495680 AB - This report presents results of the 2005 National Assessment of Educational Progress (NAEP) in reading and mathematics at grade 12. Assessment results based on a nationally representative sample of twelfth-graders assessed in each subject are reported as average scores and as the percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at different percentiles (showing performance for lower-, middle-, and higher-performing students) and by subject subscales (showing performance in specific content areas). Results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and highest level of parental education) are included as well. Students' performance in the 2005 reading assessment is compared to students' performance in previous assessment years and shows a decline in the average score in 2005 in comparison to 1992, and no significant change in comparison to 2002. Results from the 2005 mathematics assessment could not be compared to those from previous years because of changes in the assessment content and administration. In 2005, 61 percent of twelfth-graders performed at or above the Basic level in mathematics and 73 percent performed at or above Basic in reading. The report also includes sample assessment questions in reading and mathematics, and a page of technical notes provides information about sampling, use of accommodations, school and student participation, and statistical significance. (Contains 4 tables and 15 figures.) AU - Grigg, W. AU - Donahue, P. AU - Dion, G. Y1 - 2007/02// PY - 2007 DA - February 2007 SP - 28 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - High Schools KW - Reading Achievement KW - Gender Differences KW - Student Characteristics KW - Mathematics Achievement KW - Scores KW - Statistical Significance KW - Racial Differences KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62033695?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Reuse Your AT [Assistive Technology] AN - 62047431; ED498503 AB - This pamphlet introduces assistive technology (AT) as an essential support to daily living for people with disabilities. It describes AT's benefits to those who cannot afford devices, the agencies and programs involved in AT reuse, and how we can improve AT reuse. The U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS) supports a number of activities to encourage and support AT reuse under the Assistive Technology Act. OSERS is now taking the lead on a national level to promote and encourage AT reuse through its sponsorship of a national conference on this issue, as well as through grants to state agencies, non-profit organizations and other entities to support AT reuse. [Cover title varies.] Y1 - 2007 PY - 2007 DA - 2007 SP - 2 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - State Departments of Education KW - Assistive Technology KW - Special Education KW - Disabilities KW - Grants KW - State Agencies KW - Educational Technology UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62047431?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Institute of Education Sciences: Building Evidence-based Education AN - 62036387; ED496628 AB - The Institute of Education Sciences (IES) brings rigor, relevance, and real world applicability to our nation's education system. This pamphlet outlines the mission of IES and the focuses of the centers within it: the National Center for Education Research (NCER), the National Center for Education Statistics (NCES), the National Center for Education Evaluation and Regional Assistance (NCEE), and the National Center for Speech Education Research (NCSER). Y1 - 2007 PY - 2007 DA - 2007 SP - 2 PB - Institute of Education Sciences. 555 New Jersey Ave NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Institutional Mission KW - Validity KW - Theory Practice Relationship KW - Publications KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62036387?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Center for Education Research: Projects and Programs, 2002-2006 AN - 62026556; ED496288 AB - This booklet is a compilation of all the research grants and contracts and the training grants that the National Center for Education Research has awarded since its first year. The projects listed represent a new generation of education research--research that is rigorous, relevant, and intended to improve the quality of education in the United States. Y1 - 2007 PY - 2007 DA - 2007 SP - 33 PB - National Center for Education Research. , P.O. Box 1398, Jessup, MD 20794. KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - High Schools KW - Higher Education KW - Postsecondary Education KW - Preschool Education KW - Science Education KW - Writing (Composition) KW - Graduate Study KW - Learning KW - Reading KW - Educational Finance KW - Grants KW - Research and Development Centers KW - Curriculum Evaluation KW - Teacher Effectiveness KW - Mathematics Education KW - Preschool Curriculum KW - Individual Development KW - Cognitive Ability KW - Educational Change KW - Educational Policy KW - Leadership KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62026556?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - An Historical Overview of Revenues and Expenditures for Public Elementary and Secondary Education, by State: Fiscal Years 1990-2002. Statistical Analysis Report. NCES 2007-317 AN - 62022494; ED495684 AB - This comprehensive publication contains data from the Common Core of Data, National Public Education Financial Survey, Fiscal Years 1990 through 2002 adjusted to 2002 dollars using the Consumer Price Index. Full dollar amounts and per pupil amounts are presented for each data item. Appendix C contains unadjusted data. This publication contains state-level data on revenues by source and expenditures by function, including expenditures per pupil. All data were reported to NCES by state education agencies. Appended are: (1) Glossary; (2) Inflation-Adjusted Supplementary Tables; and (3) Unadjusted Supplementary Tables. (Contains 200 tables, 24 figures, and 29 footnotes.) AU - St. John, Elise AU - Hill, Jason AU - Johnson, Frank Y1 - 2007/01// PY - 2007 DA - January 2007 SP - 641 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Public Education Financial Survey KW - Consumer Price Index KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Expenditures KW - School Construction KW - Expenditure per Student KW - Educational Finance KW - Public Education KW - Instruction KW - National Surveys KW - Pupil Personnel Services KW - Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62022494?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Documentation for the Academic Library Survey (ALS) Data File: Fiscal Year 2004 (Public Use). NCES 2007-343 AN - 62022395; ED495674 AB - This manual describes the methods, procedures, techniques, and activities that were used to produce the Academic Library Survey of 2004 (ALS:2004). This manual is designed to provide guidance and documentation for users of the ALS data. Included in the manual are the following: (1) an overview of the study and its predecessor studies; (2) an account of instrumentation; (3) a summary of the data collection methodology and results, including detailed response rates; (4) a description of data preparation and processing activities; and (5) an overview data file structure and contents. In addition, there are a number of appendices. The ALS: 2004 provides information pertinent to libraries at 3,889 degree-granting postsecondary educational institutions throughout the 50 states, and the District of Columbia. Appended are: (1) Glossary; (2) Record Layout; (3) Survey Instrument; (4) Crosswalks; (5) Edits and Imputations; (6) Response Rate Tables; (7) Comparison of Reported and Imputed Values; (8) Frequency and Continuous Variable Statistics; and (9) Academic Libraries Survey Tutorial. (Contains 3 tables and 10 footnotes.) AU - Schmitt, Carl M. AU - O'Shae, Patricia AU - Vaden, Kaleen Y1 - 2007/01// PY - 2007 DA - January 2007 SP - 218 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 - Response Rates (Questionnaires) KW - Data Processing KW - Surveys KW - Data Collection KW - Academic Libraries UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62022395?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Documentation for the 2003-04 Schools and Staffing Survey. NCES 2007-337 AN - 62020157; ED495685 AB - This report serves as the survey documentation for the design and implementation of the 2003-04 Schools and Staffing Survey. Topics covered include the sample design, survey methodology, data collection procedures, data processing, response rates, imputation procedures, weighting and variance estimation, review of the quality of data, the types of SASS data files, and user notes and cautions. Appendixes include: (1) Key Terms for SASS [Schools and Staffing Survey]; (2) Questionnaire Availability; (3) Report on 2001-02 SASS Pretest and Recommendations for 2003-04 SASS; (4) Report of Findings from a Test on the SASS Teacher Listing Instrument; (5) Report on SASS Cognitive Interviews of Teachers in Two Panels; (6) Report on a Follow-Up Cognitive Testing to the 2003-04 SASS Teacher Questionnaire; (7) Report on SASS Focus Groups; (8) Results of the Cognitive Pretest on SASS Public School Questions; (9) Report on a Follow-Up Cognitive Testing to Select 2003-04 SASS Principal Items; (10) Results of the Cognitive Pretest on SASS School Library Media Center Questions; (11) Details of SASS Frame Creation and Sample Selection Procedures; (12) Report on Results of Special Contact Districts; (13) School District Experiment Findings; (14) Results From the Quality Control Reinterview of the 2003-04 Schools and Staffing; (15) Quality Assurance for Keying and Mailout Operations Survey; (16) Changes Made to Variables during the Computer Edit, by Data File; (17) Imputation Changes to Variables, by Data File; (18) Weighting Adjustment Cells; (19) Response Variance in the 2003-04 Schools and Staffing Survey; (20) Frame and Created Variables; (21) Crosswalk among Items in the 1987-88, 1990-91, 1993-94, 1999-2000, and 2003-04 SASS; and (22) Main Teaching Assignment Variable. AU - Tourkin, Steven C. AU - Warner, Toni AU - Parmer, Randall AU - Cole, Cornette AU - Jackson, Betty AU - Zukerberg, Andrew AU - Cox, Shawna AU - Soderberg, Andrew Y1 - 2007/01// PY - 2007 DA - January 2007 SP - 1107 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Questionnaires KW - Principals KW - Research Methodology KW - Response Rates (Questionnaires) KW - School Districts KW - Surveys KW - Research Design KW - Charter Schools KW - School Libraries KW - Public Schools KW - Data Processing KW - American Indian Education KW - Teachers KW - Data Collection KW - Sampling KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62020157?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Technology and No Child Left Behind AN - 62017229; ED496078 AB - Online learning is becoming an important facet of K12 education in meeting the requirements for highly qualified teachers in every classroom, in providing professional development for teachers and school choice and in tutoring options to students and parents. This fact sheet provides statistical data and U.S. Department of Education (USED) Office of Educational Technology initiatives in the areas of academic competitiveness, online learning as a valuable instructional tool in higher education, percentage of public schools with Internet access, distant learning enrollment, USED grants towards delivering online supplemental education services to rural and remote students, and USED support of online professional development for teachers. Y1 - 2007 PY - 2007 DA - 2007 SP - 3 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - No Child Left Behind KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Higher Education KW - Grants KW - Rural Education KW - Tutoring KW - Teacher Competencies KW - Distance Education KW - Online Courses KW - Public Schools KW - Federal Legislation KW - Enrollment Trends KW - School Choice KW - Access to Computers KW - Faculty Development KW - Teacher Qualifications KW - Educational Technology KW - Internet KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62017229?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Board for Education Sciences 2007 Annual Report, August 2006 to July 2007. NBES 2008-6005 AN - 61948990; ED500476 AB - The annual report reviews research priorities, major Institute of Education Sciences (IES) updates, and recent resolutions. National Board for Education Sciences (NBES) members conclude that the Institute has made important initial progress in transforming education into an evidence-based field in which decision-makers routinely seek out the best available research and data before adopting programs or practices that will affect significant numbers of students. Appropriate support from Congress and the American public for evidence-based education can help ensure improvements in academic achievement for all students. Y1 - 2007 PY - 2007 DA - 2007 SP - 10 PB - Institute of Education Sciences. 555 New Jersey Ave NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Research Needs KW - Federal Aid KW - Research Methodology KW - Federal Programs KW - Research Utilization KW - Federal Government KW - Needs Assessment KW - Educational Research KW - Scientific Methodology UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61948990?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Comparing TIMSS with NAEP and PISA in Mathematics and Science AN - 61898984; ED503624 AB - The purpose of this document is to provide background information that will be useful in interpreting the 2007 results from the Trends in International Mathematics and Science Study (TIMSS) by comparing its design, features, framework, and items with those of the U.S. National Assessment of Educational Progress and another international assessment in which the United States participates, the Program for International Student Assessment (PISA). (Contains 8 tables and 15 notes.) Y1 - 2007 PY - 2007 DA - 2007 SP - 17 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Grade 10 KW - Grade 4 KW - Grade 8 KW - Comparative Analysis KW - Foreign Countries KW - Mathematics Tests KW - Test Format KW - Test Items KW - Science Tests KW - Test Content KW - Test Construction KW - National Competency Tests KW - Achievement Tests KW - Test Interpretation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61898984?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Science Assessment and Item Specifications for the 2009 National Assessment of Educational Progress AN - 61819156; ED507254 AB - The "Science Assessment and Item Specifications for the 2009 NAEP (National Assessment of Educational Progress)" (the "Specifications") translates the "Science Framework for the 2009 NAEP" (the "Framework") into guidelines for developing items and for developing the assessment as a whole. The primary purpose of the "Specifications" is to provide the National Center for Education Statistics (NCES) and the NAEP assessment development contractor with information to ensure that the NAEP Science Assessment reflects the intent of the National Assessment Governing Board's (NAGB) science framework development process. The "Specifications" are structured so that the assessment developer and item writers have a single document to which to refer when they are working on the assessment. Therefore, portions of the "Framework" that specify characteristics of the assessment or items are repeated in the "Specifications". Portions of the "Specifications" are drawn from and informed by the 1996-2005 "Science Assessment and Exercise Specifications for the National Assessment of Educational Progress" and the "2005 NAEP Mathematics Assessment and Item Specifications". The extensive "Appendices" include lists of members of the Steering Committee and Planning Committee, the Steering Committee's guidelines for development of the "Framework" and "Specifications," NAEP Science preliminary achievement level descriptions, sample items and scoring guides, additional special studies, examples of generating and interpreting items, detail on learning progressions, and the NAEP Item Development and Review Policy Statement. (Contains 4 figures, 33 tables, 49 footnotes, and a bibliography.) [This document has been developed by WestEd and the Council of Chief State School Officers under contract to the National Assessment Governing Board (Contract # ED04CO0148).] Y1 - 2007 PY - 2007 DA - 2007 SP - 369 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - ERIC, Resources in Education (RIE) KW - Achievement Rating KW - Standard Setting KW - Item Response Theory KW - Program Administration KW - Guidelines KW - Scoring KW - Item Analysis KW - Governing Boards KW - National Competency Tests KW - Achievement Gains KW - Position Papers KW - Educational Principles KW - Student Evaluation KW - Science Tests KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61819156?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - School Survey on Crime and Safety: 2003-04. Public-Use Data File Codebook. NCES 2007-333 AN - 62042244; ED495694 AB - The 2003-04 School Survey on Crime and Safety (SSOCS:2004) public-use data file codebook contains a list of variables and information about the variables on the SSOCS:2004 public-use data file. Users are provided with weighted and unweighted frequencies for the categorical variables on the file and descriptive statistics for the continuous variables on the file (i.e., sample size, minimum value, maximum value, mean, standard deviation, and median). Variables are listed in the order in which they appear on the data file. AU - Izrael, David AU - deFriesse, Frederick A. Y1 - 2006/12// PY - 2006 DA - December 2006 SP - 138 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 - Crime KW - Statistical Data KW - School Safety KW - School Surveys KW - Secondary Schools KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62042244?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Alaska Consolidated State Application Accountability Workbook. Amended, with Approval, Critical Elements AN - 62025264; ED495492 AB - This workbook, submitted by the State of Alaska to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. (Contains 11 footnotes.) Y1 - 2006/12// PY - 2006 DA - December 2006 SP - 64 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Alaska KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62025264?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Problem Solving in the PISA and TIMSS 2003 Assessments. Technical Report. NCES 2007-049 AN - 62025140; ED495683 AB - In 2003, the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) included a special focus on problem-solving. This report reviews the problem-solving aspects of each study in order to compare and contrast the nature of problem solving in each assessment. The report's authors develop and use a definition for problem solving to identify items in the two assessments that address students' problem-solving capabilities. Items that were identified as problem-solving items in the TIMSS and PISA mathematics, science, and Cross-Disciplinary problem-solving assessments were analyzed in terms of six types of item characteristics: (1) content coverage; (2) cognitive processes; (3) problem-solving attributes; (4) item formats; (5) computational aspects; and (6) translation of representations. Appended are: (1) Examples of Problem-Solving and Exercise Items; (2) Item Format Examples; (3) Examples of Problem-Solving Attributes in Items; (4) Examples of Items Requiring Translations of Representations (TIMSS); (5) Scientific Inquiry Item Examples; and (6) Technical Notes. (Contains 18 tables, 2 exhibits, and 5 footnotes.) AU - Dossey, John A. AU - McCrone, Sharon S. AU - O'Sullivan, Christine Y1 - 2006/12// PY - 2006 DA - December 2006 SP - 89 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Research Methodology KW - Mathematics Achievement KW - Test Items KW - Inquiry KW - Problem Solving KW - Cross Cultural Studies KW - Comparative Analysis KW - Cognitive Ability KW - Cognitive Processes KW - Science Achievement KW - Student Evaluation KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62025140?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Montana Consolidated State Application Accountability Workbook. Further Amended and Resubmitted AN - 62029156; ED495426 AB - This workbook, submitted by the State of Montana to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended are: (1) Required Data Elements for State Report Card; (2) State of Montana, Office of Public Instruction Invitation for Bid; and (3) Student Participation Validation Form. (Contains 10 footnotes.) Y1 - 2006/11/20/ PY - 2006 DA - 2006 Nov 20 SP - 72 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Montana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62029156?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - CPAPER T1 - Comparison of Recommendations from different WHCOA Events: Implications for Shaping a Future Research Agenda and Strengthening Cross-Network Ties in Aging and Disability" T2 - 134th Annual Meeting and Exposition of the American Public Health Association AN - 39339417; 4461205 JF - 134th Annual Meeting and Exposition of the American Public Health Association AU - Campbell, Margaret L Y1 - 2006/11/04/ PY - 2006 DA - 2006 Nov 04 KW - Aging KW - U 2000:Biological Sciences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/39339417?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=134th+Annual+Meeting+and+Exposition+of+the+American+Public+Health+Association&rft.atitle=Comparison+of+Recommendations+from+different+WHCOA+Events%3A+Implications+for+Shaping+a+Future+Research+Agenda+and+Strengthening+Cross-Network+Ties+in+Aging+and+Disability%22&rft.au=Campbell%2C+Margaret+L&rft.aulast=Campbell&rft.aufirst=Margaret&rft.date=2006-11-04&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=134th+Annual+Meeting+and+Exposition+of+the+American+Public+Health+Association&rft.issn=&rft_id=info:doi/ L2 - http://apha.confex.com/apha/134am/techprogram/ LA - English DB - ProQuest Environmental Science Collection N1 - Date revised - 2007-09-05 N1 - Last updated - 2010-05-03 ER - TY - GEN T1 - The Nation's Report Card[TM]: Trial Urban District Assessment--Science, 2005. NCES 2007-453 AN - 62109303; ED494022 AB - This report presents results for the first trial school-district-level science assessment in NAEP at grades 4 and 8. Ten urban public-school districts voluntarily participated: Atlanta City, Austin Independent School District, Boston School District, Charlotte-Mecklenburg Schools, City of Chicago School District 299, Cleveland City School District, Houston Independent School District, Los Angeles Unified, New York City Public Schools, and San Diego Unified. 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. Comparisons are made to public school results in large central cities and the nation. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, and gender. At grade 4, in 7 of the 10 districts, students performed as well as or better than students in large central cities. Two districts had higher average science scores than the average in large central cities. At grade 8, in 6 of the 10 districts, students performed as well as or better than students in large central cities. Students in three districts had higher average scores and higher percentages performing at or above Basic compared to large central cities. AU - Lutkus, D. A. AU - Lauko, M. AU - Brockway, D. Y1 - 2006/11// PY - 2006 DA - November 2006 SP - 51 PB - ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. KW - New York KW - Georgia KW - Texas KW - Massachusetts KW - Illinois KW - Ohio KW - California KW - North Carolina KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Low Income Groups KW - Measures (Individuals) KW - Socioeconomic Influences KW - Gender Differences KW - Ethnicity KW - Student Characteristics KW - Scores KW - School Districts KW - Urban Schools KW - Racial Differences KW - National Competency Tests KW - National Standards KW - Comparative Analysis KW - Public Schools 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/62109303?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Federal Student Aid Programs. Final Rule. Federal Register, Part III, Department of Education, 34 CFR Parts 668, 673, 682 and 685 AN - 62042044; ED496141 AB - The Secretary is amending the Federal Student Aid Program regulations to implement the changes to the Higher Education Act of 1965, as amended (HEA), resulting from the Higher Education Reconciliation Act of 2005 (HERA), Public Law 109-171, and other recently enacted legislation. These final regulations reflect the provisions of the HERA that affect students, borrowers, postsecondary educational institutions, lenders, and other program participants in the Federal student aid programs authorized under Title IV of the HEA. Final regulations for the two new Title IV grant programs created by the HERA, the Academic Competitiveness Grant Program and the National Science and Mathematics Access to Retain Talent (SMART) Grant Program, are being published in a separate notice in the Federal Register. These final regulations are effective December 1, 2006. Y1 - 2006/11/01/ PY - 2006 DA - 2006 Nov 01 SP - 64378 EP - 64400 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 71 IS - 211 KW - Higher Education Act 1965 KW - Higher Education Act Title IV KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Student Financial Aid KW - Federal Aid KW - Educational Policy KW - Grants KW - Federal Regulation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62042044?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Student Assistance General Provisions; Federal Pell Grant Program; Academic Competitiveness Grant Program; and National Science and Mathematics Access to Retain Talent Grant Program. Final Rule. Federal Register, Part IV, Department of Education, 34 CFR Parts 668, 690, and 691 AN - 62025056; ED496137 AB - The Secretary is adopting as final, with changes, interim final regulations in: 34 CFR part 691 for the Academic Competitiveness Grant (ACG) and National Science and Mathematics Access to Retain Talent Grant (National SMART Grant) programs; 34 CFR part 668 (Student Assistance General Provisions); and 34 CFR part 690 (Federal Pell Grant Program). These final regulations are needed to implement provisions of the Higher Education Act of 1965 (HEA), as amended by the Higher Education Reconciliation Act of 2005 (HERA), Pub. L. 109-171, enacted on February 8, 2006, 20 U.S.C. 1070a-1. These final regulations for the ACG and National SMART Grant programs specify the eligibility requirements for a student to apply for and receive an award under these programs for the 2007-2008 award year. For regulations that will take effect for the 2008-2009 award year and subsequent award years, the Secretary intends to conduct negotiated rulemaking, as required under section 492 of the HEA. These final regulations are effective July 1, 2007. Y1 - 2006/11/01/ PY - 2006 DA - 2006 Nov 01 SP - 64402 EP - 64419 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 71 IS - 211 KW - Higher Education Act 1965 KW - Pell Grant Program KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Student Financial Aid KW - Federal Aid KW - Educational Policy KW - Grants KW - Federal Regulation KW - Academic Persistence KW - Merit Scholarships KW - College Mathematics KW - College Science UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62025056?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State of North Carolina State Board of Education Consolidated State Application Accountability Workbook. [Revised] AN - 62042401; ED495427 AB - This workbook, submitted by the State of North Carolina to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended are: (1) Required Data Elements for State Report Card; and (2) Chronology of Amendments to the Accountability Workbook. (Contains 11 footnotes.) Y1 - 2006/10/12/ PY - 2006 DA - 2006 Oct 12 SP - 47 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - North Carolina KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62042401?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Economic Outcomes of High School Completers and Noncompleters 8 Years Later. Issue Brief. NCES 2007-019 AN - 62106036; ED493677 AB - This Issue Brief uses data from the National Education Longitudinal Study of 1988 (NELS:88) to compare the economic outcomes of high school completers at three different points in time with the outcomes of individuals who did not complete high school. Differences by sex and the type of credential earned are also examined. The findings suggest that individuals who completed high school within 6 years generally had more favorable economic outcomes than their counterparts who completed high school later or not at all. However, differences in economic outcomes were most prominent between males and females even after controlling for the timing and type of high school credential earned. (Contains 1 table, 1 figure, and 6 endnotes.) AU - Kienzl, Gregory AU - Kena, Grace Y1 - 2006/10// PY - 2006 DA - October 2006 SP - 4 PB - ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - High School Equivalency Programs KW - High Schools KW - High School Graduates KW - Gender Differences KW - Economic Status KW - Outcomes of Education KW - Educational Status Comparison KW - Dropouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62106036?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Economic Impact of the Nation's Historically Black Colleges and Universities. Technical Report. NCES 2007-178 AN - 62104377; ED493737 AB - There is widespread recognition within the academic community of the need to inform various constituencies of the economic value that colleges and universities convey to their host communities. This report examines data from the National Center for Education Statistics and U.S. Bureau of Labor Statistics to determine the short-term economic impact of Historically Black Colleges and Universities (HBCUs) on their regional economies. The economic impact analysis results help to document the economic roles that HBCUs play in their communities. The economic impact estimates are based on regional input-output models of each HBCU's regional economy. The IMPLAN (Impact Analysis for Planning) Professional Version 2.0 modeling system, developed by the Minnesota IMPLAN Group, Inc. (2003), was applied to the Integrated Postsecondary Education Data System (IPEDS) and Consumer Expenditure Survey data to calculate the economic impact of HBCUs within their region. IMPLAN was used to calculate four indicators of impact--total output, total value added, total labor income, and total employment--for each category of initial spending. In addition to providing impact results for calendar year 2001, the report includes templates that can easily be used to provide impact results for subsequent years as data are made available. Some of the major findings from the analysis include: (1) The combined initial spending of all 101 HBCUs in their host communities totaled $6.6 billion--Public HBCUs accounted for 62 percent of this total amount while not-for-profit HBCUs accounted for the remaining 38 percent; (2) The 101 HBCUs collectively generated a value-added (or gross regional product) impact of $6 billion in 2001; and (3) Public 4-year HBCUs generated 105,482 jobs while public 2-year institutions generated 9,353 jobs--Among private, not-for-profit HBCUs, 4-year institutions generated 64,785 jobs while 2-year institutions generated 522 jobs. Appended are: (1) Tables; (2) A Template for Public HBCUs; (3) A Template for Not-for-Profit HBCUs; (4) Template Multipliers; and (5) Regional Economies Affected by HBCUs. (Contains 8 tables and 2 figures.) AU - Humphreys, Jeffrey Y1 - 2006/10// PY - 2006 DA - October 2006 SP - 122 PB - ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Expenditures KW - Salaries KW - Black Colleges KW - Educational Finance KW - Wages KW - Employment KW - Economic Impact UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62104377?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Virginia's Revised State Plan for Attaining the Goal of 100 Percent Highly Qualified Teachers AN - 62022255; ED495478 AB - This report, prepared by the Virginia Department of Education and presented to the U.S. Department of Education, proposes that Virginia will continue the implementation of successful initiatives and strategies to build capacity to prepare, recruit, and retain high quality teachers at both the local and state levels. Additionally, several new policies and strategies are proposed to augment current activities. Complete descriptions of initiatives, programs, and projects that are featured in this plan are included in this report. The report contains the complete Revised State Plan with the revisions to the Plan as requested by the U.S. Department of Education's Office of Elementary and Secondary Education in a letter dated August 15, 2006. Virginia has implemented many programs targeted to high-poverty, low-performing schools to provide highly qualified teachers for all students. This report outlines key components of many of these initiatives, along with current progress and available impact data. It is divided into the following six sections: (1) Analysis of Data; (2) Status of Highly Qualified Teachers (HQT) and Local Education Agency (LEA) Plans; (3) Technical Assistance Provided by the State Education Agency (SEA); (4) How Virginia Will Work with School Divisions Not Meeting the 100 Percent Highly Qualified Teacher Goal; (5) HOUSSE; and (6) State Equity Plan. Attachments include: (1) Virginia's State Equity Plan Program Details; (2) 2005-2006 Instructional Personnel (IPAL) Verification Report; (3) Highly Qualified Teacher Percentages by Division; (4) Hard-to-Staff Schools; (5) Program Participation for Hard-to-Staff Divisions; and (6) Stepping Up to the Plate. Y1 - 2006/09/29/ PY - 2006 DA - 2006 Sep 29 SP - 232 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Low Income Groups KW - Access to Education KW - Politics of Education KW - School Districts KW - Equal Education KW - Teacher Effectiveness KW - State Departments of Education KW - Instructional Improvement KW - Teacher Employment KW - Poverty KW - Economically Disadvantaged KW - Statewide Planning KW - Academic Accommodations (Disabilities) KW - Teacher Persistence KW - Teacher Recruitment KW - Low Achievement KW - Data Analysis KW - Technical Assistance KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62022255?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Too Good for Drugs[TM]. What Works Clearinghouse Intervention Report AN - 62105087; ED493434 AB - "Too Good for Drugs"[TM] is designed to promote life skills, character values, resistance skills to negative peer influence, and resistance to the use of illegal drugs, alcohol, and tobacco. The program, which targets elementary and middle school students, is based on classroom discussions and structured activities that center on interactive learning and skill-building exercises. Students engage in role-play and cooperative learning games and are encouraged to apply the skills to different contexts. "Too Good for Drugs"[TM] also includes the optional elements of parental and community involvement. Two related programs are addressed in the intervention reports on "Too Good for Drugs and Violence" (high school) (ED493435) and "Too Good for Violence" (K-8) (ED493440). Two studies of "Too Good for Drugs"[TM] met the What Works Clearinghouse (WWC) evidence standards. These studies, which included nearly 2,500 students in grades 3, 4, and 6, attending 12 elementary and middle schools in Florida, examined results on students' behavior and knowledge, attitudes, and values. "Too Good for Drugs"[TM] was found to have potentially positive effects on students' behavior and no discernible effects on students' knowledge, attitudes, and values. Appended are: (1) Study Characteristics: Bacon, 2000 (randomized controlled trial); and (2) Study characteristics: Bacon, 2003 (randomized controlled trial). (Contains 4 footnotes.) [The following studies were reviewed in this intervention report: (1) Bacon, T. P. (2000). The effects of the Too Good for Drugs prevention program on students' substance use intentions and risk and protective factors. "Florida Educational Research Council, Inc., Research Bulletin," 31(3 & 4), 1-25; and (2) Bacon, T. P. (2003). Technical report: Evaluation of the Too Good for Drugs Elementary School Prevention Program. A report produced for Florida Department of Education Department of Safe and Drug-Free Schools. Tallahassee, FL. Available from: The Mendez Foundation, 601 S. Magnolia Avenue, Tampa, FL 33606.] Y1 - 2006/09/14/ PY - 2006 DA - 2006 Sep 14 SP - 16 PB - What Works Clearinghouse, 2277 Research Boulevard, MS 6M, Rockville, MD 20850. KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Middle Schools KW - Values KW - Program Descriptions KW - Drinking KW - Program Effectiveness KW - Class Activities KW - Cooperative Learning KW - Discussion (Teaching Technique) KW - Role Playing KW - Narcotics KW - Community Involvement KW - Prevention KW - Student Attitudes KW - Peer Influence KW - Parent Participation KW - Student Behavior KW - Drug Use KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62105087?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - Behind the curve AN - 286034629 AB - According to national statistics, here are the percentages of college freshmen enrolled in remedial courses: JF - The Grand Rapids Press AU - 2000 study by the U.S. Department of Education Y1 - 2006/09/03/ PY - 2006 DA - 2006 Sep 03 EP - A15 CY - Grand Rapids, Mich. KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/286034629?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%3Amidwestnews1&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Grand+Rapids+Press&rft.atitle=Behind+the+curve%3A+%5BAll+Editions%5D&rft.au=2000+study+by+the+U.S.+Department+of+Education&rft.aulast=2000+study+by+the+U.S.+Department+of+Education&rft.aufirst=&rft.date=2006-09-03&rft.volume=&rft.issue=&rft.spage=A.15&rft.isbn=&rft.btitle=&rft.title=The+Grand+Rapids+Press&rft.issn=&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Grand Rapids Press Sep 3, 2006 N1 - Last updated - 2012-09-21 ER - TY - RPRT T1 - Certification and Private School Teachers Moving to Public Schools. Issue Brief. NCES 2006-081 AN - 62105336; ED493282 AB - This Issue Brief uses data from the Teacher Follow-Up Survey (TFS) to report teachers' transitions between public and private schools for teachers with and without certifications in the subjects they teach. In this exploratory study of the association between state certification and private school teachers' movement to other private schools and public schools between 1987-88 and 2000-01, private school teachers who either obtained a state certification in their main assignment between one year and the next or who switched main assignments into one in which they were state-certified were more likely to change schools than were those without a regular state certification in the subject area of their main assignment. In three out of four time periods, higher percentages of movers who held state certification in year two of the time period only switched to public schools than did those without regular state certifications in their main assignment in either year of the time period. In all four time periods for which data were collected, higher percentages of movers with regular state certifications in both years of the time period moved to public schools than did their peers without the certification. However, regardless of certification status, 11 percent or fewer of private school teachers changed schools during any 2-year period. (Contains 1 table and 2 endnotes.) AU - Holt, Emily W. AU - McLaughlin, Mary AU - McGrath, Daniel J. Y1 - 2006/09// PY - 2006 DA - September 2006 SP - 3 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Faculty Mobility KW - Public Schools KW - Teacher Certification KW - Public School Teachers KW - Teacher Qualifications KW - Private Schools KW - Teacher Salaries UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62105336?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2015. Thirty-Fourth Edition. NCES 2006-084 AN - 62105313; ED493426 AB - "Projections of Education Statistics to 2015" is the 34th report in a series begun in 1964. This report provides revisions of projections shown in "Projections of Education Statistics to 2014." It includes statistics on elementary and secondary schools and degree-granting institutions. Included are projections of enrollment, graduates, teachers, and expenditures to the year 2015. 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 2015 at the state level. This is the first edition of the "Projections of Education Statistics" to include projections of enrollment at degree-granting institutions by race/ethnicity. The summary of projections provides highlights of the national and state data, while the reference tables and figures present more detail. The following are appended: (1) Projection Methodology; (2) Supplementary Tables; (3) Data Sources; and (4) Glossary. (Contains 68 tables and 45 figures.) [For the thirty-third (2005) edition of this publication, see ED485958.] AU - Hussar, William J. AU - Bailey, Tabitha M. Y1 - 2006/09// PY - 2006 DA - September 2006 SP - 164 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Elementary Secondary Education KW - Postsecondary Education KW - Institutional Characteristics KW - High School Graduates KW - Statistics KW - Student Characteristics KW - Educational Finance KW - Educational Trends KW - Teacher Salaries KW - Enrollment Projections KW - Costs KW - Academic Degrees KW - Public Schools KW - Enrollment Trends KW - Class Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62105313?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - School and Parent Interaction by Household Language and Poverty Status: 2002-03. Issue Brief. NCES 2006-086 AN - 62105050; ED493608 AB - This Issue Brief describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents of U.S. school-age students from primarily English-and primarily Spanish-speaking households during the 2002-03 school year. Data are drawn from the Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (NHES), which included English and Spanish language surveys of parents' perceptions of school communication practices and opportunities for parent involvement. English-speaking households are defined as those with at least one parent who speaks English as a primary or first language. Spanish-speaking households are those in which neither parent primarily speaks English in the home or at least one parent primarily speaks Spanish in the home or as a first language. Spanish-speaking children were more likely than children from English-speaking households to live in low-income families (Klein et al. 2004). Therefore, findings are also reported by three levels of household poverty. For this report, the term "poor" will be used to identify those families below the poverty threshold; "near-poor" will identify those at 100-199 percent of the poverty threshold; and "non poor" will identify those at 200 percent or more of the poverty threshold. (Contains 2 tables and 5 endnotes.) AU - Enyeart, Christine AU - Diehl, Juliet AU - Hampden-Thompson, Gillian AU - Scotchmer, Marion Y1 - 2006/09// PY - 2006 DA - September 2006 SP - 4 PB - ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. KW - National Household Education Survey KW - ERIC, Resources in Education (RIE) KW - Family Involvement KW - Minority Group Children KW - Poverty KW - Parent School Relationship KW - Parent Participation KW - Spanish Speaking KW - Family Income KW - Language Minorities KW - Native Speakers KW - English (Second Language) KW - English UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62105050?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - An Interim Report on the Educational Opportunity Centers Program: 2002-03 and 2003-04, with Select Data from 2000-02 AN - 62016052; ED499057 AB - Created in 1972, the Educational Opportunity Centers (EOC) Program, one of eight TRIO Programs, funds EOC projects at two- and four-year colleges and universities and public or private agencies or organizations to assist adults from disadvantaged backgrounds to enter or continue a postsecondary education program. Participants in EOC projects generally must be 19 years old or older. In each funded project, at least two-thirds of the participants must be both low-income and potentially first-generation college students. An important objective of the EOC Program is to counsel participants on applying for admission to postsecondary institutions and for financial aid. Examples of other services offered by EOC grantees include academic advising, college orientation activities, tutoring, and career workshops. This report provides essential data on the first two years (2002-04) of the 2002-06 cycle, compares select data from the preceding and current funding cycles, and makes available information on program outcome measures through 2004. This report is organized into two sections. Section I describes select characteristics of the program's projects and participants for reporting years 2002-03 and 2003-04. Data from earlier years are also presented for characteristics that either are of key interest to the EOC Program or have shown changes over time. Section II presents four years of program outcomes, starting with reporting year 2000-01, to demonstrate program achievement across two funding cycles. In each section, major findings are presented as highlights, followed by tables and figures. (Contains 3 footnotes, 14 tables, and 10 figures. Supporting tables are appended.) AU - Hale, Margaret Marcus AU - Chan, Tsze Y1 - 2006/09// PY - 2006 DA - September 2006 SP - 38 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Higher Education Act 1965 KW - Higher Education Act Amendments 1972 KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Higher Education KW - Postsecondary Education KW - Program Descriptions KW - Program Effectiveness KW - Low Income Groups KW - Educational Counseling KW - Access to Education KW - Educational Indicators KW - Grants KW - Adults KW - Student Financial Aid KW - First Generation College Students KW - Post High School Guidance KW - Educational Opportunities KW - Federal Programs KW - Disadvantaged KW - Enrollment KW - Participant Characteristics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62016052?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State of New Jersey Consolidated State Application Accountability Workbook. Revised AN - 62025398; ED495429 AB - This workbook, submitted by the State of New Jersey to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended is: Required Data Elements for State Report Card. (Contains 10 footnotes.) Y1 - 2006/08/18/ PY - 2006 DA - 2006 Aug 18 SP - 53 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - New Jersey KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62025398?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Assistance to States for the Education of Children with Disabilities and Preschool Grants for Children with Disabilities: Final Rule. Federal Register, Part II: Department of Education, 34 CFR Parts 300 and 301 AN - 62107988; ED493349 AB - The Secretary issues final regulations governing the Assistance to States for Education of Children with Disabilities Program and the Preschool Grants for Children with Disabilities Program. These regulations are needed to implement changes made to the Individuals with Disabilities Education Act, as amended by the Individuals with Disabilities Education Improvement Act of 2004 (Act or IDEA). These regulations implement changes in the regulations governing the Assistance to States for Education of Children with Disabilities Program and the Preschool Grants for Children with Disabilities. Y1 - 2006/08/14/ PY - 2006 DA - 2006 Aug 14 SP - 46540 EP - 46845 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 71 IS - 156 KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Special Education Teachers KW - Special Education KW - Federal Aid KW - Access to Education KW - School Districts KW - Student Placement KW - Assistive Technology KW - Public Schools KW - Preschool Education KW - Disabilities KW - Federal Regulation KW - Individualized Education Programs KW - Parents KW - Teacher Qualifications KW - Learning Disabilities KW - Grants KW - Civil Rights KW - Children KW - Eligibility KW - Charter Schools KW - Early Intervention KW - Student Evaluation KW - Private Schools KW - Related Services (Special Education) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62107988?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Federal Student Aid Programs. Final Rule. Federal Register, Part III, Department of Education, 34 CFR Parts 600, 668, 673, 674, 675, 676, 682 and 685 AN - 62027347; ED496138 AB - The Secretary is amending the Federal Student Aid Program regulations to implement the changes to the Higher Education Act of 1965, as amended (HEA), resulting from the Higher Education Reconciliation Act of 2005 (HERA), Public Law Number 109-171, and other recently enacted legislation. These interim final regulations reflect the provisions of the HERA that affect students, borrowers and program participants in the Federal student aid programs authorized under Title IV of the HEA. Interim final regulations for the two new Title IV grant programs created by the HERA, the Academic Competitiveness Grant Program and the National Science and Mathematics Access to Retain Talent (SMART) Grant Program, are being published in a separate notice in the Federal Register. These interim final regulations are effective September 8, 2006. Y1 - 2006/08/09/ PY - 2006 DA - 2006 Aug 09 SP - 45666 EP - 45717 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 71 IS - 153 KW - Higher Education Act of 1965 KW - ERIC, Resources in Education (RIE) KW - Student Financial Aid KW - Federal Legislation KW - Federal Aid KW - Federal Programs KW - Grants KW - Higher Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62027347?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - South Dakota Department of Education Consolidated State Application Accountability Workbook. Amended with Approval AN - 62035969; ED495433 AB - This workbook, submitted by the South Dakota Department of Education to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Y1 - 2006/08/07/ PY - 2006 DA - 2006 Aug 07 SP - 37 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - South Dakota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62035969?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Washington's Consolidated State Application Accountability Workbook. Amendments Resubmitted AN - 62028993; ED495482 AB - This workbook, submitted by the State of Washington to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. (Contains 5 appendixes and 2 footnotes.) Y1 - 2006/08/04/ PY - 2006 DA - 2006 Aug 04 SP - 38 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Washington KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62028993?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Future of 12th Grade NAEP: Report of the Ad Hoc Committee on Planning for NAEP 12th Grade Assessments in 2009 AN - 61929859; ED500406 AB - The task of the Ad Hoc Committee on Planning for the the National Assessment of Educational Progress (NAEP) 12th Grade Assessments in 2009 addresses three policy areas: (1) Conducting assessment at the state level in 12th grade; (2) Reporting on 12th grade student preparedness for college-credit coursework, training for employment and entrance into the military; and (3) Improving 12th grade school and student participation. Recommendations include: (1) Proceed with planning for the 2009 implementation of state-level assessments in reading and mathematics at grade 12 on at least a pilot basis in 10 states; (2) If technically, operationally and economically feasible, include statements about 12th grade preparedness in NAEP reports, beginning with reading and mathematics assessments to be conducted in 2009; (3) Develop and implement a plan for setting a final policy definition of 12th grade student preparedness; (4) Limit the term "12th grade student preparedness" to postsecondary education and training for occupations; (5) Focus on academic qualification without remediation; (6) Report 12th grade student preparedness in conjunction with the Governing Board's Basic, Proficient and Advanced achievement levels; (7) Simplify reporting; (8) Determine relevant ancillary information to include in NAEP reports; (9) Continue implementation of National Center for Education Statistics (NCES) plan to improve 12th grade school and student participation; (10) Amend NCES plan to include contact with district superintendents and courtesy contact with district school board presidents; and (11) Monitor and evaluate implementation of the NCES plan to determine impact on school and student participation. (Contains 6 footnotes, 1 figure, and 1 table.) Y1 - 2006/08/04/ PY - 2006 DA - 2006 Aug 04 SP - 22 PB - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002. KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - High Schools KW - Reading Tests KW - Postsecondary Education KW - Presidents KW - School Districts KW - Academic Achievement KW - Student Participation KW - Higher Education KW - National Competency Tests KW - Boards of Education KW - Educational Policy KW - Educational Planning KW - Mathematics Tests KW - College Preparation KW - Superintendents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61929859?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Qualifications of Public Secondary School History Teachers, 1999-2000. Issue Brief. NCES 2006-004 AN - 62105030; ED492941 AB - Previous studies of the qualifications of elementary and secondary school teachers have focused on whether teachers have educational backgrounds (a postsecondary major/minor or equivalent) and state certification that match the subjects they teach. If not, they are commonly considered "out-of-field." This Issue Brief reports the combination of certifications and majors and minors to which secondary-level history students are exposed and how these qualifications vary across schools with differing levels of student poverty. Data from the NCES 1999-2000 Schools and Staffing Survey (SASS) teacher and school questionnaires indicate that students in the lowest poverty schools were the least likely to have a teacher with both an out-of-field certification and an out-of-field major or minor. (Contains 2 tables and 5 endnotes.) AU - Holt, Emily W. AU - McGrath, Daniel J. AU - Seastrom, Marilyn M. Y1 - 2006/08// PY - 2006 DA - August 2006 SP - 3 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Low Income Groups KW - Socioeconomic Influences KW - Teacher Certification KW - Poverty KW - History Instruction KW - Majors (Students) KW - Misassignment of Teachers KW - Teacher Qualifications KW - Secondary School Teachers KW - Teacher Competencies KW - Secondary Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62105030?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - District of Columbia Public Schools State Accountability Plan. Consolidated State Application Accountability Workbook. Revised AN - 62026164; ED495474 AB - The State Accountability Plan submitted on May 1, 2003 and revised on June 3, 2003 details the proposed policies and procedures relating to the District of Columbia Public Schools State Education Agency (DCPS-SEA) Assessment and Accountability Policy. It includes the development, implementation and monitoring of a comprehensive accountability system for all public schools in the District of Columbia, including Public Charter Schools. All students are held to the same standards and will participate in a State assessment aligned to the State academic standards. Assessment data are made public to inform parents and community members about student achievement by school, Local Education Agency (LEA), and the SEA. Adequate Yearly Progress (AYP) in academic achievement, as measured by the state assessment and additional academic indicators, is expected for all students at the school, district and state level. Where AYP is not made for two consecutive years, a school, district or state will be identified as "in need of improvement." The DCPS-SEA Accountability System fulfills all municipal and federal requirements and regulations associated with the No Child Left Behind Act of 2001 (NCLB). The 2003 State Accountability Plan and the proposed changes follows the format of the workbook required by the Department of Education for the 2003 Consolidated State Application Accountability Workbook and is organized around ten accountability "principles" as required by NCLB. (Contains 2 footnotes.) Y1 - 2006/08// PY - 2006 DA - August 2006 SP - 28 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Accountability KW - Charter Schools KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Compliance (Legal) KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62026164?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State of Vermont Consolidated State Application Accountability Workbook. Revised AN - 62029059; ED495479 AB - This workbook, submitted by the State of Vermont to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). It is a summary of implementation status for required elements of state accountability systems. By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Y1 - 2006/07/24/ PY - 2006 DA - 2006 Jul 24 SP - 15 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Vermont KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62029059?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - LEA and School Improvement. Non-Regulatory Guidance. Revised AN - 62104488; ED493419 AB - This non-regulatory guidance updates and expands upon the "LEA and School Improvement Non-Regulatory Guidance" issued on January 7, 2004. The revised guidance addresses new issues raised by State and local officials in light of their experiences in administering and carrying out the "School Restructuring" provisions authorized in NCLB and provides additional clarification and rationale about "School Restructuring" for which the Department received inquiries from the field. This guidance does not impose any requirements beyond those that the law specifies and, where possible, it encourages varying approaches and focuses on what can be done rather than on what cannot be done. The guidance in this document supersedes all prior non-regulatory guidance issued by the Department for LEA and School Improvement. Any requirements referred to in this guidance are taken directly from the statute and the Title I regulations, with citations provided throughout. Except for explicit statutory and regulatory requirements, State and local recipients are free to implement the "LEA and School Improvement" requirements based on their own reasonable interpretations of the law. This document includes a number of new questions to address issues that were undeveloped or did not appear in the previous guidance. Responses to other questions are revised for clarity or responsiveness to issues based on experience gained from the implementation of the Title I school improvement provisions. Appended is: Chart Illustrating School Improvement Process. Y1 - 2006/07/21/ PY - 2006 DA - 2006 Jul 21 SP - 61 PB - ED Pubs. 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 - Guidelines KW - School Districts KW - Academic Achievement KW - Accountability KW - Educational Improvement KW - Teacher Competencies KW - State Departments of Education KW - Federal Legislation KW - School Restructuring KW - Compliance (Legal) KW - Governance KW - Technical Assistance KW - Faculty Development KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62104488?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The State of New Hampshire Consolidated State Application Accountability Workbook. Revised AN - 62025347; ED495454 AB - New Hampshire is in the midst of a transition--a transition between assessment systems--a transition between accountability systems. The elementary grades were assessed with the newly developed New England Common Assessment Program (NECAP) tests in October 2005. The high school (grade 10) will be assessed with New Hampshire's previous state-wide assessment--NHEIAP one last time (May 2006). Consistent with the previously approved transition plan for 3-8, New Hampshire tenth graders next year will be assessed in the fall of 11th grade. The accountability system will undergo a corresponding transition. New Hampshire proposes to transition accountability for elementary and middle schools to a system that introduces an index system and addresses the complexities of fall testing. Details of the new accountability system are included in the first part of the submission ("New Hampshire's Proposed Accountability System Grades 1-8," pages 3-40). Since the high school assessment will make a similar transition beginning the fall of 2007, New Hampshire plans to keep the accountability system at the high school level the same as the previously approved system from last year. Details of their previous system are included in the second part of this submission ("New Hampshire's Approved Accountability System," pages 41-77). Please be aware that no changes whatsoever were made to the previously approved workbook, and are included only for reference. To orient the reader to the changes New Hampshire proposes for grade school and middle school accountability, this document points out two very important issues/changes: (1) New Hampshire proposes to move to an index system; and (2) New Hampshire has worked very hard to create a system that holds schools and districts accountable for the portion of the system which they control. This revision includes the return to a cell size of 11 for performance (as previously approved) and refigured starting points and intermediate goals for English/Language Arts and Mathematics, all found in section 3.2. Appended is: Required Data Elements for State Report Card. (Contains 21 footnotes.) AU - Tracy, Lyonel B. Y1 - 2006/07/21/ PY - 2006 DA - 2006 Jul 21 SP - 77 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - New Hampshire KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Grade 10 KW - Grade 11 KW - Middle Schools KW - Secondary Education KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Accountability KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Compliance (Legal) KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62025347?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State of Wyoming Consolidated State Application Accountability Workbook. 2006-2007 Revised Submission AN - 62025309; ED495455 AB - This workbook, submitted by the State of Wyoming to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended are: (1) Required Data Elements for State Report Card; and (2) Chapter 6 School Wyoming State Board of Education Rules Accreditation, Section 9 and 10. (Contains 10 footnotes and 2 tables.) Y1 - 2006/07/19/ PY - 2006 DA - 2006 Jul 19 SP - 65 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Wyoming KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62025309?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Iowa Consolidated State Application Accountability Workbook. Revised AN - 62026182; ED495422 AB - This workbook, submitted by the State of Iowa to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended are: (1) The Iowa Model; and (2) State Performance Targets (Annual Measurable Objectives & Immediate Goals--Annual Data). (Contains 11 footnotes.) Y1 - 2006/07/18/ PY - 2006 DA - 2006 Jul 18 SP - 43 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Iowa KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62026182?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Texas Consolidated State Application Accountability Workbook AN - 62024077; ED495459 AB - This workbook, submitted by the State of Texas to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended is: Required Data Elements for State Report Card. (Contains 11 footnotes.) Y1 - 2006/07/06/ PY - 2006 DA - 2006 Jul 06 SP - 57 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62024077?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Current Expenditures for Public Elementary and Secondary Education: School Year 2003-04. E.D. TAB. NCES 2006-352 AN - 62108747; ED492937 AB - This report presents current expenditures for public elementary and secondary education for school year 2003-04 (or fiscal year 2004). This data is from the National Center for Education Statistics (NCES) Common Core of Data (CCD), National Public Education Financial Survey (NPEFS) and School District Finance Survey (F-33). The data for these collections were reported to NCES by state education agencies and represent current expenditures for public education, grades prekindergarten, kindergarten, 1 through 12, and ungraded classes. The fiscal year began on July 1, 2003 and ended on June 30, 2004 for most states. The fiscal year for Alabama ran from October 1, 2003 through September 30, 2004, and the fiscal year for Nebraska and Texas ran from September 1, 2003 through August 31, 2004. These data are not adjusted to conform to a uniform fiscal year. This report presents a different breakout of current expenditures than that in previous E.D. TAB reports by NCES. This report is also the first time that data from the state-level NPEFS and district-level F-33 surveys appear in the same NCES report. The NPEFS data include public education expenditures for regular education, special education, and vocational education programs, as well as all charter schools (if they reported data to the state education agency). The following are appended: (1) Technical Notes; and (2) Definitions. (Contains 4 tables and 3 footnotes.) AU - Johnson, Frank Y1 - 2006/07// PY - 2006 DA - July 2006 SP - 23 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - National Public Education Financial Survey KW - Alabama KW - Nebraska KW - Texas KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Expenditures KW - State Departments of Education KW - Elementary Education KW - Public Schools KW - Nongraded Instructional Grouping KW - Public Education KW - Secondary Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62108747?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Forum Guide to the Privacy of Student Information: A Resource for Schools AN - 62106163; ED492056 AB - The Forum Guide to the Privacy of Student Information: A Resource for Schools was written to help school and local education agency staff better understand and apply The Family Educational Rights and Privacy Act (FERPA), a federal law that protects privacy interests of parents and students in student education records. The Forum has developed full reports on student (and staff ) privacy guidance, but a shorter document was needed to provide a quick overview and links to other resources when more information is needed. This guide defines terms such as "education records" and "directory information"; and offers guidance for developing appropriate privacy policies and information disclosure procedures related to military recruiting, parental rights and annual notification, videotaping, online information, media releases, surveillance cameras, and confidentiality concerns related specifically to health-related information. Appended are: (1) Key Terms and Definitions;and (2) References and Other Resources. [This guide was produced by the National Forum on Education Statistics.] Y1 - 2006/07// PY - 2006 DA - July 2006 SP - 20 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - FERPA KW - Family Educational Rights and Privacy Act 1974 KW - ERIC, Resources in Education (RIE) KW - Federal Legislation KW - Confidentiality KW - Guidance KW - Privacy KW - School Districts KW - Information Management KW - Confidential Records KW - Disclosure UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62106163?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Forum Guide to Elementary/Secondary Virtual Education. NFES 2006-803 AN - 62105550; ED492055 AB - This guide provides recommendations for collecting accurate, comparable, and useful data about virtual education in an elementary/secondary education setting. Its goals are to: (1) identify components common to many education information systems that are necessary to meet the information needs of policymakers, administrators, instructors, and parents involved in virtual education; (2) highlight specific data elements relevant to the delivery, management, and oversight of virtual education; (3) identify commonly accepted data element definitions that may need to be modified to more accurately reflect the unique circumstances and information needs of virtual education; (4) present policy considerations related to managing information about virtual education; and (5) illustrate how complex issues related to virtual education data may play out in a real-world setting. The following are appended: (1) Data Element Definitions; (2) Data Elements Related to Student Services and Security in a Virtual Environment; and (3) References and Other Resources. A glossary; and an index are also included. [This guide was developed by the National Forum on Education Statistics; State Educational Technology Directors Association; and School Interoperability Framework Association.] Y1 - 2006/07// PY - 2006 DA - July 2006 SP - 149 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Parents KW - Practitioners KW - Policymakers KW - Elementary Secondary Education KW - Virtual Classrooms KW - Information Systems KW - Educational Change KW - Educational Policy KW - Data Collection KW - Metadata KW - Educational Technology UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62105550?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Forum Guide to the Privacy of Student Information: A Resource for Schools. NFES 2006-805 AN - 62105009; ED493176 AB - This guide was written to help school and local education agency staff better understand and apply the Family Educational Rights and Privacy Act (FERPA), a federal law that protects privacy interests of parents and students in student education records. The Forum has developed full reports on student (and staff ) privacy guidance, but a shorter document was needed to provide a quick overview and links to other resources when more information is needed. This guide defines terms such as "education records" and "directory information"; and offers guidance for developing appropriate privacy policies and information disclosure procedures related to military recruiting, parental rights and annual notification, videotaping, online information, media releases, surveillance cameras, and confidentiality concerns related specifically to health-related information. The following are appended: (1) Key Terms and Definitions; and (2) References and Other Resources. [This document was prepared by the National Forum on Education Statistics.] AU - Erlebacher, Frances Y1 - 2006/07// PY - 2006 DA - July 2006 SP - 20 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Guidelines KW - Recruitment KW - Student Rights KW - Confidentiality KW - Disclosure KW - Federal Legislation KW - Access to Information KW - Parent Rights KW - Educational Policy KW - School Policy KW - Privacy KW - Military Service KW - Internet UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62105009?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - General Education Participation and Academic Performance of Students with Learning Disabilities. Facts from NLTS2. NCSER 2006-3001 AN - 62033166; ED495725 AB - This is the second in a series of NLTS2 fact sheets focusing on the experiences and outcomes of youth in a specific disability category. Students with learning disabilities comprise almost two-thirds of those receiving special education services in secondary schools. The majority of these students spend at least part of their day in a general education classroom. National Longitudinal Transition Study-2 (NLTS2) analyses reveal that the percentage of courses students with learning disabilities take in general education classrooms is related to both their academic performance and their social adjustment at school, independent of other differences between students. Including students with disabilities in general education classrooms has been found to be related to beneficial outcomes for both students with disabilities and their general education peers. However, having access to the general education curriculum means more than simply being present in a general education classroom; it means that students' "educational programs are based on high expectations that acknowledge each student's potential and ultimate contribution to society" and that "students with disabilities be provided with the supports necessary to allow them to benefit from instruction" (Nolet and McLaughlin 2000, pp. 2, 9). What are the general education classroom experiences of students with learning disabilities? To what extent do they enroll in general education academic courses? What are the characteristics of general education classroom instruction provided to students with learning disabilities? How well do students with learning disabilities perform in their general education classes and on academic assessments? These questions are addressed in this document, with a focus on secondary school students with learning disabilities. Data from NLTS2 provide a national picture of the general education participation of these students, including their enrollment and experiences in general education classrooms, how their experiences compare with those of their classmates, and their academic performance. Further, comparisons of findings from NLTS2 and the original NLTS reveal changes in general education participation rates for students with learning disabilities from 1987 through 2002. (Contains 5 figures and 10 footnotes.) AU - Newman, Lynn Y1 - 2006/07// PY - 2006 DA - July 2006 SP - 8 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - Participation Rates KW - Woodcock Johnson Tests of Achievement KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - General Education KW - Inclusive Schools KW - Access to Education KW - Special Needs Students KW - Social Adjustment KW - Learning Disabilities KW - Scores KW - Teacher Attitudes KW - Student Participation KW - Academic Achievement KW - Mainstreaming KW - Standardized Tests KW - Secondary School Students KW - Regular and Special Education Relationship KW - Comparative Analysis KW - Grades (Scholastic) KW - Student Experience KW - Student Adjustment KW - Enrollment Trends KW - Academic Accommodations (Disabilities) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62033166?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Academic Achievement and Functional Performance of Youth with Disabilities. A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 2006-3000 AN - 62004932; ED494936 AB - Background: To provide a national picture of the academic achievements of American students, the National Center for Education Statistics has administered the National Assessment of Educational Progress (NAEP) periodically since 1969, but there has been no similar national picture of the academic achievement of youth with disabilities. Purpose: To measure how well youth with disabilities achieve in the areas of language arts, mathematics, science, and social studies. To examine how their achievement compares with the general population of same-age youth. To investigate the factors associated wit higher academic achievement among youth with disabilities. Study Sample: The National Longitudinal Transition Study-2 (NLTS2) includes a nationally representative sample of 11,276 youth who were ages 13 through 16 and receiving special education services in seventh grade or above in the 2000-2001 school year. All of the statistics presented in the report are weighted estimates of the national population of students receiving special education in the NLTS2 ate group, and of each disability category individually. Research Design: Descriptive; Correlational; Longitudinal; Statistical Modeling. Data Collection and Analysis: Direct assessments were conducted using research editions of subtests of the Woodcock-Johnson III (WJ III): that test language arts skills (passage comprehension and the use of synonyms and antonyms); mathematics abilities (calculation procedures and solving applied problems); and content knowledge in science and social studies. Assessments were administered one time, when youth were ages 16 through 18 as of the wave 1 assessment (2002) or the wave 2 assessment (2004). Screening interviews were conducted with school staff for in-school youth and with parents for youth no longer in school, to determine whether a youth was able to participate in the direct assessment or if an adult was asked to complete a functional rating for him or her. If the screening indicated the direct assessment was inappropriate for a youth a functional rating from "Scales of Independent Behavior-Revised" ("SIB-R") was completed by the youth's teacher if he or she was in school or a parent if he or she was no longer in school. Findings: A considerable gap in achievement in reading, mathematics, science, and social studies exists between youth with disabilities and their peers in the general population. More than three-quarters of youth with disabilities score below the mean across subtests. NLTS2 findings reinforce the fact that academic achievement is related to a complex array of factors that characterize youth, their households, and their school experiences. Multivariate analyses demonstrate that several factors differentiate youth on the basis of their academic achievement, including disability category, functional cognitive skills, gender, race/ethnicity, household income, parental expectations, absenteeism, and having disciplinary problems at school. Conclusion: Future NLTS2 analyses will explore the links between academic performance and both school completion and early postschool outcomes. Those analyses will illuminate the associations between successful learning in school and youth's later ability to continue their education, find employment, and become independent and productive members of their communities, the ultimate goals of secondary education. Citation: Wagner, M., Newman, L., Cameto, R., and Levine, P. (2006). The Academic Achievement and Functional Performance of Youth With Disabilities. A Report From the National Longitudinal Transition Study-2 (NLTS2). (NCSER 2006-3000). Menlo Park, CA: SRI International. (Contains 22 tables and 9 figures.) [This report was prepared for the National Center for Special Education Research (NCSER) of the Institute of Education Sciences.] AU - Wagner, Mary AU - Newman, Lynn AU - Cameto, Renee AU - Levine, Phyllis Y1 - 2006/07// PY - 2006 DA - July 2006 SP - 112 KW - Scales of Independent Behavior KW - Subtests KW - Unitd States KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - Performance Based Assessment KW - Special Education KW - Language Skills KW - Mathematics Achievement KW - Social Studies KW - Language Arts KW - Secondary School Students KW - Longitudinal Studies KW - National Competency Tests KW - Comparative Analysis KW - Disabilities KW - Science Achievement KW - Student Evaluation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62004932?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Board for Education Sciences Annual Report AN - 61939524; ED500475 AB - For this report, the Board assessed the Institute's progress in three areas: 1) Establishment of research priorities to guide its investments into the next decade; 2) Creation of a rigorous peer review process for grants applications and reports; and 3) the Institute's efforts to ensure its work is useful to practitioners and policymakers. Findings include: (1) The Institute has developed clear research priorities that provide a strong, long-term guide for its work; (2) Significant progress has been made in funding projects that will fill gaps in information; (3) The Institute has implemented standards and procedures for reviewing and approving grants and IES reports that are of high merit and are comparable to those of the National Science Foundation and the National Institutes of Health; and (4) The Institute has initiated a number of activities to assure the relevance of its work for policy and practice. The National Board for Education Sciences concludes that the vision Congress had when it created the Institute for Education Sciences is being realized. (Contains 1 footnote and 3 tables.) Y1 - 2006/07// PY - 2006 DA - July 2006 SP - 25 PB - Institute of Education Sciences. 555 New Jersey Ave NW, Washington, DC 20208. KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Evaluation Methods KW - Sciences KW - Research Needs KW - Grants KW - Peer Evaluation KW - Standards KW - Federal Government KW - Needs Assessment KW - Educational Research KW - Scientific Methodology UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61939524?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Nevada Consolidated State Application Accountability Workbook. Revised AN - 62007868; ED495430 AB - This workbook, submitted by the State of Nevada to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. (Contains 12 footnotes.) Y1 - 2006/06/30/ PY - 2006 DA - 2006 Jun 30 SP - 56 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Nevada KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62007868?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Tennessee Department of Education Consolidated State Application Accountability Workbook. Revised AN - 62009295; ED495468 AB - This workbook, submitted by the Tennessee Department of Education to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended is: Required Data Elements for State Report Card. Attachments include: (1) Tennessee Accountability Chart for Schools; and (2) Tennessee Accountability Chart for School Systems/LEAs. (Contains 11 footnotes.) Y1 - 2006/06/27/ PY - 2006 DA - 2006 Jun 27 SP - 72 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Tennessee KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62009295?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Connecticut Consolidated State Application Accountability Workbook. Updated Version AN - 62004129; ED495420 AB - This workbook, submitted by the State of Connecticut to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended is: Required Data Elements for State Report Card. (Contains 11 footnotes.) Y1 - 2006/06/23/ PY - 2006 DA - 2006 Jun 23 SP - 78 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Connecticut KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62004129?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Hawaii Department of Education Consolidated State Application Accountability Workbook. Amended with Approval AN - 62004890; ED495475 AB - This workbook, submitted by the Hawaii Department of Education to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended is: Required Data Elements for State Report Card. (Contains 12 footnotes.) Y1 - 2006/06/22/ PY - 2006 DA - 2006 Jun 22 SP - 73 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Hawaii KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62004890?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State of West Virginia Consolidated State Application Accountability Workbook. Revised AN - 62012281; ED495480 AB - This workbook, submitted by the State of West Virginia to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. (Contains 8 charts.) Y1 - 2006/06/19/ PY - 2006 DA - 2006 Jun 19 SP - 54 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - West Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62012281?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Arkansas Department of Education Consolidated State Application Accountability Plan. Amended AN - 62008307; ED495470 AB - This workbook, submitted by the Arkansas Department of Education to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Y1 - 2006/06/19/ PY - 2006 DA - 2006 Jun 19 SP - 32 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Arkansas KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62008307?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State of California Consolidated State Application Accountability Workbook. Amended AN - 62008267; ED495472 AB - This workbook, submitted by the State of California to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended is: Required Data Elements for State Report Card. (Contains 11 footnotes.) Y1 - 2006/06/16/ PY - 2006 DA - 2006 Jun 16 SP - 60 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - California KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62008267?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Minnesota Consolidated State Application Accountability Workbook. Updated AN - 62005237; ED495424 AB - This workbook, submitted by the State of Minnesota to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. (Contains 6 tables.) Y1 - 2006/06/12/ PY - 2006 DA - 2006 Jun 12 SP - 48 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Minnesota KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62005237?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Commonwealth of Massachusetts Consolidated State Application Accountability Workbook. Revised Submission AN - 62006809; ED495453 AB - This workbook, submitted by the Commonwealth of Massachusetts to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended is: Required Data Elements for State Report Card. (Contains 11 footnotes and 2 tables.) Y1 - 2006/06/09/ PY - 2006 DA - 2006 Jun 09 SP - 50 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Massachusetts KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62006809?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Service Obligations under Special Education: Personnel Development to Improve Services and Results for Children With Disabilities. Final Regulations. Federal Register, 34 CFR Part 304 AN - 62012839; ED496150 AB - The Secretary for Special Education and Rehabilitative Services issues final regulations governing specific provisions of the Personnel Development to Improve Services and Results for Children with Disabilities program authorized under part D of the Individuals with Disabilities Education Act, as amended (IDEA or Act). The regulations are needed to implement changes made to IDEA, as amended by the Individuals with Disabilities Education Improvement Act of 2004. These regulations are effective July 5, 2006. Y1 - 2006/06/05/ PY - 2006 DA - 2006 Jun 05 SP - 32396 EP - 32400 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 71 IS - 107 KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Special Education Teachers KW - Paying for College KW - Scholarships KW - Disabilities KW - Teacher Education KW - Legal Responsibility KW - Staff Development KW - Student Costs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62012839?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Mississippi Statewide Accountability System Consolidated State Application Accountability Workbook. Revised AN - 62006848; ED495425 AB - This workbook, submitted by the State of Mississippi to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended are: (1) Required Data Elements for State Report Card; (2) The Split Grade Spans District Level AYP Model; and (3) Implementation of Option 1 Transitional Flexibility in the 2006 AYP Model. (Contains 11 footnotes.) Y1 - 2006/06/04/ PY - 2006 DA - 2006 Jun 04 SP - 59 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Mississippi KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62006848?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - U.S. Student and Adult Performance on International Assessments of Educational Achievement. Findings from "The Condition of Education, 2006." NCES 2006-073 AN - 62096167; ED492050 AB - Currently, the United States participates in four international assessments: the Progress in International Reading Literacy Study (PIRLS), which assesses reading performance in grade 4; the Program for International Student Assessment (PISA), which assesses the reading, mathematics, and science literacy of 15-year-olds; the Trends in International Mathematics and Science Study (TIMSS), which assesses mathematics and science performance in grades 4 and 8; and the Adult Literacy and Lifeskills Survey (ALL), which assesses the adult literacy and numeracy skills of 16- to 65-year-olds. Each international assessment measures one or more dimensions of the performance or ability of U.S. students or adults. Combined with data from national assessments, these international assessment data provide educators and policymakers with a more complete picture of educational achievement in the United States. This special analysis will present major findings from each of these assessments. The purpose of this special analysis is three-fold: (1) to discuss the similarities and differences in the countries participating in the assessments; (2) to report the most recent findings of these assessments; and (3) to compare the overall performance of students and adults in the United States with their peers in other countries. (Contains 10 tables, 2 figures, and 4 notes.) [For "The Condition of Education, 2006," see ED491909.] AU - Lemke, Mariann AU - Gonzales, Patrick Y1 - 2006/06// PY - 2006 DA - June 2006 SP - 35 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - Program for International Student Assessment KW - England (Reading) KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Postsecondary Education KW - Science Education KW - International Programs KW - Educational Indicators KW - Academic Achievement KW - Reading Skills KW - Student Participation KW - National Competency Tests KW - Mathematics Skills KW - Foreign Countries KW - Profiles KW - Family Literacy KW - Participant Characteristics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62096167?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Arts Instruction of Public School Students in the First and Third Grades. Issue Brief. NCES 2006-099 AN - 62095960; ED492568 AB - Few national studies have been conducted on students' receipt of arts instruction, particularly in the early grades. To address this gap in the literature, this Issue Brief provides a descriptive look at the prevalence of arts instruction received by first and third grade public school students in their schools. Using spring 2000 and spring 2002 data from the School Administrator and Teacher Questionnaires of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), this analysis examines public school students' receipt of arts instruction in first and third grade and the changes in weekly arts instruction between these grades. Four areas of the arts are considered in this Issue Brief: (1) music; (2) art; (3) dance or creative movement (hereafter referred to as dance); and (4) theater or creative dramatics (hereafter referred to as theater). For each area of the arts, the prevalence of instruction is measured by whether students worked on lessons or projects in that topic area at least once per week. Measures were also created to examine changes between grades for students who had arts instruction in at least one grade. (Contains 1 table and 1 endnote.) AU - Kienzl, Gregory AU - Boachie-Ansah, Grace AU - Lanahan, Lawrence AU - Holt, Emily W. Y1 - 2006/06// PY - 2006 DA - June 2006 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 1 KW - Grade 3 KW - Dance KW - Fine Arts KW - Public Schools KW - Administrators KW - Questionnaires KW - Kindergarten KW - Theater Arts KW - Statistical Data KW - Art Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62095960?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2006 in Brief. NCES 2006-072 AN - 62095557; ED492046 AB - This publication contains a sample of the 50 indicators in "The Condition of Education 2006." 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. The 2006 edition contains a special analysis and "The Condition" indicators 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. [For "The Condition of Education 2006," see ED491909.] AU - Livingston, Andrea Y1 - 2006/06// PY - 2006 DA - June 2006 SP - 26 PB - ED Pubs, 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 - Federal Aid KW - College Bound Students KW - Educational Finance KW - Academic Achievement KW - Educational Attainment KW - Outcomes of Education KW - Reading Achievement KW - Public Schools KW - Enrollment Trends KW - Science Achievement KW - Graduation Rate KW - Class Size KW - Adult Literacy KW - Student Loan Programs KW - Educational Indicators KW - Grants KW - Dropout Rate KW - Mathematics Achievement KW - Federal Government KW - School Safety KW - Violence KW - School Statistics KW - Academic Degrees KW - Participation KW - School Choice KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62095557?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Documentation for the Academic Library Survey (ALS) Data File: Fiscal Year 2000 (Public Use). NCES 2006-342 AN - 62094999; ED492586 AB - The purpose of this report is to document the procedures and methodologies employed during the Academic Library Survey of 2000. This report is designed to provide guidance and documentation for users of the public-release and restricted-use data files. Information about the universe of academic libraries and how to access this information is included in this report. Following the acknowledgments, and list of tables, the report is divided into 3 parts. Part I, Introduction, contains: (1) History of the Academic Library Survey; (2) NCES Academic Library's Universe Survey 2000; (3) Data Confidentiality; (4) Information Included in the Academic Library Survey Data Collection; and (5) Uses of the Academic Library Survey Data. Part II, Methodology, contains: (6) Web Data Collection; and (7) Coverage and Response Rate. Part III, User's Guide for Processing the Academic Library Universe Survey Data, concludes with the following chapters: (8) Data Files; (9) Record Identifier (UNITID); (10) Imputation Status Flags; (11) Parent/Child (Branch) Records; (12) Changes in Survey Questions and Variables; (13) Institutions Participating in the Survey; and (14) Data Issues. Appended are: (1) Glossary; (2) Record Layout; (3) Survey Instrument; (4) Crosswalks; (5) Edits and Imputations; (6) Response Rate Tables; (7) Comparison of Reported and Imputed Values; and (8) Frequency and Continuous Variable Statistics. (Contains 1 table.) AU - Schmitt, Carl M. Y1 - 2006/06// PY - 2006 DA - June 2006 SP - 152 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Libraries KW - Guidance KW - Surveys KW - Academic Libraries UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62094999?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education, 2006. NCES 2006-071 AN - 62091000; ED491909 AB - Efforts to monitor the progress of U.S. education and respond to its opportunities and challenges depend on reliable, accurate, and timely data. To provide such data, the National Center for Education Statistics (NCES) each year submits to Congress the mandated report, The Condition of Education. This year's report presents indicators of important developments and trends in American education. Recurrent themes underscored by the indicators include participation and persistence in education, student performance and other outcomes, the environment for learning, and resources for education. In addition, this year's volume contains a special analysis that presents key findings of several recent international assessments that examine the achievement of U.S. students in reading, mathematics, and science and the literacy of adults relative to the performance of their peers in other countries. This analysis is particularly timely given the concern for the competitiveness of the United States. This report is organized into the following 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 following are appended: (1) Supplemental Tables; (2) Supplemental Notes; and (3) Standard Error Tables. A glossary and bibliography is included. AU - Rooney, Patrick AU - Hussar, William AU - Planty, Michael AU - Choy, Susan AU - Hampden-Thompson, Gillian AU - Provasnik, Stephen AU - Fox, Mary Ann Y1 - 2006/06// PY - 2006 DA - June 2006 SP - 409 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Early Childhood Education KW - Elementary Secondary Education KW - Postsecondary Education KW - Institutional Characteristics KW - Socioeconomic Influences KW - Teacher Characteristics KW - Student Characteristics KW - Educational Indicators KW - Student Participation KW - Academic Achievement KW - Educational Trends KW - School Statistics KW - College Faculty KW - Public Schools KW - Educational Environment KW - Enrollment Trends KW - School Choice KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62091000?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Profile of Undergraduates in U.S. Postsecondary Education Institutions, 2003-04: With a Special Analysis of Community College Students. Statistical Analysis Report. NCES 2006-184 AN - 62090307; ED491908 AB - This report is the fifth in a series of reports that provide a statistical snapshot of the undergraduate population. The reports accompany the newly released data from the National Postsecondary Student Aid Study (NPSAS), and each one includes a focused analysis on a particular topic. This report focuses on community college students, who represent about 4 in 10 undergraduates, or about 7.6 million students nationwide. With their open enrollment policies and relatively low cost, community colleges have long provided access to underserved populations, such as students from low-income families and those who are the first in their family to attend college (Cohen and Brawer 2003). This report focuses on the relationship between a measure of degree commitment and student persistence among community college students. Student persistence is of concern to educators and policymakers because large numbers of students who begin their college education in community colleges never complete it. The findings from this study help explain why community college students complete associate's degrees and occupational credentials at relatively low rates. It appears that a substantial proportion of students who enroll in formal degree programs do not necessarily want to complete a credential. Rather, greater proportions cited personal interest or obtaining job skills as reasons for enrolling. The results suggest that if community college graduation rates were based on students expressing a clear intention of transfer or degree completion rather than on simply being enrolled in a formal degree program, they would be considerably higher. The list of tables preceding the introduction of this report provides a convenient way to navigate the compendium of tables. Immediately following the compendium of tables, appendix A provides a glossary of all the variables included in the tables and appendix B provides a detailed description of the NPSAS:04 survey and methods used in the analysis. AU - Horn, Laura AU - Nevill, Stephanie AU - Griffith, James Y1 - 2006/06// PY - 2006 DA - June 2006 SP - 202 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Postsecondary Education KW - Two Year Colleges KW - Student Financial Aid KW - Low Income Groups KW - Undergraduate Students KW - Enrollment Trends KW - Student Characteristics KW - Low Income KW - Community Colleges KW - Academic Persistence UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62090307?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State of Idaho Consolidated State Application Accountability Workbook AN - 62004094; ED495447 AB - This workbook, submitted by the State of Idaho to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. (Contains 7 charts.) Y1 - 2006/06// PY - 2006 DA - June 2006 SP - 53 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Idaho KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62004094?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Pennsylvania Consolidated State Application Accountability Workbook. Revised AN - 62007824; ED495457 AB - This workbook, submitted by the State of Pennsylvania to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended is: Required Data Elements for State Report Card. (Contains 13 footnotes and 6 tables.) Y1 - 2006/05/30/ PY - 2006 DA - 2006 May 30 SP - 58 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62007824?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - Top & bottom nationwide AN - 286175165 AB - -- 81 percent white, 4 percent black, 7 percent Hispanic, 6 percent Asian, 1 percent American Indian/Alaska native. -- 83 percent white, 4 percent black, 6 percent Hispanic, 5 percent Asian, 1 percent American Indian/Alaska native. -- 86 percent white, 2 percent black, 4 percent Hispanic, 6 percent Asian, 1 percent American Indian/Alaska native. JF - The Grand Rapids Press AU - National Center for Education Statistics Y1 - 2006/05/25/ PY - 2006 DA - 2006 May 25 EP - A3 CY - Grand Rapids, Mich. KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/286175165?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%3Amidwestnews1&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Grand+Rapids+Press&rft.atitle=Top+%26amp%3B+bottom+nationwide%3A+%5BAll+Editions%5D&rft.au=National+Center+for+Education+Statistics&rft.aulast=National+Center+for+Education+Statistics&rft.aufirst=&rft.date=2006-05-25&rft.volume=&rft.issue=&rft.spage=A.3&rft.isbn=&rft.btitle=&rft.title=The+Grand+Rapids+Press&rft.issn=&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Grand Rapids Press May 25, 2006 N1 - Last updated - 2012-09-21 ER - TY - NEWS T1 - Fewer graduates AN - 286014928 AB - -- Nationwide, about 48 percent of Hispanics do not have a diploma, compared with 15 percent of whites. -- Nationwide, about 44 percent of Hispanics graduate, compared with about 59 percent of whites. JF - The Grand Rapids Press AU - National Center for Education Statistics Y1 - 2006/05/25/ PY - 2006 DA - 2006 May 25 EP - B10 CY - Grand Rapids, Mich. KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/286014928?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%3Amidwestnews1&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Grand+Rapids+Press&rft.atitle=Fewer+graduates%3A+%5BAll+Editions%5D&rft.au=National+Center+for+Education+Statistics&rft.aulast=National+Center+for+Education+Statistics&rft.aufirst=&rft.date=2006-05-25&rft.volume=&rft.issue=&rft.spage=B.10&rft.isbn=&rft.btitle=&rft.title=The+Grand+Rapids+Press&rft.issn=&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Grand Rapids Press May 25, 2006 N1 - Last updated - 2012-09-23 ER - TY - GEN T1 - State of Florida Consolidated State Application Accountability Workbook. Revised AN - 62012896; ED495471 AB - This workbook, submitted by the State of Florida to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook is divided into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. States should answer the questions asked about each of the critical elements in the State's accountability system. States that do not have final approval for any of these elements or that have not finalized a decision on these elements by January 31, 2003, should, when completing this section of the Workbook, indicate the status of each element that is not yet official State policy and provide the anticipated date by which the proposed policy will become effective. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended are: (1) Required Data Elements for State Report Card; (2) Description of the Florida Comprehensive Assessment Test (FCAT); (3) Discussion of NCLB "Starting Point"; (4) Annual Progress Objectives; (5) Florida's AYP Plan; (6) A+ School Grading System; (7) Annual Learning Gain Targets to Proficiency; (8) The Florida Department of Education Return on Investment (ROI); and (9) The Florida Department of Education High School Graduation Options. (Contains 11 footnotes.) Y1 - 2006/05/24/ PY - 2006 DA - 2006 May 24 SP - 116 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Florida KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62012896?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Comparing Mathematics Content in the National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) 2003 Assessments. Technical Report. NCES 2006-029 AN - 62097128; ED491692 AB - This technical report describes a study that was undertaken to compare the content of three mathematics assessments conducted in 2003: the NAEP fourth-and eighth-grade assessments; the Trends in International Mathematics and Science Study (TIMSS), which also assessed mathematics at the fourth-and eighth-grade levels; and the Program for International Student Assessment (PISA), which assessed the mathematical literacy of 15-year-old students. Its aim is to provide information useful for interpreting and comparing the results from the three assessments, based on an in-depth look at the content of the respective frameworks and assessment items. The report draws upon information provided by the developers of the assessments, as well as data obtained from an expert panel convened to compare the frameworks and items from the three assessments on various dimensions. The results of this study indicate that although the NAEP, TIMSS, and PISA 2003 mathematics frameworks address many similar topics and require students to use a range of cognitive skills and processes, it cannot be assumed that they measure the same content in the same way. Appended are: (1) Content Framework Summary Documents; (2) Levels of Mathematical Complexity; (3) Expert Panel; (4) Methodological Notes and Supplementary Data; and (5) Example Items. (Contains 22 tables, 18 figures, and 13 exhibits.) AU - Neidorf, Teresa Smith AU - Binkley, Marilyn AU - Gattis, Kim AU - Nohara, David Y1 - 2006/05// PY - 2006 DA - May 2006 SP - 176 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Evaluation Methods KW - Comparative Analysis KW - Grade 8 KW - Evaluation Research KW - Grade 4 KW - Mathematics Achievement KW - Student Evaluation KW - Test Content KW - Mathematics Skills KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62097128?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Calories In, Calories Out: Food and Exercise in Public Elementary Schools, 2005. E.D TAB. NCES 2006-057 AN - 62096667; ED491691 AB - The rate of obesity among school-age children has become a national concern, with the number of overweight children aged 6 to 11 more than tripling over the past three decades (U.S. Government Accountability Office 2005). In 2001, the U.S. Surgeon General issued a Call to Action to Prevent and Decrease Overweight and Obesity, and in 2002, Congress charged the Institute of Medicine (IOM) with developing an action plan to target this health issue. Among the core recommendations of the IOM's 2004 report was a call for schools to create environments that support healthy eating and an active lifestyle. Federal, state, and local initiatives have also emphasized an "energy balance" approach--calories consumed versus calories expended--as critical to understanding and addressing the factors related to overweight and obesity (Institute of Medicine 2005). For example, the 2005 Dietary Guidelines report included a recommendation for at least 60 minutes of physical activity daily for children 6 to 11 years old, twice the minimum amount recommended for adults. While there is heightened attention on the role that schools can play in addressing concerns about nutrition and physical activity among young children and youth, the most recent national data on both school nutrition and physical activity opportunities for students come from the 2000 School Health Policies and Programs Study (SHPPS), conducted by the Centers for Disease Control and Prevention (CDC). The study findings concurred with ongoing findings from GAO reports about the availability of foods outside of school meals and the low nutritional value of some of those foods (Burgeson et al. 2001). The study also indicated that some schools may be cutting back on the time available for physical education and recess in order to fit as much classroom time as possible into the school day. Appended are: (1) Technical Notes; and (2) Questionnaire. (Contains 45 tables, 7 figures, and 18 endnotes.) AU - Parsad, Basmat AU - Lewis, Laurie Y1 - 2006/05// PY - 2006 DA - May 2006 SP - 111 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Obesity KW - Physical Activities KW - Physical Education KW - Public Schools KW - Food Service KW - Child Health KW - Recess Breaks KW - Exercise KW - Nutrition KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62096667?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card, Science 2005: Assessment of Student Performance in Grades 4, 8, and 12. NCES-2006-466 AN - 62096547; ED491694 AB - The Nation's Report Card [TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. It compares performance among states, urban districts, public and private schools, and student demographic groups. Compared to middle and high school students, younger students are making the most progress in science. In 2005, a representative sample of more than 300,000 students in grades 4, 8, and 12 was assessed in science. This report presents national results for all three grades, and state results for grades 4 and 8. The 2005 results are compared to those from 1996 and 2000. Sample questions are presented to illustrate the types of skills and knowledge that were assessed at each grade. (Contains 8 tables and 32 figures.) Y1 - 2006/05// PY - 2006 DA - May 2006 SP - 44 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Grades (Scholastic) KW - Gender Differences KW - Scores KW - Academic Achievement KW - Science Achievement KW - Student Evaluation KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62096547?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Documentation for the NCES Comparable Wage Index Files. EFSC 2006-865 AN - 62095792; ED492607 AB - The Comparable Wage Index (CWI) is a measure of the systematic, regional variations in the salaries of college graduates who are not educators. It can be used by researchers to adjust district-level finance data at different levels in order to make better comparisons across geographic areas. The CWI was developed by Dr. Lori L. Taylor at the Bush School of Government and Public Service, Texas A&M University and William J. Fowler, Jr. at NCES. Dr. Taylor's research was supported by a contract with the National Center for Education Statistics. The complete description of the research is provided in the NCES Research and Development "A Comparable Wage Approach to Geographic Cost Adjustment" (NCES 2006-321). This documentation describes four geographic levels of the CWI, which are presented in four separate files. These files are the school district, labor market, state, and a combined regional and national file. The school district file provides a CWI for each local education agency (LEA) in the NCES Common Core of Data (CCD) database. For each LEA there is a series of indexes for the years 1997-2004. The file can be merged with school district finance data, and this merged file can be used to produce finance data adjusted for geographic cost differences. This file also includes four agency typology variables. The additional files allow for similar geographic cost adjustments for larger geographic areas. NCES has sponsored the development of other geographic adjustment indexes in the past; the latest was for the 1993-94 school year. The following are appended: (1) Record Layout and Descriptions of Data Elements: NCES District CWI Data File; (2) Record Layout and Descriptions of Data Elements: NCES Labor Market CWI Data File; (3) Record Layout and Descriptions of Data Elements: NCES State CWI Data File; (4) Record Layout and Descriptions of Data Elements: NCES Regional CWI Data File; (5) Glossary; and (6) Frequencies and Ranges. (Contains 2 tables, 6 footnotes, and 1 figure.) AU - Taylor, Lori L. AU - Glander, Mark C. Y1 - 2006/05// PY - 2006 DA - May 2006 SP - 39 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Geographic Location KW - Educational Indicators KW - Educational Finance KW - School Districts KW - Research and Development KW - Teacher Salaries KW - Expenditures KW - Costs KW - Indexes KW - Public Agencies KW - College Graduates KW - Wages KW - Labor Market KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62095792?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Household Education Surveys Program of 2005. Initial Results from the 2005 NHES Early Childhood Program Participation Survey. E.D. TAB. NCES 2006-075 AN - 62094978; ED492625 AB - This report presents selected data on the nonparental care arrangements and educational programs of preschool children, consisting of care by relatives, care by persons to whom they were not related, and participation in day care centers and preschool programs including Head Start or Early Head Start. It focuses on children under age 6 who have not yet entered kindergarten. For example, the report shows that 60 percent of such children were in some type of nonparental care arrangement on a weekly basis in 2005. The data are drawn from the Early Childhood Program Participation Survey (ECPP) of the 2005 National Household Education Surveys Program (NHES:2005). The following are appended: (1) Survey Methodology and Data Reliability; and (2) Glossary. (Contains 33 tables and 3 footnotes.) AU - Iruka, U. I. AU - Carver, R. P. Y1 - 2006/05// PY - 2006 DA - May 2006 SP - 94 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - National Household Education Survey KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Preschool Education KW - Young Children KW - Disadvantaged Youth KW - Statistical Data KW - Data Collection KW - Child Care KW - National Surveys KW - Preschool Children KW - Child Care Centers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62094978?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Postsecondary Education Facilities Inventory and Classification Manual (FICM): 2006 Edition. NCES 2006-160 AN - 62092430; ED491907 AB - Along with its human resources, financial assets, and intellectual cache, space is a primary resource of an educational institution. Indeed, the dollar value (initial cost, replacement cost, or market value) of a postsecondary education institution's buildings sometimes exceeds its annual operating budget and endowment. Without information on how much and what type of resources it has, an institution cannot assess whether sufficient resources are available to fulfill its mission. Answering some basic questions about space, including how much space is available, what kind of space it is, to whom is the space assigned, and how efficiently is the space is being used, requires gathering facilities' inventory data and developing and maintaining a facilities' inventory database. This manual describes standard practices for initiating, conducting, reporting, and maintaining an institutional facilities inventory. Once completed, a facilities inventory will enable an institution to measure the ability of its space to meet its current programs, assess the current operation costs of its facilities (maintenance, utilities, cleaning, etc.), and then begin to plan for future space needs. The appendixes provide more detail than was warranted in the main body of the manual. In particular, appendix A provides guidance in using the FICM for data reporting and interinstitutional data exchange; appendix B provides additional detail on the NACUBO and OMB functional categories; appendix C provides additional detail on the Classification of Instructional Program codes for academic disciplines; appendix D provides a suggested method for classifying infrastructure; appendix E provides a detailed method for describing the maintenance level of facilities; appendix F provides an integrated number coding structure that encompasses assignable and nonassignable space and infrastructure classifications; and appendix G contains a glossary. (Contains 8 tables.) [This report also produced by National Working Group on Postsecondary Facilities.] AU - Cyros, Kreon L. AU - Korb, Roslyn Y1 - 2006/05// PY - 2006 DA - May 2006 SP - 198 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Measurement KW - Databases KW - Educational Facilities KW - Schools KW - Facility Inventory KW - Space Classification KW - Facilities Management KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62092430?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Household Education Surveys Program of 2005 After-School Programs and Activities: 2005. E.D. TAB. NCES 2006-076 AN - 62091041; ED491906 AB - This report presents data on participation in after-school activities and programs in the United States. The data are from the After-School Programs and Activities Survey (ASPA), a nationally representative survey of the 2005 National Household Education Surveys Program (NHES:2005). The data presented in the report are based on a sample of 11,684 students in kindergarten through grade 8 representing a weighted total of 36,185,760 students. The weighted unit response rate for the ASPA survey was 84 percent; the overall unit response rate for the survey was 56 percent. Additional details about the survey, response rates, and data reliability are provided in appendix A. The purpose of this E.D. TAB is to introduce new NCES survey data through the presentation of selected descriptive information. The E.D. TAB is purely descriptive in nature. Readers are cautioned not to draw causal inferences based solely on the results presented in this E.D. TAB. It is important to note that many of the variables examined in this report are related to one another, and complex interactions and relationships have not been explored here. The variables examined here are also just a few of the variables that can be examined in these data and were selected to demonstrate the range of information that helped shape the design and now is available from the study. The selected findings are examples of comparisons that can be made using the data and are not designed to emphasize any particular issue. Release of the E.D. TAB is intended to encourage more in-depth analysis of the data, using more sophisticated statistical methods. Appended are: (1) Technical Notes; and (2) Glossary. (Contains 28 tables.) AU - Carver, Priscilla R. AU - Iruka, Iheoma U. Y1 - 2006/05// PY - 2006 DA - May 2006 SP - 81 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - NHES KW - National Household Education Survey KW - United States KW - ERIC, Resources in Education (RIE) KW - Family Characteristics KW - Costs KW - Student Characteristics KW - After School Programs KW - Student Participation KW - Child Care KW - Correlation KW - National Surveys UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62091041?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - A Comparable Wage Approach to Geographic Cost Adjustment. Research and Development Report. NCES-2006-321 AN - 62087706; ED491640 AB - Geographic cost differences present many complications when researchers attempt to make systematic comparisons of educational resources, and failure to address such differences can undermine the equity and adequacy goals of school finance formulas. Therefore, there is considerable interest in developing measures of the cost of education that can facilitate such comparisons and possibly may be used to adjust school finance formulas in some states. Geographic cost adjustment data for states, metropolitan areas, and school districts are frequently and widely requested by the public and school finance research community. In this report, NCES extends the analysis of comparable wages to the labor market level using a Comparable Wage Index (CWI). The basic premise of a CWI is that all types of workers--including teachers--demand higher wages in areas with a higher cost of living. This report develops a CWI by combining baseline estimates from the 2000 U.S. census with annual data from the Bureau of Labor Statistics (BLS). The Occupational Employment Statistics (OES) survey is a BLS database that contains average annual earnings by occupation for states and metropolitan areas from about 400,000 nonfarm businesses, and is available for years 1997 to 2003. Combining the census with the OES makes it possible to have yearly CWI estimates for states and local labor markets for each year after 1997. OES data are available each May and permit the construction of an up-to-date, annual CWI. Appended are: (1) Extending the Baseline With the OES; and (2) Comparisons With Other Cost Adjustment Strategies. (Contains 8 tables, 4 figures, and 21 endnotes.) [This report also produced by Bush School of Government and Public Service, Texas A&M University.] AU - Taylor, Lori L. AU - Fowler, William J. Y1 - 2006/05// PY - 2006 DA - May 2006 SP - 49 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Costs KW - School Districts KW - College Graduates KW - Regional Characteristics KW - Wages KW - Labor Market KW - Teacher Salaries KW - Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62087706?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Maryland State Department of Education Consolidated State Application Accountability Workbook. Revised AN - 62012973; ED495423 AB - This workbook, submitted by the Maryland State Department of Education to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended is: Required Data Elements for State Report Card. (Contains 11 footnotes.) Y1 - 2006/05// PY - 2006 DA - May 2006 SP - 58 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Maryland KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62012973?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State Skill Standards: Furniture and Cabinetmaking AN - 889923824; ED521924 AB - The Department of Education is continuing the development of statewide skill standards for all career and technical education programs. The standards in this document are for Furniture and Cabinetmaking 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. The writing team determined that any statewide skill standards for programs that teach cabinetmaking should be designed to teach entry-level and advanced skills related to the industry. The standards cover the following areas: Safety; Planning, Design and Print Reading; Tool and Equipment Use; Joinery, Fasteners and Adhesives; Wood Products and Materials; Construction Techniques; Finishing; Installation. The standards also include the math skills students need to be successful in the industry and safety is incorporated throughout the standards. Lastly, the document includes performance indicators for fundamental employability skills. These exit-level standards are designed for advanced programs, for students completing the third level of a three- or four-year furniture and cabinetmaking program. Students at the appropriate level of instruction will be expected to demonstrate competence for all performance indicators in the "meets standard" domains for each performance standard. Teachers are encouraged to use them to focus curriculum objectives for entry-level programs, also. The standards are organized as follows: Content Standards are general statements that identify major areas of knowledge, understanding, and 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 analyzed into specific 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. AU - Evans, Ronald AU - Varischetti, Barry AU - Alvey, Raymond AU - Volberding, Le AU - McCabe, Dave AU - Sanchez, Fernando AU - Wright, Russell Y1 - 2006/04/29/ PY - 2006 DA - 2006 Apr 29 SP - 60 PB - Nevada Department of Education. 700 East Fifth Street, Carson City, NV 89701. KW - Performance Indicators KW - Nevada KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Machine Tools KW - Finishing KW - Shop Curriculum KW - Furniture KW - Safety KW - Mathematics Skills KW - Occupational Information KW - Job Skills KW - Career Development KW - Vocational Education KW - High School Students KW - Career Planning KW - Academic Standards KW - Industry KW - State Standards KW - Woodworking UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889923824?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State Skill Standards: Heating, Ventilation, Air Conditioning, and Refrigeration AN - 889923822; ED521921 AB - The Department of Education has undertaken an ambitious effort to develop statewide career and technical education skill standards. The standards in this document are for Heating, Ventilation, Air Conditioning and Refrigeration (HVAC&R) 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. The writing team determined that any statewide skill standards for programs that teach HVAC&R should be patterned as closely as possible to existing, national standards. The standards are also closely aligned and sequenced with postsecondary HVAC&R programs. These exit-level standards are designed for students completing an advanced program. Students at the appropriate level of instruction will be expected to demonstrate competence for all performance indicators in the "meets standard" domains for each performance standard. The standards as follows: (1) Content Standards; (2) Performance Standards; and (3) Performance Indicators. AU - Ball, Larry AU - Soukup, Dennis Y1 - 2006/04/29/ PY - 2006 DA - 2006 Apr 29 SP - 96 PB - Nevada Department of Education. 700 East Fifth Street, Carson City, NV 89701. KW - Performance Indicators KW - Nevada KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - High Schools KW - Secondary Education KW - Equipment KW - Thermodynamics KW - Machine Tools KW - Ventilation KW - Shop Curriculum KW - Safety KW - Climate KW - National Standards KW - Occupational Information KW - Job Skills KW - Career Development KW - Heat KW - Energy KW - Alignment (Education) KW - Vocational Education KW - Climate Control KW - High School Students KW - Career Planning KW - Academic Standards KW - Industry KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889923822?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - English as a second language AN - 285976095 AB - Cultural diversity offers challenges to educators. -- Hmong, 3 percent -- Hmong, 1.6 percent JF - The Grand Rapids Press AU - U.S. Department of Education Y1 - 2006/04/05/ PY - 2006 DA - 2006 Apr 05 EP - A2 CY - Grand Rapids, Mich. KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/285976095?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%3Amidwestnews1&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Grand+Rapids+Press&rft.atitle=English+as+a+second+language%3A+%5B1+And+2+Edition%5D&rft.au=U.S.+Department+of+Education&rft.aulast=U.S.+Department+of+Education&rft.aufirst=&rft.date=2006-04-05&rft.volume=&rft.issue=&rft.spage=A.2&rft.isbn=&rft.btitle=&rft.title=The+Grand+Rapids+Press&rft.issn=&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Grand Rapids Press Apr 5, 2006 N1 - Last updated - 2012-09-22 ER - TY - GEN T1 - Improving Data Quality for Title I Standards, Assessments, and Accountability Reporting: Guidelines for States, LEAs, and Schools (Non-Regulatory Guidance) AN - 62095398; ED494083 AB - Spurred by the "No Child Left Behind Act" of 2001, virtually every educational reform program now includes an accountability component that requires sound data collection and reporting. Improving data quality has thus emerged as a high priority for educators and policymakers across the country. The list of programs for which data quality is relevant is extensive, and the scope of the issues involved is vast. As its title--"Improving Data Quality for Title I Standards, Assessments, and Accountability Reporting"--suggests, this set of guidelines addresses only one discrete slice of the universe of data quality issues: those associated with the annual Report Card required of all States, local educational agencies (LEAs) and schools receiving Title I, Part A funds under Sec. 1111(h) of "No Child Left Behind" ("NCLB"). Recommendations from the U.S. Department of Education's Office of the Inspector General (OIG) and the Government Accountability Office (GAO) provided the impetus for these guidelines. In September 2004, GAO identified numerous data quality problems in the States related to NCLB accountability and reiterated OIG's call for guidelines. This document, focused on State, LEA, and school Title I Report Cards, tailors its guidance specifically to address the OIG/GAO recommendations. Summary Checklists are appended. [This paper was produced by DTI Associates.] Y1 - 2006/04// PY - 2006 DA - April 2006 SP - 48 PB - ED Pubs. 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 - Elementary Secondary Education KW - Data KW - Federal Legislation KW - Guidelines KW - Improvement KW - Data Collection KW - Accountability KW - Quality Control UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62095398?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Evaluation of the DC Opportunity Scholarship Program. Second Year Report on Participation. NCEE 2006-4003 AN - 62095101; ED492092 AB - By fall 2005, the DC Opportunity Scholarship Program (OSP), the first federally funded voucher program in the United States, was in its second year serving low-income students in the nation's capital. More than 5,800 students have applied to the Program over the 2 years, and about 2,300 of them--eligible public school students who participated in a lottery to determine scholarship award--are the subject of a rigorous impact evaluation mandated by the Program statute. While the most important questions for this evaluation are about the Program's effectiveness in improving student outcomes, data are still being collected for that analysis and will be presented in a 2007 report. This document from the study team provides a brief update to the first report to Congress by describing the schools and students who applied to and became participants in the Program for the 2005-06 school year. The analysis indicates that by fall 2005, the Program was operating at capacity, with more than 1,700 students using scholarships at 60 of 68 participating private schools. A Congressionally Mandated Evaluation is appended. (Contains 10 tables, 3 figures, and 29 notes.) [This report was produced by the Institute of Education Science's National Center for Education Evaluation and Regional Assistance.] AU - Wolf, Patrick AU - Gutmann, Babette AU - Puma, Michael AU - Silverberg, Marsha Y1 - 2006/04// PY - 2006 DA - April 2006 SP - 43 PB - Institute of Education Sciences. 555 New Jersey Ave NW, Washington, DC 20208. KW - Impact Evaluation KW - District of Columbia KW - United States KW - ERIC, Resources in Education (RIE) KW - Program Descriptions KW - Program Effectiveness KW - Federal Aid KW - Scholarships KW - Student Participation KW - School Districts KW - Competitive Selection KW - Outcomes of Education KW - Federal Legislation KW - Public Schools KW - Reports KW - Program Implementation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62095101?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Variation in the Relationship Between Nonschool Factors and Student Achievement on International Assessments. Statistics in Brief. NCES 2006-014 AN - 62087746; ED491283 AB - This Statistics in Brief describes the differences in the distributions of nonschool factors related to student achievement among 15-year-old students and their families in the United States and other countries at similar levels of economic development. The first objective was to describe how the United States differs from the other countries assessed in terms of the distribution of SES and family characteristics. Generally, the United States did not differ from the other 19 countries in terms of the distribution of SES and family factors on four, but not all, of the characteristics. These were parental education, the number of books in the home, immigrant status, and language spoken at home. There were differences when looking at two characteristics parent occupation and family structure. The United States had a higher percentage of 15-year-olds with parents of high occupational status and a higher percentage of 15-year-olds residing in non-two-parent households compared to the 20-country average. (Contains 12 endnotes, 5 figures, and 6 tables.) AU - Hampden-Thompson, Gillian AU - Johnston, Jamie S. Y1 - 2006/04// PY - 2006 DA - April 2006 SP - 35 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - Europe KW - Canada KW - Australia KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Foreign Countries KW - Employment Level KW - Family Environment KW - Family Structure KW - Socioeconomic Status KW - Employed Parents KW - Academic Achievement KW - Cultural Differences KW - High School Students KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62087746?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - State of Utah Consolidated State Application Accountability Workbook. Amended and Submitted AN - 62012777; ED495442 AB - This workbook, submitted by the State of Utah to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. (Contains 12 tables.) Y1 - 2006/04/01/ PY - 2006 DA - 2006 Apr 01 SP - 45 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Utah KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62012777?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The National Evaluation of Reading Comprehension Interventions: Design Report. Final Report AN - 62019952; ED496295 AB - This report lays out the design for the Evaluation of Reading Comprehension Interventions, which is assessing supplemental reading comprehension programs for fifth-grade students in Title I schools. The key design parameters are described. The report itself provides the rationale for these decisions and discusses design and measurement issues, including sample sizes necessary to address the study's key questions. This report details the evaluation focus, process for selecting interventions and schools, and the key research design parameters. The authors hypothesized that the school and classroom context, as well as teacher characteristics, will affect how the reading curricula and instruction are implemented. Following Chapter I which states the problem and conceptual framework, Chapter II outlines the procedures for selecting interventions and schools for the study. Finally, Chapter III discusses the random assignment design, sample size requirements, and data collection and data analysis plans. The following are appended: (1) Technical Working Group Members; (2) The Issue of Multiple Comparisons; and (3) Data Collection Instruments. (Contains 6 tables and 2 figures.) AU - James-Burdumy, Susanne AU - Myers, David AU - Deke, John AU - Mansfield, Wendy AU - Gersten, Russell AU - Dimino, Joseph AU - Dole, Jan AU - Liang, Lauren AU - Vaughn, Sharon AU - Edmonds, Meaghan Y1 - 2006/03/23/ PY - 2006 DA - 2006 Mar 23 SP - 154 PB - Mathematica Policy Research, P.O. Box 2393, Princeton, NJ 08543-2393. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Research Reports KW - Program Design KW - Intervention KW - Reading Comprehension KW - Research Design KW - National Standards KW - Concept Formation KW - Grade 5 KW - Reading Instruction KW - Enrichment Activities KW - Evaluation Criteria KW - Data Collection KW - Sample Size KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62019952?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - New York State Accountability Peer Review. Revised AN - 62004425; ED495431 AB - This workbook, submitted by New York State to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. (Contains 1 table and 10 footnotes.) Y1 - 2006/03/20/ PY - 2006 DA - 2006 Mar 20 SP - 44 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - New York KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62004425?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Wisconsin Department of Public Instruction Consolidated State Application Accountability Workbook. Revised AN - 61998707; ED495481 AB - This workbook, submitted by the Wisconsin Department of Public Instruction to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. (Contains 11 appendixes and 6 tables, figures, and exhibits.) Y1 - 2006/03/07/ PY - 2006 DA - 2006 Mar 07 SP - 78 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Wisconsin KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61998707?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - School Behavior and Disciplinary Experiences of Youth With Disabilities. Facts From The National Longitudinal Transition Study-2 (NLTS2) AN - 62096025; ED492093 AB - Problem behavior at school "interferes with the educational process and places a burden on teachers" (U.S. Department of Education 2002, p. III-17). Disciplinary problems have long been linked to negative outcomes for students with disabilities, such as course failure and dropping out of school (Wagner et al. 1991). Parents, administrators, teachers, and communities all are interested in keeping schools safe and maintaining positive environments conducive to learning (Finley 2003; Gallegos 1998; Sprague, Smith, and Stieber 2002). To accomplish these goals, schools employ a range of policies and approaches to managing student behavior, including classroom token economies, positive behavior supports, and suspensions and expulsions (Leone et al. 2000; NASP Center 2005; Peterson and Skiba, 2001; Sugai et al. 2000). Data from the National Longitudinal Transition Study-2 (NLTS2) provide a national picture of disciplinary experiences at the secondary school level of youth with disabilities, offering a perspective on youth who exhibit problem behaviors at school and on schools' implementation of disciplinary actions. (Contains 6 figures and 1 table.) AU - Gonzalez, Patricia Y1 - 2006/03// PY - 2006 DA - March 2006 SP - 8 PB - ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Parents KW - Teachers KW - Administrators KW - Emotional Disturbances KW - Discipline Policy KW - Disabilities KW - School Policy KW - Secondary School Students KW - Discipline KW - Longitudinal Studies KW - Student Behavior KW - Behavior Problems KW - Classroom Techniques KW - Secondary Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62096025?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Fifth Grade: Findings From the Fifth Grade Follow-up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). E.D. TAB. NCES 2006-038 AN - 62094830; ED491189 AB - The purpose of this E.D. TAB is to introduce new NCES survey data through the presentation of selected descriptive information. The E.D. TAB is purely descriptive in nature. Readers are cautioned not to draw causal inferences based solely on the bivariate results presented in this E.D. TAB. It is important to note that many of the variables examined in this report are related to one another, and complex interactions and relationships have not been explored here. The variables examined here are also just a few of the variables that can be examined in these data and were selected to demonstrate the range of information that helped shape the design and now is available from the study. The selected findings are examples of comparisons that can be made using the data and are not designed to emphasize any particular issue. Release of the E.D. TAB is intended to encourage more in-depth analysis of the data, using more sophisticated statistical methods. This E.D. TAB presents findings from the fifth-grade ECLS-K data collection. Findings are based on a sample of 9,796 members of the 1998-99 kindergarten cohort, and are representative of the 3.8 million students in school in spring 2004 who were in kindergarten in fall 1998.3 Findings are based on all students who participated in the ECLS-K, not just those at grade level; in the spring of 2004 most students (86 percent) were in fifth grade, some (14 percent) were in a lower grade, and few (1 percent) were in a higher grade. (Contains 13 endnotes and 6 tables.) Appended are: (A) Survey Methodology and Glossary; and (B) Standard Error Tables. AU - Princiotta, Dan AU - Germino Hausken, Elvira Y1 - 2006/03// PY - 2006 DA - March 2006 SP - 69 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 5 KW - Reading Achievement KW - Inferences KW - Kindergarten KW - Mathematics Achievement KW - Surveys KW - Statistical Data KW - Science Achievement KW - Vocational Education KW - Longitudinal Studies KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62094830?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Instructional Focus in First Grade. Issue Brief. NCES 2006-056 AN - 62088452; ED491057 AB - Despite the importance of first grade as a crucial period in a young student's academic development, little is known nationally about how much time first-graders actually spend in class on various subjects or about the kinds of activities and skills that they work on in class. This Issue Brief details how often per week and how much time per day first-graders were instructed in subjects such as reading, mathematics, and science during the 1999-2000 academic year. It then focuses in more detail on students' in-class work on reading and language arts. Results are based on data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). This study involved a sample of 16,165 first grade students that is representative of the 3.8 million first-graders enrolled in the United States in Spring 2000. Data are based on first grade teacher reports from spring 2000. (Contains 2 tables.) AU - Lanahan, Lawrence AU - Princiotta, Daniel AU - Enyeart, Christine Y1 - 2006/03// PY - 2006 DA - March 2006 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Grade 1 KW - Class Activities KW - Mathematics Instruction KW - Reading Instruction KW - Language Arts KW - Time Management KW - Time on Task UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62088452?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Characteristics of Schools, Districts, Teachers, Principals, and School Libraries in the United States: 2003-04 Schools and Staffing Survey. E.D. TAB. NCES 2006-313 AN - 62087843; ED491188 AB - This report is intended to give the reader an overview of the Schools and Staffing Survey(SASS) data for the school year 2003-04 through tables of estimates for public, private, and Bureau of Indian Affairs (BIA)-funded schools and their staff. The tables contain estimates from schools, teachers, principals, districts, and school library media centers for public, private, and BIA-funded schools, as applicable. All tables for public and private schools show breakdowns by school type (public schools: traditional or charter; private schools: Catholic, other religious, or nonsectarian), community type (urbanicity), school level (elementary, secondary, or combined), and student enrollment. Tables containing district reports show breakdowns by district size (number of schools in the district), community type (urbanicity), district K-12 enrollment, and the percent of K-12 students who were approved for free or reduced-price lunches. (Contains 47 tables and Appendix A contains 47 additional tables.) Appended are: (1) Standard Error Tables; (2) Methodology and Technical Notes (3) Description of Variables; and (4) Glossary of Terms. AU - Strizek, Gregory A. AU - Pittsonberger, Jayme L. AU - Riordan, Kate E. AU - Lyter, Deanna M. AU - Orlofsky, Greg F. Y1 - 2006/03// PY - 2006 DA - March 2006 SP - 231 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - School Libraries KW - Principals KW - Enrollment KW - Elementary Secondary Education KW - Learning Resources Centers KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62087843?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Adult Lives of At-Risk Students: The Roles of Attainment and Engagement in High School. Statistical Analysis Report. NCES 2006-328 AN - 62087811; ED491285 AB - This report examines heterogeneity in young adult outcomes among students at risk for school failure due to low socioeconomic status (SES). It addresses the question: "Among students at risk due to status characteristics, what are the relationships of high school engagement and attainments with post-high school outcomes?" Two sets of outcomes are considered: entry and persistence in postsecondary education, and employment and income as a young adult. The report distinguishes between "status risk factors" such as SES and race/ethnicity and two other sets of risk factors: behavioral risk factors and academic risk factors. Behavioral risk factors are behaviors and attitudes closely related to learning, for example, attendance, paying attention to the teacher, completing coursework, and developing a sense that schooling is important to future life successes. These behaviors and attitudes are referred to as school engagement. "Disengagement" (e.g., not attending class, not completing assignments) can create severe impediments to learning. Appended are: (1) Technical Notes; (2) Standard Errors Tables; (3) Other Statistical Tables; and (4) Variables Used in This Report. (Contains 148 endnotes and 19 tables.) AU - Finn, Jeremy D. AU - Owings, Jeffrey Y1 - 2006/03// PY - 2006 DA - March 2006 SP - 132 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Low Income Groups KW - High Risk Students KW - Socioeconomic Influences KW - Student Participation KW - Employment KW - Correlation KW - Racial Differences KW - Educational Attainment KW - Longitudinal Studies KW - Outcomes of Education KW - Income KW - Student Attitudes KW - College Students KW - Academic Persistence KW - Student Behavior UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62087811?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners. Research and Development Report. NCES 2006-031 AN - 62087800; ED491190 AB - In this study, data from ECLS-K are used to estimate the degree to which specific aspects of teacher training--the teaching credential and coursework in pedagogy--and teaching experience are associated with student achievement. In addition, the study identifies the teacher-reported instructional practices associated with student achievement gains and examines the types of training that are related to the use of these practices. Specifically, the study addresses the following research questions: (1) To what extent are kindergarten teachers' qualifications and instructional practices associated with gains in reading and mathematics of their students over the course of the kindergarten year? and (2) How are the instructional practices of kindergarten teachers related to their qualifications? (Contains 22 tables. Appended are: (1) ECLS-K Direct Cognitive Assessment Measures; (2) Methodology Used in the Development of the Instructional Practice Scales; (3) Methodology Used in the Regression Analyses; (4) Sample Statistics for Variables Used in Analyses; and (5) Standard Errors From Regression Models. (Contains 22 tables.) AU - Guarino, Cassandra M. AU - Hamilton, Laura S. AU - Lockwood, R. J. AU - Rathbun, Amy H. Y1 - 2006/03// PY - 2006 DA - March 2006 SP - 82 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Kindergarten KW - Preschool Teachers KW - Young Children KW - Teacher Characteristics KW - Mathematics Achievement KW - Teacher Education KW - Teacher Attitudes KW - Achievement Gains KW - Reading Achievement KW - Teaching Experience KW - Teacher Qualifications KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62087800?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Teacher Shortage Areas Nationwide Listing: 1990-91 thru 2005-06 AN - 62009350; ED495458 AB - The nationwide Teacher Shortage Area (TSA) lists for the 2004-05 and 2005-06 school years have been completed and are listed by state in this document. A state that desires to propose teacher shortage areas for designation must submit the information required under the program regulations for the following programs: (1) Targeted teacher deferment for borrowers under the Family Federal Education Loan (FFEL) and Federal Supplemental Loans for Students (SLS) programs (34 CFR 682.210(q)); (2) Full-time teaching in fields of expertise, cancellation of up to 100% of their debt under the Federal Perkins Loan Program (34 CFR 674.53(c)); and (3) Reduction of the teaching obligation for scholars under the Paul Douglas Teacher Scholarship Program (34 CFR 653.50(a)). Y1 - 2006/03// PY - 2006 DA - March 2006 SP - 56 PB - US Department of Education. , 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 - Middle Schools KW - Secondary Education KW - Teacher Shortage KW - School Districts KW - Teacher Distribution KW - Elementary Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62009350?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Alabama Consolidated State Application Accountability Workbook. Final AN - 62004784; ED495493 AB - This workbook, submitted by the State of Alabama to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended is: Required Data Elements for State Report Card. (Contains 11 footnotes.) Y1 - 2006/02/22/ PY - 2006 DA - 2006 Feb 22 SP - 51 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Alabama KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62004784?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Institute on Disability and Rehabilitation Research--Notice of Final Long-Range Plan for Fiscal Years 2005-2009. Federal Register, Part III: Department of Education AN - 62097356; ED494625 AB - The Assistant Secretary for Special Education and Rehabilitative Services (OSERS) publishes the Final Long-Range Plan (Final Plan) for the National Institute on Disability and Rehabilitation Research (NIDRR) for FY 2005 through 2009. As required by the Rehabilitation Act of 1973, as amended (Act), the Assistant Secretary takes this action to outline priorities for rehabilitation research, demonstration projects, training, and related activities, and to explain the basis for these priorities. The Final Plan presents a five-year research agenda anchored in legislative mandate, consumer goals, and scientific initiatives. The Final Plan has several distinct purposes: (1) To set broad general directions that will guide NIDRR's policies and use of resources; (2) To establish objectives for research and related activities from which annual research priorities can be formulated; (3) To describe a system for operationalizing the Final Plan in terms of annual priorities, evaluation of the implementation of the Final Plan, and updates of the Final Plan as necessary; and (4) To direct new emphasis to the management and administration of the research endeavor. Appended is: Expert Panel Members. (Contains 5 tables.) Y1 - 2006/02/15/ PY - 2006 DA - 2006 Feb 15 SP - 8166 EP - 8200 PB - National Archives and Records Administration. 8601 Adelphi Road, College Park, MD 20740-6001. VL - 71 IS - 3 KW - Rehabilitation Act 1973 KW - ERIC, Resources in Education (RIE) KW - Research Projects UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62097356?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card[TM]: Trial Urban District Assessment, Reading, 2005. NCES 2006-455r AN - 62096934; ED492636 AB - This report presents results for three years of trial school-district-level reading assessments in NAEP at grades 4 and 8. Five urban public-school districts voluntarily participated in NAEP in 2002 and 2003: Atlanta City, City of Chicago School District 299, Houston ISD, Los Angeles Unified, and New York City Public Schools. In 2003 four additional districts participated: Boston School District, Charlotte-Mecklenburg Schools, Cleveland Municipal School District, and San Diego City Unified. In 2005, Austin ISD was added. Results are reported for these districts and for the District of Columbia, which regularly participates in NAEP. Student performance is reported 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. Comparisons are made to results in large central cities. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, gender, and parents' highest level of education, and for students with disabilities and English language learners. At grade 4, average reading scores increased between 2002 and 2005 in Atlanta and New York City. At grade 8, increases were noted in Atlanta and Los Angeles when comparing 2005 to 2002 and 2003, respectively. Technical Notes and a Data Appendix are included. (Contains 22 tables and 9 figures.) AU - Lurkus, D. A. AU - Rampey, D. B. AU - Donahue, P. Y1 - 2006/02// PY - 2006 DA - February 2006 SP - 40 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - New York KW - Georgia KW - Illinois KW - Texas KW - California KW - Boston KW - Ohio KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Parent Influence KW - Gender Differences KW - Socioeconomic Status KW - School Districts KW - Urban Schools KW - Educational Attainment KW - Racial Differences KW - National Competency Tests KW - Governing Boards KW - English (Second Language) KW - Reading Achievement KW - Disabilities KW - Student Evaluation KW - Limited English Speaking UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62096934?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Assessment of Title I: Interim Report. Volume II: Closing the Reading Gap: First Year Findings from a Randomized Trial of Four Reading Interventions for Striving Readers AN - 62094887; ED491144 AB - According to the National Assessment of Educational Progress, nearly 4 in 10 fourth graders read below the basic level. These literacy problems get worse as students advance through school and are exposed to progressively more complex concepts and courses. The purpose of this study was to assess the effectiveness of four remedial reading programs in improving the reading skills of 3rd and 5th graders, whether the impacts of the programs vary across students with difference baseline characteristics, and to what extent can this instruction close the reading gap and bring struggling readers within the normal range--relative to the instruction normally provided by their schools. The study took place in elementary schools in 27 districts of the Allegheny Intermediate Unit outside Pittsburgh, PA during the 2003-04 school year. Within each of 50 schools, 3rd and 5th grade students were identified as struggling readers by their teachers. These students were tested and were eligible for the study if they scored at or below the 30th percentile on a word-level reading test and at or above the 5th percentile on a vocabulary test. The final sample contains a total of 742 students. There are 335 3rd graders ? 208 treatment and 127 control students. There are 407 5th graders ? 228 treatment and 179 control students. Four existing programs were used: Spell Read P.A.T., Corrective Reading, Wilson Reading, and Failure Free Reading. Corrective Reading and Wilson Reading were modified to focus only on word-level skills. Spell Read P.A.T. and Failure Free Reading were intended to focus equally on word-level skills and reading comprehension/vocabulary. Teachers received 70 hours of professional development and support during the year. Instruction was delivered in small groups of 3 students, 5 days a week, for a total of 90 hours. Seven measures of reading skill were administered at the beginning and end of the school year to assess student progress: Word Attack, Word Identification Comprehension (Woodcock Reading Mastery Test); Phonemic Decoding Efficiency and Sight Word Efficiency (Test of Word Reading Efficiency); Oral Reading Fluency (Edformation); and Passage Comprehension (Group Reading Assessment and Diagnostic Evaluation). After one year of instruction, there were significant impacts on phonemic decoding, word reading accuracy and fluency, and comprehension for 3rd graders, but not for 5th graders. For third graders in the reading programs, the gap in word attach skills between struggling readers and average readers was reduced by about two-thirds. It was found that reading skills of 3rd graders can be significantly improved through instruction in word-level skills, but not the reading skills of 5th graders. The following are appended: (1) Details of Study Design and Implementation; (2) Data Collection; (3) Weighting Adjustment and Missing Data; (4) Details of Statistical Methods; (5) Intervention Impacts on Spelling and Calculation; (6) Instructional Group Clustering; (7) Parent Survey; (8) Teacher Survey and Behavioral Rating Forms; (9) Instructional Group Clustering; (10) Videotape Coding Guidelines for Each Reading Program; (11) Supporting Tables; (12) Sample Test Items; (13) Impact Estimate Standard Errors and P-Values; (14) Association between Instructional Group Heterogeneity and The Outcome; (15) Teacher Rating Form; (16) School Survey; and (17) Scientific Advisory Board. [This report was produced by the Corporation for the Advancement of Policy Evaluation. Additional support provided by the Barksdale Reading Institute, and the Haan Foundation for Children.] AU - Torgesen, Joseph AU - Myers, David AU - Schirm, Allen AU - Stuart, Elizabeth AU - Vartivarian, Sonya AU - Mansfield, Wendy AU - Stancavage, Fran AU - Durno, Donna AU - Javorsky, Rosanne AU - Haan, Cinthia Y1 - 2006/02// PY - 2006 DA - February 2006 SP - 136 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - Woodcock Reading Mastery Test KW - Pennsylvania KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Reading Tests KW - Program Effectiveness KW - Language Skills KW - Academic Achievement KW - Intervention KW - Remedial Reading KW - Professional Development KW - Reading Comprehension KW - Research Design KW - Remedial Programs KW - Decoding (Reading) KW - Grade 5 KW - Corrective Reading KW - Reading Programs KW - Grade 3 KW - Phonemes KW - Grade 4 KW - Program Implementation KW - Reading Fluency UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62094887?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Trial Urban District Assessment: Mathematics 2005. The Nation's Report Card[TM]. NCES 2006-457r AN - 62094869; ED492635 AB - This report presents trial school-district-level results of the National Assessment of Educational Progress (NAEP) mathematics 2003 and 2005 assessments at grades 4 and 8 for nine urban public-school districts: Atlanta City, Boston School District, Charlotte-Mecklenburg Schools, City of Chicago School District 299, Cleveland Municipal School District, Houston ISD, Los Angeles Unified, New York City Public Schools, and San Diego City Unified. In 2005, Austin ISD was added. These districts participated voluntarily in the trial assessment. Data for the District of Columbia, which regularly participates in NAEP, are also included. Student performance is reported in terms of average scale scores on the NAEP mathematics scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. Comparisons are made to results in large central cities. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, gender, and parents' highest level of education, and for students with disabilities and English language learners. At grade 4, between 2003 and 2005, mathematics performance improved in 8 of the 10 districts that participated in both years. At grade 8, during the same period, performance improved in 4 of the 10 districts. Technical Notes and Data Appendix are included. (Contains 22 tables and 9 figures.) [For "The Nation's Report Card: Trial Urban District Assessment Mathematics 2005. NCES 2006-457," see ED488964. For "Trial Urban District Assessment: Reading 2005. The Nation's Report Card[TM]. NCES 2006-455," see ED488963.] AU - Rampey, D. B. AU - Lutkus, D. A. AU - Dion, G. Y1 - 2006/02// PY - 2006 DA - February 2006 SP - 40 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Comparative Analysis KW - Grade 8 KW - Ethnicity KW - Grade 4 KW - Student Characteristics KW - Urban Areas KW - Mathematics Achievement KW - Race KW - Academic Achievement KW - School Districts KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62094869?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Accounting for Every Student: A Taxonomy for Standard Student Exit Codes. NFES 2006-804 AN - 62094241; ED493174 AB - The National Forum on Education Statistics (Forum) is a cooperative of state, local, and federal education agencies. The goal of Forum activities is to improve the quality of education data gathered for use by policymakers and programmatic decision-makers. One approach to furthering this goal has been to pool the collective experiences of Forum members to produce "best practice" guides in areas of high interest to those who collect, maintain, and use data about elementary and secondary school students. Standardizing the way data systems record changes in student enrollment--that is, developing common exit codes--is one of those areas. In reviewing the existing literature about dropout and graduation rates, Forum members determined that there was a real need for a common format for reporting when students transferred, completed high school, dropped out, or otherwise changed their enrollment status. In response to this need, in 2004 the Forum established a task force to develop such a standardized format. This guide is the product of the task force's efforts. [This document was prepared by the National Forum on Education Statistics.] AU - Erlebacher, Frances Y1 - 2006/02// PY - 2006 DA - February 2006 SP - 45 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Policymakers KW - Elementary Secondary Education KW - Coding KW - Statistics KW - Research Methodology KW - Student Characteristics KW - Educational Indicators KW - Dropout Rate KW - School Districts KW - Transfer Students KW - Benchmarking KW - Accountability KW - Classification KW - Enrollment Trends KW - Data Collection KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62094241?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Assessment of Title I: Interim Report. Volume I: Implementation of Title I AN - 62087993; ED491143 AB - The Title I program, created in 1965, is the largest federal program supporting elementary and secondary education and is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state standards and assessments. The No Child Left Behind Act of 2001 (NCLB) expanded the assessment and accountability provisions in the law while also creating new provisions related to parental choice and teacher quality. The purpose of this report is to examine the implementation of key Title I provisions related to state assessments, accountability, school choice and supplemental educational services, and teacher quality, as well as examining trends in student achievement. The report synthesizes key findings from a variety of studies and data sources, including the National Longitudinal Study of No Child Left Behind and the Study of State Implementation of Accountability and Teacher Quality Under No Child Left Behind which are repeated cross-sectional surveys of states, districts, and schools, as well as state performance reports and the National Assessment of Educational Progress. The following are appended: (1) Descriptions of Major Data Sources Included in This Report; (2) Supplemental Exhibits; and (3) Standard Error Tables. (Contains 91 exhibits and 185 endnotes.) AU - Stullich, Stephanie AU - Eisner, Elizabeth AU - McCrary, Joseph AU - Roney, Collette Y1 - 2006/02// PY - 2006 DA - February 2006 SP - 160 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - No Child Left Behind Act 2001 KW - Elementary Secondary Education Act Title I KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Supplementary Education KW - Reading Tests KW - Measurement KW - Program Effectiveness KW - Special Education Teachers KW - Reading Skills KW - Academic Achievement KW - Professional Development KW - Accountability KW - Mathematics Skills KW - Educational Improvement KW - Teacher Effectiveness KW - Federal Legislation KW - Federal Programs KW - School Choice KW - Program Evaluation KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62087993?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Assessment of Title I: Interim Report. Executive Summary AN - 62085847; ED491142 AB - This is one of three documents constituting the mandated Interim Report on the National Assessment of Title I. This Executive Summary describes the studies that comprise the National Assessment of Title I and provides executive summaries of the findings of Volumes I and II. Volume I, Implementation of Title I, focuses on implementation of key Title I provisions related to state assessments, accountability, school choice and supplemental educational services, and teacher quality, as well as examining trends in student achievement. The report draws on data from two evaluations of NCLB implementation conducted by the Department, the National Longitudinal Study of NCLB and the Study of State Implementation of Accountability and Teacher Quality Under NCLB, both of which collected data in the 2004-05 school year. The report also includes data from earlier studies, state performance reports, the National Assessment of Educational Progress, and other sources. Volume II, Closing the Achievement Gap, is an evaluation of either parts or all of four widely used programs for elementary school students with reading problems. The programs are Corrective Reading, Failure Free Reading, Spell Read P.A.T., and Wilson Reading, all of which are expected to be more intensive and skillfully delivered than the programs typically provided in public schools. The following is appended: Independent Review Panel Members. (Contains 12 figures and 5 tables.) Y1 - 2006/02// PY - 2006 DA - February 2006 SP - 53 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act Title I KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Supplementary Education KW - Measurement KW - Program Effectiveness KW - Academic Achievement KW - Remedial Reading KW - Professional Development KW - Accountability KW - Educational Improvement KW - Teacher Effectiveness KW - Remedial Programs KW - Federal Legislation KW - Reading Programs KW - Program Implementation KW - Federal Programs KW - School Choice KW - Program Evaluation UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62085847?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - Graduation figures AN - 286031759 AB - Freshmen enrolled at area schools who entered in 1998 and received their degrees within six years. Calvin College: 76% Aquinas College: 51% JF - The Grand Rapids Press AU - National Center for Education Statistics Y1 - 2006/01/26/ PY - 2006 DA - 2006 Jan 26 EP - B1 CY - Grand Rapids, Mich. KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/286031759?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%3Amidwestnews1&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Grand+Rapids+Press&rft.atitle=Graduation+figures%3A+%5B3+And+4+Edition%5D&rft.au=National+Center+for+Education+Statistics&rft.aulast=National+Center+for+Education+Statistics&rft.aufirst=&rft.date=2006-01-26&rft.volume=&rft.issue=&rft.spage=B.1&rft.isbn=&rft.btitle=&rft.title=The+Grand+Rapids+Press&rft.issn=&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Grand Rapids Press Jan 26, 2006 N1 - Last updated - 2012-09-21 ER - TY - GEN T1 - Procedures for Peer Review of Reports AN - 62095994; ED492104 AB - Under the Education Sciences Reform Act, all research, statistics, and evaluation reports conducted by, or supported through, the Institute shall be subject to rigorous peer review before being published or otherwise made available to the public. Prior to review and approval by the NCEE Commissioner, NCEE reports are reviewed internally by the project officer and selected NCEE evaluation staff. In addition, members of the technical working group who served as advisors to the research team conducting the project typically review reports. After the NCEE Commissioner has approved the final draft report, the NCEE project officer submits the final draft report to the Standards and Review Office for external peer review. This document provides details on the various stages of this process. Legislation Relevant to Scientific Peer Review is appended. [This report was adopted by the National Board for Education Sciences (NBES) on January 24, 2006. For "Procedures for Peer Review of Grant Applications," see ED492103.] Y1 - 2006/01/24/ PY - 2006 DA - 2006 Jan 24 SP - 9 PB - ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Evaluation Methods KW - Writing for Publication KW - Scientific Research KW - Peer Evaluation KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62095994?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Procedures for Peer Review of Grant Applications AN - 62095621; ED492103 AB - This guide presents information on the procedures for peer review of grant applications. It begins with an overview of the review process for grant application submission and review. The review process includes: (1) pre-submission procedures that enable the Institute to plan for specific review sessions; (2) application processing procedures; (3) panel selection and appointment; (4) pre-review panel procedures; (5) panel meeting; and (6) post-review process. Intended to assist administrators, and faculty in developing successful proposals, it offers information on the policies and conventions governing the review process, selection of proposals for funding, and describes details of the review procedures. Other elements of the process described in the guide include: (1) Letters of Intent; (2) Review of Applications by the Primary Reviewers; (3) Scoring of Applications; (4) Panel Discussion; and (5) Procedures for Responding to Applicant Inquiries. The appendix includes: Legislation Relevant to Scientific Peer Review. (Contains 1 table.) [This document was adopted by the National Board for Education Sciences (NBES) on January 24, 2006.] Y1 - 2006/01/24/ PY - 2006 DA - 2006 Jan 24 SP - 16 PB - ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Higher Education KW - Science Education KW - Review (Reexamination) KW - Grants KW - Competitive Selection KW - Meetings KW - Eligibility KW - Grantsmanship KW - Program Guides KW - Evaluation Criteria KW - Peer Evaluation KW - Financial Aid Applicants KW - Proposal Writing UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62095621?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Design of an Impact Evaluation of Teacher Induction Programs. Final Report AN - 62015847; ED496290 AB - In recent years, researchers have argued that the shortage of highly qualified teachers in poor school districts may have less to do with attracting new teachers than with retaining them. To provide the scientific evidence that will support sound decisions about teacher induction, Mathematica is examining whether high-intensity teacher induction programs lead to higher retention rates and other positive teacher and student outcomes. This report lays out the study design in detail, documenting the process for building the sample of districts, schools, and students, and for conducting random assignment. In addition, it describes the data collection and analysis plans. (Contains 7 tables and 3 figures.) AU - Glazerman, Steven AU - Senesky, Sarah AU - Seftor, Neil AU - Johnson, Amy Y1 - 2006/01/11/ PY - 2006 DA - 2006 Jan 11 SP - 118 PB - Mathematica Policy Research, P.O. Box 2393, Princeton, NJ 08543-2393. KW - Impact Evaluation KW - ERIC, Resources in Education (RIE) KW - Evaluation Methods KW - Labor Turnover KW - Program Effectiveness KW - Beginning Teacher Induction KW - Logical Thinking KW - Teacher Persistence KW - Data Collection KW - Program Evaluation KW - Data Analysis KW - Beginning Teachers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62015847?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Education Statistics Quarterly. Volume 7, Issues 1 & 2, 2005. NCES 2006-614 AN - 870283022; ED518679 AB - The National Center for Education Statistics (NCES) fulfills a congressional mandate to collect and report "statistics and information showing the condition and progress of education in the United States and other nations in order to promote and accelerate the improvement of American education." The "Quarterly" offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES. Topics covered include: NCES Programs and Plans; Early Childhood Education; Elementary and Secondary Education; Postsecondary Education; Lifelong Learning; Libraries; International Statistics; Crosscutting Statistics; Methodology; and Data Products, Other Publications, and Funding Opportunities. (Individual articles contain notes, references, tables, and figures.) Y1 - 2006 PY - 2006 DA - 2006 SP - 306 PB - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398. KW - National Public Education Financial Survey KW - Public Libraries Survey (NCES) KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Early Childhood Education KW - Elementary Secondary Education KW - Postsecondary Education KW - Lifelong Learning KW - Methods KW - Grants KW - Public Libraries KW - National Surveys KW - Publications KW - School Statistics KW - Data KW - School Libraries UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870283022?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Sources of payment for assistive technology: findings from a national survey of persons with disabilities. AN - 85394947; pmid-16796243 AB - This article provides an overview of who pays for the most commonly used assistive technology devices, special adaptations, and environmental accommodations by persons with disabilities in the United States. The latest findings from the 2001 survey of Use and Need of Assistive Technology and Information Technology by Persons With Disabilities in the United States conducted by the National Institute on Disability and Rehabilitation Research, Rehabilitation Engineering and Assistive Technology Society of North America, and the University of Michigan will be presented and compared to findings from earlier research and reviews of the literature. A modified discriminant function analysis was performed to determine the interaction between the source of payment for assistive technology used by persons with disabilities. In the sample of 1,414 such persons, 901 were found to use some form of assistive technology in their daily lives. Ten distinct sources of payment were specified. Respondents were able to mention up to three sources of payment for each example of assistive technology used. A total of 1,877 sources were mentioned. Overall, the most mentioned payment source was self or other family member in household, accounting for nearly 40% of all sources mentioned. The variables tested were found to have varying levels of interactive potency. Occupational status, education level, severity of impairment, opinion as to the effectiveness of assistive technology, and personal income were significant, whereas age, family income, opinion as to improvement over the past decade, and race were statistically unrelated to source of payment. From the perspective of relative discrimination on the basis of payment source, Medicare stands as the lone significant discriminant source of payment. The authors offer a summary and conclusion based on an integrated view of all available sources of information about payment. JF - Assistive technology : the official journal of RESNA AU - Carlson, Dawn AU - Ehrlich, Nat AD - US Department of Education, National Institute on Disability and Rehabilitation Research, Washington, DC 20202-2700, USA. Y1 - 2006 PY - 2006 DA - 2006 SP - 77 EP - 86 VL - 18 IS - 1 SN - 1040-0435, 1040-0435 KW - Health technology assessment KW - National Library of Medicine KW - *Disabled Persons: statistics & numerical data KW - Female KW - *Financing, Personal: utilization KW - Health Care Surveys KW - Humans KW - *Insurance, Health: utilization KW - Male KW - *Medicaid: utilization KW - *Medicare: utilization KW - Rehabilitation, Vocational: economics KW - Self-Help Devices: classification KW - *Self-Help Devices: economics KW - Self-Help Devices: utilization KW - Socioeconomic Factors KW - United States KW - United States Department of Veterans Affairs UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/85394947?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%3Acomdisdome&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Sign+Language+%26+Linguistics&rft.atitle=Sign+Language+and+Deaf+Education%3A+A+New+Tradition&rft.au=Pribanic%2C+Ljubica&rft.aulast=Pribanic&rft.aufirst=Ljubica&rft.date=2006-01-01&rft.volume=9&rft.issue=1-2&rft.spage=233&rft.isbn=&rft.btitle=&rft.title=Sign+Language+%26+Linguistics&rft.issn=13879316&rft_id=info:doi/ LA - English (eng) DB - ComDisDome N1 - Date revised - 2011-12-15 N1 - Last updated - 2012-07-13 ER - TY - RPRT T1 - A First Look at the Literacy of America's Adults in the 21st Century. NCES 2006-470 AN - 62149714; ED489066 AB - The 2003 National Assessment of Adult Literacy (NAAL) measures the English literacy of America's adults (people age 16 and older living in households or prisons). The average quantitative literacy scores of adults increased 8 points between 1992 and 2003, though average prose and document literacy did not differ significantly from 1992 (figure 1). The literacy tasks in the assessment were drawn from actual texts and documents, which were either used in their original format or reproduced in the assessment booklets. Each question appeared before the materials needed to answer it, thus encouraging respondents to read with purpose. Respondents were asked to complete an assessment booklet that included seven literacy screening tasks (with questions asked in either English or Spanish but based upon written materials presented in English only) common to all booklets, followed by three blocks of tasks. The assessment also included a background questionnaire that was used to collect data about the relationship between literacy and various demographic and background characteristics. AU - Kutner, Mark AU - Greenberg, Elizabeth AU - Baer, Justin Y1 - 2006 PY - 2006 DA - 2006 SP - 28 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - National Assessment of Adult Literacy KW - ERIC, Resources in Education (RIE) KW - Adult Basic Education KW - Evaluation KW - Adult Literacy KW - Non English Speaking KW - Age KW - Employment Level KW - Ethnicity KW - Race KW - Language KW - Educational Attainment KW - National Surveys KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62149714?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Center for Special Education Research Projects and Programs AN - 62096284; ED493915 AB - In December 2004, Congress reauthorized the Individuals with Disabilities Education Act (IDEA) and in doing so, established the National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES). On July 1, 2005, NCSER began its operation and held its first set of research grant competitions, which included the following ten topic areas: language and vocabulary development, serious behavior disorders, early intervention and assessment for young children, secondary and postsecondary outcomes, individualized education programs, reading and writing, mathematics and science, assessment for accountability, research on teacher quality in reading and writing, and research on teacher quality in mathematics and science. This document describes the research grants and contracts that represent NCSER's current investments. These investments will evaluate the effectiveness of programs, intervention, strategies, and assessment tools to determine what works in addressing the needs of infants and children with disabilities. Projects and programs being assessed for FY 2006 awards are in the areas of: (1) Assessment for Accountability; (2) Early Intervention, Early Childhood Special Education, and Assessment; (3) Individualized Education Programs; (4) Language and Vocabulary Development; (5) Mathematics and Science; (6) Reading and Writing; (7) Secondary and Post-Secondary Outcomes; (8) Serious Behavior Disorders; (9) Standards and Assessment Development; and (10) National Initiatives. [This document was published by the Institute of Education Sciences' National Center for Special Education Research (NCSER).] Y1 - 2006 PY - 2006 DA - 2006 SP - 22 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Vocabulary Development KW - Program Effectiveness KW - Special Education KW - Grants KW - Children KW - Teacher Effectiveness KW - Outcomes of Education KW - Disabilities KW - Early Intervention KW - Student Evaluation KW - Individualized Education Programs KW - Educational Research KW - Vocabulary Development KW - Program Effectiveness KW - Special Education KW - Grants KW - Children KW - Teacher Effectiveness KW - Outcomes of Education KW - Disabilities KW - Early Intervention KW - Student Evaluation KW - Individualized Education Programs KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62096284?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Highlights From the TIMSS 1999 Video Study of Eighth-Grade Science Teaching. NCES 2006-017 AN - 62085815; ED491192 AB - The Third International Mathematics and Science Study (TIMSS) 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study of mathematics teaching. Larger and more ambitious than the first, the 1999 study investigated eighth-grade science teaching as well as mathematics teaching, expanded the number of countries, and included more countries with relatively high achievement on TIMSS assessments in comparison to the United States. The purpose of this report is to introduce new NCES survey data through the presentation of selected descriptive information. Readers are cautioned not to draw causal inferences based solely on the bivariate results presented. It is important to note that many of the variables examined in this report are related to one another, and complex interactions and relationships have not been explored here. Release of the report is intended to make the information available to the public and encourage more in-depth analysis of the data. (Contains 2 endnotes, 3 tables, and 10 figures.) Y1 - 2006 PY - 2006 DA - 2006 SP - 24 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 8 KW - Cross Cultural Studies KW - High Achievement KW - Foreign Countries KW - Mathematics Instruction KW - Comparative Education KW - Science Instruction KW - Videotape Recordings KW - Data Analysis KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62085815?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Employees in Postsecondary Institutions, Fall 2004, and Salaries of Full-Time Instructional Faculty, 2004-05. E.D. TAB. NCES 2006-187 AN - 62085346; ED489421 AB - This E.D. TAB presents findings from the Integrated Postsecondary Education Data System (IPEDS) Winter 2004-05 data collection, which included two required survey components: Employees by Assigned Position (EAP) for fall 2004 and Salaries (SA) for academic year 2004-05; the Fall Staff (S) component was optional for fall 2004. These data were collected through the IPEDS web-based data collection system. Tabulations in this report present selected data items collected from, or imputed for, the 6,374 Title IV institutions in the United States that are eligible for at least one component of the Winter 2004-05 data collection. Data for the 165 institutions located in other jurisdictions, such as Puerto Rico, are not included in the tabulations in this report. Institutions provided data about faculty and staff employed at Title IV participating institutions in the United States as well as salaries and fringe benefits of those full-time instructional faculty at Title IV degree-granting institutions in the United States. Degree-granting institutions are those offering associate's, bachelor's, master's, doctor's, and first-professional degrees. The information presented about salaries and fringe benefits have been adjusted. Total salary outlays for full-time faculty (by rank) on 11/12-month contracts were adjusted to 9/10-month outlays by multiplying the outlay for 11/12-month contracted faculty by 0.8182. The "equated" outlays were then added to the outlays for 9/10-month faculty to determine an average salary for each rank. Salaries for faculty on less than-9-month contracts are not included. Appended are: (1) Survey Methodology; and (2) Glossary of IPED Terms. [This report was produced with assistance from RTI International.] (Contains 9 tables.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Whitmore, Roy W. AU - Levine, Burton AU - Broyles, Susan G. AU - Huh, Seungho Y1 - 2006/01// PY - 2006 DA - January 2006 SP - 39 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Employment Level KW - Employees KW - Fringe Benefits KW - Teacher Salaries KW - Occupational Surveys KW - College Faculty UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62085346?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Federal Student Aid Handbook, 2006-2007. Volume 1: Student Eligibility AN - 62026315; ED494726 AB - There are many factors to be considered when reviewing a student's application for aid from the FSA programs, such as whether the student is a U.S. citizen or permanent resident, whether the student is making satisfactory academic progress, and whether the student has a defaulted FSA loan. This volume of the Federal Student Aid Handbook discusses the eligibility requirements for students and parent borrowers, and responsibilities to ensure that recipients qualify for their aid awards. The table of contents divides the hand book into the following 5 chapters: (1) Chapter 1, School-Determined Requirements, discusses student eligibility requirements that do not require information from the Department's systems; (2) Chapter 2, Citizenship, explains that a student must be a citizen or eligible non-citizen to receive FSA--It also describes immigration documents that may be needed to make sure students meet this requirement; (3) Chapter 3, Financial Aid History, provides a discussion of how to review a student's financial aid history, and also how to track changes to the student's financial history through the post screening and transfer student monitoring processes; (4) Chapter 4, Social Security Number, provides information on the SSN requirement and the match process; (5) Chapter 5, Selective Service, describes the registration requirement, and the Selective Service match; and (6) Chapter 6, Program-Related Eligibility Requirements, describes additional factors that are program-specific. Y1 - 2006 PY - 2006 DA - 2006 SP - 79 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Student Financial Aid KW - Citizenship KW - Guidelines KW - Academic Achievement KW - Transfer Students KW - Financial Aid Applicants KW - Eligibility UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62026315?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Federal Student Aid Handbook, 2006-2007. Volume 6: Campus-Based Programs AN - 62018168; ED494731 AB - The Federal Perkins Loan, Federal Supplemental Educational Opportunity Grant (FSEOG), and Federal Work-Study (FWS) programs are called "campus-based" programs because each school is responsible for administering them on its own campus. This volume gives guidance on issues specific to the administration of the campus-based programs. Following the introduction, this guide is divided into the following 5 chapters: (1) Participation, Fiscal Procedures, & Records; (2) Operating a Federal Work-Study Program; (3) Making Perkins Loans; (4) Perkins Repayment, Forbearance, Deferment, and Cancellation; and (5) Perkins Billing, Collection, and Default. Appendices include: (1) Model Off-Campus Agreement; and (2) Need Assessment for FWS Community Service Program. Y1 - 2006 PY - 2006 DA - 2006 SP - 134 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Perkins Loan Program KW - National Defense Student Loan Program KW - National Direct Student Loan Program KW - Higher Education Act 1965 KW - Fair Labor Standards Act KW - Title IX Education Amendments 1972 KW - Civil Rights Act 1964 KW - Domestic Volunteer Service Act KW - Individuals with Disabilities Education Act KW - Elementary Secondary Education Act Title I KW - Higher Education Act Amendments 1992 KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Student Financial Aid KW - Student Loan Programs KW - Educational Opportunities KW - Guides UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62018168?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Louisiana Consolidated State Application Accountability Workbook. Amended AN - 62012955; ED495452 AB - This workbook, submitted by the State of Louisiana to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Required Data Elements for the State Report Card are contained in the appendix. (Contains 11 footnotes.) Y1 - 2006 PY - 2006 DA - 2006 SP - 67 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Louisiana KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62012955?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Federal Student Aid Handbook, 2006-2007. Volume 4: Processing Aid & Managing FSA Funds AN - 62012338; ED494729 AB - The purpose of this publication is to provide participating schools with guidance on how to request, disburse, manage, and report on the use of Federal Student Aid funds. A summary of the changes and clarifications is presented in greater detail in the chapters that are contained in this volume: Chapter 1, The MPN (Master Promissory Note) and the Stafford/Plus Loan Process, covers the process of making a loan, and describing the actions and information required of the student, parent, and school; Chapter 2, Disbursing Federal Student Aid Funds, provides the rules that apply to Pell Grants, FSEOG (Federal Supplemental Educational Opportunity Grant), Perkins Loan, Direct Loan, and FFEL (Federal Family Educational Loan); and Chapter 3, Requesting and Managing Federal Student Aid Funds, discusses the cash management regulations, and establishes rules and procedures that a school must follow in requesting and managing funds for the Pell Grant, FSEOG, Perkins Loan, FWS (Federal Work-Study), Direct Loan, and FFEL programs. Y1 - 2006 PY - 2006 DA - 2006 SP - 63 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Stafford Student Loan Program KW - Pell Grant Program KW - Perkins Loan Program KW - Federal Direct PLUS Loan Program KW - Uniform Commercial Code KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Practitioners KW - Student Financial Aid KW - Guides UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62012338?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Federal Student Aid Handbook, 2006-2007. Volume 2: School Eligibility and Operations AN - 62009129; ED494727 AB - The purpose of this publication is to describe how a school becomes eligible to participate in the Federal Student Aid (FSA) programs and to explain the administrative and fiscal requirements of FSA program participation. In addition, this publication discusses other issues relevant to the general administration of the FSA programs. A summary of the changes and clarifications is presented in greater detail in the following 12 chapters: (1) Chapter 1, Institutional Eligibility, discusses the three types of institutions that are eligible to participate in the FSA programs; (2) Chapter 2, Applying for Participation in the FSA Programs, discusses how and when a school applies for approval to participate in the FSA programs; (3) Chapter 3, General Participation Requirements, explains many of the participation requirements; (4) Chapter 4, Program Eligibility, deals with the relationship between program eligibility, and institutional eligibility; (5) Chapter 5, Updating Application Information, describes changes that can affect a school's participation, as well as how and when to report these changes; (6) Chapter 6, Providing Consumer Information, provides the requirement for the consumer information that a school must provide to students, the Department, and others as well as a summary of the effects of misrepresentation of school information on a school's FSA participation; (7) Chapter 7, Written Agreements between Schools, presents the specific requirements for such agreements. (8) In chapter 8, Distance Education, the applicability of the FSA program requirements to programs offered through distance education is discussed; (9) Chapter 9, Record keeping, and Disclosure, covers the requirements for maintaining and disclosing records for the FSA programs; (10) Chapter 10, Administrative Capability, provides the requirements a school must meet to demonstrate its administrative capability; (11) Chapter 11, Financial Standards, explains the financial standards schools must maintain to participate in the FSA programs; and (12) Chapter 12, Program Integrity, offers a discussion of the responsibilities of schools, accrediting agencies, states, and the Department for ensuring the integrity of the FSA programs. Y1 - 2006 PY - 2006 DA - 2006 SP - 241 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Higher Education Act Title IV KW - ERIC, Resources in Education (RIE) KW - Student Financial Aid KW - Guides UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62009129?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Education Statistics Quarterly. Volume 6, Issue 4, 2004. NCES 2006-613 AN - 61812095; ED492620 AB - The "Quarterly" offers a comprehensive overview of work done across all of the National Center for Education Statistics (NCES). Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES. This issues featured topic is International Assessments. This section contains the first three articles: (1) Highlights from the Trends in International Mathematics and Science Study (TIMSS) 2003 (Patrick Gonzales, Juan Carlos Guzman, Lisette Partelow, Erin Pahlke, Leslie Jocelyn, David Kastberg, and Trevor Williams); (2) International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the U.S. Perspective (Mariann Lemke, Anindita Sen, Erin Pahlke, Lisette Partelow, David Miller, Trevor Williams, David Kastberg, and Leslie Jocelyn); and (3) Invited Commentary: The TIMSS 2003 and PISA 2003 Reports: Sustaining Focus and Concern about the State of Mathematics Education in the United States (Joan Ferrini-Mundy). The second section, Early Childhood Education, contains the following article: (4) Children Born in 2001: First Results from the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (Kristin Denton Flanagan and Jerry West). The third section, Elementary and Secondary Education, presents: (5) America's Charter Schools: Results from the NAEP 2003 Pilot Study; (6) Characteristics of Private Schools in the United States: Results from the 2001-2002 Private School Universe Survey (Stephen P. Broughman and Kathleen W. Pugh); (7) Dropout Rates in the United States: 2001 (Phillip Kaufman, Martha Naomi Alt, and Christopher Chapman); and (8) Indicators of School Crime and Safety: 2004 (Jill F. DeVoe, Katharin Peter, Philip Kaufman, Amanda Miller, Margaret Noonan, Thas D. Snyder, and Katrina Baum). The fourth section, Postsecondary Education, contains the next two articles: (9) College Persistence on the Rise? Changes in 5-Year Degree Completion and Postsecondary Persistence Rates between 1994 and 2000 (Laura Horn and Rachael Berger); and (10) Staff in Postsecondary Institutions, Fall 2002, and Salaries of Full-Time Instructional Faculty, 2002-03 (Laura G. Knapp, Janice E. Kelly-Reid, Roy W. Whitmore, Shiying Wu, Seungho Huh, Burton Levine, and Susan G. Broyles). The fifth section, Lifelong Learning, contains the following article: (11) Participation in Adult Education and Lifelong Learning: 2000-01 (Kwang Kim, Mary Collins Hagedorn, Jennifer Williamson, and Christopher Chapman). The sixth section, Libraries, presents the next article: (12) State Library Agencies: Fiscal Year 2003 (Barbara Holton, Elaine Kroe, Patricia O'Shea, Cindy Sheckells, Suzanne Dorinski, and Michael Freeman). The seventh section, Crosscutting Statistics, contains the next three articles: (13) Trends in Educational Equity of Girls & Women: 2004 (Catherine E. Freeman); (14) Educational Attainment of High School Dropouts 8 Years Later (David Hurst, Dana Kelly, and Daniel Princiotta); and (15) Digest of Education Statistics 2003 (Thomas D. Snyder, Alexandra G. Tan, and Charlene M. Hoffman). The eighth section, Methodology, contains the next article: (16) National Household Education Surveys Program: 2001: Methodology Report (Mary Jo Nolin, Jill Montaquila, Patricia Nicchitta, Mary Collins Hagedorn, and Chris Chapman). A section on Data Products, Other Publications, and Funding Opportunities is also included. (Individual articles contain references and figures.) [For "Education Statistics Quarterly" Volume 6, Number 3, see ED492619.] Y1 - 2006 PY - 2006 DA - 2006 SP - 144 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Crime KW - Lifelong Learning KW - Mathematics Instruction KW - Research Methodology KW - Early Childhood Education KW - Educational Trends KW - Science Instruction KW - Equal Education KW - School Safety KW - Educational Attainment KW - Longitudinal Studies KW - Teacher Salaries KW - National Competency Tests KW - School Statistics KW - Dropouts KW - Charter Schools KW - Academic Persistence KW - Females KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61812095?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - CPAPER T1 - Collaborating on the Design and Implementation of School Wellness Policies T2 - 133rd Annual Meeting and Exposition of the American Public Health Association AN - 39765335; 4088008 JF - 133rd Annual Meeting and Exposition of the American Public Health Association AU - Carr, Dana S AU - Fort, Julie S AU - Lee, Sarah M AU - Moag-Stahlberg, Alicia Y1 - 2005/12/10/ PY - 2005 DA - 2005 Dec 10 KW - Schools KW - U 7000:Multidisciplinary UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/39765335?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=133rd+Annual+Meeting+and+Exposition+of+the+American+Public+Health+Association&rft.atitle=Collaborating+on+the+Design+and+Implementation+of+School+Wellness+Policies&rft.au=Carr%2C+Dana+S%3BFort%2C+Julie+S%3BLee%2C+Sarah+M%3BMoag-Stahlberg%2C+Alicia&rft.aulast=Carr&rft.aufirst=Dana&rft.date=2005-12-10&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=133rd+Annual+Meeting+and+Exposition+of+the+American+Public+Health+Association&rft.issn=&rft_id=info:doi/ L2 - http://apha.confex.com/apha/133am/techprogram/meeting.htm LA - English DB - ProQuest Environmental Science Collection N1 - Date revised - 2008-05-21 N1 - Last updated - 2010-05-03 ER - TY - GEN T1 - Student Achievement in Private Schools: Results From NAEP 2000-2005. NCES 2006-459 AN - 62145796; ED489069 AB - This report is the first to focus on private school students' performance on NAEP assessments. It provides results in reading, mathematics, science, and writing in 2000, 2002, 2003, and 2005. Specifically, it focuses on the three private school types that combined enroll the greatest proportion of private school students (Catholic, Lutheran, and Conservative Christian) as well as private schools overall. It also compares the performance of students in these schools to that of public school students to provide additional perspective. For the past 30 years, NAEP has reported that students in private schools outperform students in public schools. This report confirms that point, but also looks more closely at NAEP results for those three types of private schools. Combined, these schools enroll the majority of private school students, and they participated in NAEP at most grades in 2000, 2002, and 2003. Y1 - 2005/12// PY - 2005 DA - December 2005 SP - 36 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Comparative Analysis KW - Public Schools KW - Academic Achievement KW - National Competency Tests KW - Private Schools KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62145796?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Documentation for the Academic Library Survey (ALS) Data File: Fiscal Year 2002. NCES 2006-308 AN - 62082411; ED492609 AB - This manual describes the methods, procedures, techniques, and activities that were used to produce the Academic Library Survey of 2002 (ALS:2002). This manual is designed to provide guidance and documentation for users of the ALS data. Included in the manual are the following: an overview of the study and its predecessor studies; an account of instrumentation; a summary of the data collection methodology and results, including detailed response rates; a description of data preparation and processing activities; and an overview data file structure and contents. The ALS:2002 provides information pertinent to libraries at 3,887 degree-granting postsecondary educational institutions throughout the 50 states, and the District of Columbia. The following are appended: (1) Glossary; (2) Record Layout; (3) Survey Instrument; (4) Crosswalks; (5) Edits and Imputations; (6) Response Rate Tables; (7) Comparison of Reported and Imputed Values; (8) Frequency and Continuous Variable Statistics; and (9) Planning Document. (Contains 6 notes.) AU - Schmitt, Carl M. Y1 - 2005/12// PY - 2005 DA - December 2005 SP - 238 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Schools KW - Libraries KW - Guidance KW - Surveys KW - Academic Libraries UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62082411?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A Profile of the Veterans Upward Bound Program: 2000-2001 AN - 62008243; ED499060 AB - The U.S. Department of Education's Strategic Plan for 2002-2007 (U.S. Department of Education 2002) established an objective to "reduce the gaps in college access and completion among student populations differing by race/ethnicity, socioeconomic status, and disability while increasing the educational attainment of all." Upward Bound, which made its first awards in 1965, has always sought to increase the academic performance and motivation of low-income individuals and potentially first-generation college students, so that these individuals may successfully pursue postsecondary education programs. By continuing its efforts to meet these goals, Upward Bound seeks to contribute to achieving this objective of the Department's Strategic Plan. This report provides a comprehensive profile of the Veterans Upward Bound (VUB) Program using individual student-level information for VUB participants served in 1999-2000 and 2000-01. (Contains 19 footnotes, 26 tables, and 22 figures. Appended is: Upward Bound Performance Reporting: Methods and Data Quality for the First Year.) [For a profile of the classic Upward Bound Program, see ED499055. For a profile of the Upward Bound Math-Science Program, see ED499059.] AU - Curtin, Thomas R. AU - Cahalan, Margaret W. Y1 - 2005/12// PY - 2005 DA - December 2005 SP - 68 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Program Descriptions KW - Program Effectiveness KW - Science Programs KW - Ethnicity KW - Student Characteristics KW - Low Income KW - Educational Finance KW - Race KW - Academic Achievement KW - Educational Attainment KW - Eligibility KW - Veterans KW - First Generation College Students KW - Profiles KW - Military Personnel KW - Strategic Planning UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62008243?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - NEWS T1 - Second language AN - 286001712 AB - Top five native languages: Spanish, 79 percent; Vietnamese, 2 percent; Hmong, 1.6 percent; Cantonese, 1 percent; JF - The Grand Rapids Press AU - U.S Department of Education survey, 2000 Y1 - 2005/11/13/ PY - 2005 DA - 2005 Nov 13 EP - F4 CY - Grand Rapids, Mich. KW - General Interest Periodicals--United States UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/286001712?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%3Amidwestnews1&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=The+Grand+Rapids+Press&rft.atitle=Second+language%3A+%5BAll+Editions%5D&rft.au=U.S+Department+of+Education+survey%2C+2000&rft.aulast=U.S+Department+of+Education+survey&rft.aufirst=2000&rft.date=2005-11-13&rft.volume=&rft.issue=&rft.spage=F.4&rft.isbn=&rft.btitle=&rft.title=The+Grand+Rapids+Press&rft.issn=&rft_id=info:doi/ LA - English DB - ProQuest Central N1 - Copyright - Copyright Grand Rapids Press Nov 13, 2005 N1 - Last updated - 2012-09-23 ER - TY - GEN T1 - The Nation's Report Card[TM]: Trial Urban District Assessment: Reading 2005. NCES 2006-455 AN - 62146269; ED488963 AB - The Nation's Report Card[TM], the National Assessment of Educational Progress (NAEP), is a nationally representative and continuing assessment of what America's students know and can do in various subject areas. NAEP is a sample-based survey assessment that provides periodic reports on student academic performance at the national and state levels. The Trial Urban District Assessment (TUDA), a special project in NAEP, began assessing performance at the district level in selected large urban districts in 2002 with reading and writing assessments, and continued in 2003 and 2005 with reading and mathematics. Eleven large urban school districts participated in the 2005 NAEP reading assessment. This report provides the 2005 NAEP reading results for the participating districts. The report compares results to public school students' performance in the nation and in large central cities, and to results for the previous assessments in 2002 and 2003, where applicable, using a .05 significance level. In this report, NAEP results are presented in two ways: as average scale scores and as the percentage of students performing at or above three standards called achievement levels. NAEP reading scores are reported for grades 4 and 8 on a 0-500 scale. Separate scales are created for other subjects, so even when a subject's scale has the same numerical range (0-500), average scores should not be compared across subjects. The report is divided into the following sections: (1) Executive Summary; (2) Introduction and Overall Performance; (3) Student Group Results; (4) Performance Trends; (5) Framework and Sample Questions; and (6) Technical Notes and Data Appendix. AU - Lutkus, D. A. AU - Rampey, D. B. AU - Donahue, P. Y1 - 2005/11// PY - 2005 DA - November 2005 SP - 40 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - Texas KW - District of Columbia KW - Massachusetts KW - New York KW - North Carolina KW - Georgia KW - Ohio KW - California KW - Illinois KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Grade 8 KW - Reading Achievement KW - Reading KW - Urban Schools KW - Educational Assessment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62146269?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Changes in Patterns of Pricing and Financial Aid: Postsecondary Education Descriptive Analysis Report. NCES 2006-153 AN - 62145534; ED488960 AB - This report focuses on first-time, full-time, degree/certificate-seeking undergraduates in order to examine patterns of sticker prices, financial aid, and net prices from an institutional perspective. For the period 1999-2000 to 2001-02, the report examines how the price of attendance for full-time freshmen changed for various types of institutions. It also examines the percentages of full-time freshmen who received various forms of financial aid, and the median amount received by full-time freshmen at different types of institutions. To capture the interaction between price of attendance and financial aid patterns, the report describes net prices to measure the median price institutions charge after taking financial aid received by students into account. Finally, to further explore these issues over time and to take into account inflation during this period, indices of changes in three different types of prices--tuition, price of attendance, and net price--were developed for this report. AU - Cunningham, Alisa F. AU - Carroll, Dennis C. Y1 - 2005/11// PY - 2005 DA - November 2005 SP - 147 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Costs KW - Student Financial Aid KW - Institutional Characteristics KW - Paying for College KW - College Freshmen KW - College Attendance KW - Full Time Students KW - Higher Education KW - Tuition UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62145534?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card: Trial Urban District Assessment Mathematics 2005. NCES 2006-457 AN - 62145330; ED488964 AB - The Nation's Report Card [TM], the National Assessment of Educational Progress (NAEP), is a nationally representative and continuing assessment of what America's students know and can do in various subject areas. For over three decades, assessments have been conducted periodically in reading, mathematics, science, writing, history, geography, and other subjects. NAEP is a sample-based survey assessment that provides periodic reports on student academic performance at the national and state levels. The Trial Urban District Assessment (TUDA), a special project in NAEP, began assessing performance in selected large urban districts in 2002 with reading and writing assessments, and continued in 2003 and 2005 with reading and mathematics assessments. Eleven large urban school districts participated in 2005, with Austin participating for the first time. This report provides the 2005 NAEP mathematics results for the participating districts. The report compares results to public school students? performance in the nation and in large central cities, and to results for the previous mathematics assessment in 2003, where applicable, using a .05 significance level. AU - Rampey, B.D. AU - Lutkus, A.D. AU - Dion, G. Y1 - 2005/11// PY - 2005 DA - November 2005 SP - 40 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - Texas KW - North Carolina KW - California KW - Massachusetts KW - New York KW - Illinois KW - Ohio KW - Georgia KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Grade 4 KW - Grade 8 KW - Middle Schools KW - Mathematics Achievement KW - Urban Schools KW - Educational Assessment KW - Mathematics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62145330?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - High School Completion by Youth with Disabilities. Facts from NLTS2 AN - 62012364; ED495724 AB - Data from the National Longitudinal Transition Study-2 (NLTS2) are designed to provide a national picture of the rate at which secondary school students with disabilities complete high school and how they fare in their early postschool years. Further, comparisons of findings from NLTS2 and the original NLTS enables an investigation of changes in school completion rates from 1987 through 2003. There has been an increase over time in the percentage of youth with disabilities who complete high school; according to NLTS2, 72 percent achieve that milestone. However, this mark of success is much more common for some youth than others. Those with sensory or orthopedic impairments finish school at much higher rates, for example, than youth with multiple disabilities or emotional disturbances. Hispanic youth with disabilities and those from the lowest-income households also lag behind others in their high school completion rates. Whether youth with disabilities finish or drop out of high school is associated with marked differences in their experiences in the early postschool years. A high school diploma gives graduates with disabilities access to a college education that is unavailable to most dropouts. Although the two groups are equally likely to be working for pay after high school, dropouts work longer hours, on average, thereby generating greater income. But the decision to drop out of high school is reversible. About 3 in 10 dropouts with disabilities pursue a high school diploma within 2 years of first leaving school, and about one-third of those youth with disabilities earn their high school credential in that time period. This report on the school completion status of youth with disabilities focuses on the very early years after they leave high school. Because NLTS2 is longitudinal, it offers the opportunity to revisit the question of how graduates and dropouts with disabilities fare as they transition to adulthood, including, for example, whether larger proportions of dropouts eventually earn a diploma or completion certificate or obtain postsecondary education, and how the earnings of graduates and dropouts compare as they have greater experience in the labor market. (Contains 5 figures and 11 footnotes.) Y1 - 2005/11// PY - 2005 DA - November 2005 SP - 7 PB - National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - High School Graduates KW - Hearing Impairments KW - Multiple Disabilities KW - Secondary School Students KW - Longitudinal Studies KW - Outcomes of Education KW - Dropouts KW - Emotional Disturbances KW - Visual Impairments KW - Salary Wage Differentials KW - Labor Market KW - Graduation Rate KW - Education Work Relationship UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62012364?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Effects of a family literacy program on low-literate children and their parents: findings from an evaluation of the even start family literacy program AN - 38200334; 2988845 AB - A randomized experiment was conducted to test the effectiveness of Even Start, a federally supported family literacy program providing early childhood education, adult education, parenting education, and joint parent-child literacy activities to children and parents from low-literate families. The evaluation of 18 Even Start projects followed 463 families for 2 years and found no statistically significant or educationally important impacts on Even Start families when they were compared with control families on child literacy outcomes, parent literacy outcomes, or parent-child interactions. The study concludes that Even Start projects were able to properly implement family literacy programs, and the observed lack of effectiveness is attributed to a combination of 2 factors: (a) a lack of full participation on the part of families and (b) instructional services that may be ineffective because of the curriculum content or the instructional approach. Reprinted by permission of the American Psychological Association JF - Developmental psychology AU - St Pierre, Robert G AU - Ricciuti, Anne E AU - Rimdzius, Tracy A AD - Abt Associates ; U.S. Department of Education Y1 - 2005/11// PY - 2005 DA - Nov 2005 SP - 953 EP - 970 VL - 41 IS - 6 SN - 0012-1649, 0012-1649 KW - Sociology KW - Political Science KW - Family policy KW - Education KW - Psychology KW - Education policy KW - Literacy KW - Public policy KW - Developmental psychology KW - Child development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/38200334?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aibss&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Developmental+psychology&rft.atitle=Effects+of+a+family+literacy+program+on+low-literate+children+and+their+parents%3A+findings+from+an+evaluation+of+the+even+start+family+literacy+program&rft.au=St+Pierre%2C+Robert+G%3BRicciuti%2C+Anne+E%3BRimdzius%2C+Tracy+A&rft.aulast=St+Pierre&rft.aufirst=Robert&rft.date=2005-11-01&rft.volume=41&rft.issue=6&rft.spage=953&rft.isbn=&rft.btitle=&rft.title=Developmental+psychology&rft.issn=00121649&rft_id=info:doi/10.1037%2F0012-1649.41.6.953 LA - English DB - International Bibliography of the Social Sciences (IBSS) N1 - Date revised - 2013-06-12 N1 - Last updated - 2013-09-16 N1 - SubjectsTermNotLitGenreText - 7454 7353 4049; 4774 9874 5574 10472 11888; 2197 2212 6075 3483; 4049; 4056 11888 10472; 3518 10404; 10472; 10404 DO - http://dx.doi.org/10.1037/0012-1649.41.6.953 ER - TY - GEN T1 - The Nation's Report Card[TM]: Mathematics, 2005. NCES 2006-453 AN - 62148520; ED486444 AB - This report presents the national and state results of the National Assessment of Educational Progress (NAEP) assessment in mathematics and compares them to results from assessments in 2003 and in the first year data were available, usually 1990. In 2005, nationally representative samples of about 172,000 fourth-grade and 162,000 eighth-grade students nationwide participated in that assessment. Results are presented in two ways: in terms of scale scores and as the percentage of students scoring at or above three benchmarks called achievement levels. NAEP mathematics scores are reported for grades 4 and 8 on a 0-500 scale. Scale score results also are presented for students at various percentiles. Item maps provide interpretative information about a scale score in terms of the skills and knowledge students with a certain score are likely to have. Items placed along the scale in an item map demonstrate how skills correspond to levels of performance. NAEP results are reported at three achievement levels: Basic, Proficient, and Advanced. Achievement levels are performance standards showing what students should know and be able to do. They are set by the National Assessment Governing Board (NAGB), based on recommendations from panels of educators and members of the public, to provide a context for interpreting student performance on NAEP. In this report, the achievement-level results are reported as percentages of students performing at or above Basic and at or above Proficient. (Contains 16 figures and 20 tables.) AU - Perie, M. AU - Grigg, W. AU - Dion, G. Y1 - 2005/10// PY - 2005 DA - October 2005 SP - 52 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Comparative Analysis KW - Grade 8 KW - Grade 4 KW - Mathematics Achievement KW - Public Education KW - Educational Assessment KW - Test Results UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62148520?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - An Examination of the Conditions of School Facilities Attended by 10th-Grade Students in 2002. E.D. TAB. NCES 2006-302 AN - 62145926; ED486441 AB - This report presents key findings from the Education Longitudinal Study of 2002 (ELS:2002) Facilities Checklist for all ELS:2002 public and private schools and students in the 10th grade. The facilities instrument was administered as a part of the ELS:2002 and focused on the conditions of school facilities, including disrepair, cleanliness, safety, and security measures. The findings are organized according to school estimates and student estimates. The following are appended: (1) Technical Notes and Glossary; (2) Standard Error Tables; and (3) Education Longitudinal Study: 2002 Facilities Checklist Questionnaire. (Contains 17 tables and 4 figures.) AU - Planty, Mike AU - DeVoe, Jill F AU - Owings, Jeffrey A AU - Chandler, Kathryn Y1 - 2005/10// PY - 2005 DA - October 2005 SP - 80 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 10 KW - Institutional Characteristics KW - Educational Facilities KW - Educational Environment KW - Public Schools KW - School Security KW - School Safety KW - Private Schools KW - Educational Facilities Planning UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62145926?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Rates of Computer and Internet Use by Children in Nursery School and Students in Kindergarten Through Twelfth Grade: 2003. NCES Issue Brief. NCES 2005-111rev AN - 62145743; ED489084 AB - This Issue Brief describes the percentages of students in grades 12 or below who used computers or the Internet in 2003. Data for this Issue Brief come from the October 2003 Computer and Internet Use Supplement to the Current Population Survey (CPS). The CPS is a sample survey representative of the civilian noninstitutional population in the United States. The survey is conducted in approximately 56,000 households each month. In October 2003 it collected information regarding 29,075 children enrolled in nursery school through 12th grade. A member of each household who is at least 15 years old provides information about household members. As a result of this data collection method, data regarding computer and Internet use by students were not collected directly from students in most cases, but from another member of the household; this method is a potential source of error. Computer users are identified by questions that ask if the subject uses computers at home, at work, or at school. Internet users are identified by questions that ask if the subject uses the Internet at any location. (For further detail about CPS survey methods, see U.S. Census Bureau 2002). The use of computers and the Internet by students is commonplace and begins early. In upper grade levels, nearly all students use computers and a substantial majority use the Internet. Even before kindergarten, a majority of nursery school children use computers, and 23 percent use the Internet. (Contains 1 color enhanced table and 4 endnotes.) AU - DeBell, Matthew Y1 - 2005/10// PY - 2005 DA - October 2005 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Kindergarten KW - Information Technology KW - Computers KW - Disadvantaged Youth KW - Access to Computers KW - Computer Uses in Education KW - Internet UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62145743?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card[TM]: Reading, 2005. NCES 2006-451 AN - 62145410; ED486463 AB - This report presents the national and state results of the National Assessment of Educational Progress (NAEP) assessment in reading, and compares them to results from assessments in 2003 and in the first year data were available, usually 1992. In 2005, nationally representive samples of more than 165,000 fourth-grade and 159,000 eighth-grade students nationwide participated in this assessment. Results are presented in two ways: in terms of scale scores and as the percentage of students scoring at or above three benchmarks called "achievement levels." NAEP reading scores are reported for grades 4 and 8 on a 0-500 scale. Scale score results also are presented for students at various percentiles. NAEP results are reported at three achievement levels: Basic, Proficient, and Advanced. Achievement levels are performance standards showing what students should know and be able to do. Key findings of this study indicate that, for grade 4, the national average reading score was two points higher in 2005 than in 1992, and one point higher than in 2003; there was no significant difference in the percentage of students performing at or above "Basic" in 2005 compared to 2003, and the percentage performing at or above "Proficient" increased from 29 percent in 1992 to 31 percent in 2005. For grade 8, it was found that the national average reading score was two points higher in 2005 than in 1992, but one point lower than in 2003. The percentage of eighth-graders performing at or above "Basic" was higher in 2005 than in 1992, but one percentage point lower than in 2003, while the percentage performing at or above "Proficient" decreased one point between 2003 and 2005 and was not significantly different from the percentage in 1992. (Contains 20 tables and 12 figures.) AU - Perie, M. AU - Grigg, W. AU - Donahue, P. Y1 - 2005/10// PY - 2005 DA - October 2005 SP - 52 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Reading Achievement KW - Measures (Individuals) KW - Student Characteristics KW - Scoring KW - Educational Assessment KW - Student Evaluation KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62145410?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A Profile of the American High School Senior in 2004: A First Look. Initial Results from the First Follow-Up of the Education Longitudinal Study of 2002 (ELS:2002). NCES 2006-348 AN - 62143647; ED486298 AB - This report profiles the American high school senior of 2004 using data from the Education Longitudinal Study of 2002 (ELS:2002), the most recent secondary school longitudinal study conducted by the National Center for Education Statistics (NCES). ELS:2002 began with a nationally representative sample of 10th-graders in public and private schools in the United States in 2002. The 2002 sophomore cohort was surveyed again in the spring of 2004 when most of the sample members were high school seniors. This sample was "freshened" with a sample of spring 2004 seniors who were not high school sophomores or were not in the United States in the spring of 2002. This population provides a nationally representative sample of the 2004 senior class, which is the focus of this report. This report is the third in a series of reports profiling contemporary American high school students. The following are appended: (1) Technical Notes and Glossary; and (2) Standard Error Tables. (Contains 22 tables & 3 figures.) AU - Ingels, Steven J. AU - Planty, Michael AU - Bozick, Robert AU - Owings, Jeffrey A. Y1 - 2005/10// PY - 2005 DA - October 2005 SP - 110 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Profiles KW - Statistical Data KW - Longitudinal Studies KW - High School Seniors UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62143647?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - NCES Studies on American Indian and Alaska Native Education. NCES 2005-535 AN - 62082178; ED491696 AB - The Office of Indian Education (OIE) helps support local education agencies, Indian tribes and organizations, postsecondary institutions, and other entities in their efforts to address the unique educational and culturally related academic needs of American Indians and Alaska Natives (AI/AN) so that these students can meet the same challenging state standards as all students. The Office of Indian Education has worked with the National Center for Education Statistics (NCES) in the Institute of Education Sciences (IES) to identify issues for study and to design surveys that will inform these issues of concern to the community. This work has meant increasing the numbers of American Indian and Alaska Native children in study samples in some surveys to be able to report on the population. In the case of the National Indian Education Study (NIES), NCES has conducted a separate survey focusing on Indian education and the role of Indian culture in education. Other studies and reports make information on the educational status and progress of American Indians and Alaska Natives easily accessible from NCES and the U.S. Bureau of the Census. The Executive Order on American Indian and Alaska Native Education is designed to assist American Indian and Alaska Native students in meeting the challenging student academic standards of the No Child Left Behind Act of 2001 (Public Law 107-110) in a manner that is consistent with tribal traditions, languages, and cultures. This order builds on the innovations, reforms, and high standards of the No Child Left Behind Act of 2001, including the following: stronger accountability for results; greater flexibility in the use of federal funds; more choices for parents; and an emphasis on research-based instruction that works. Section 3 of the Order states that the Secretary of Education, in coordination with the Working Group, shall conduct a multiyear study of American Indian and Alaska Native education in relation to the challenging student academic standards of the No Child Left Behind Act of 2001. This publication introduces some of those studies that have data and that can be used to examine the education of American Indian and Alaska Native students. Y1 - 2005/10// PY - 2005 DA - October 2005 SP - 11 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - Public Law 107-110 KW - Alaska KW - Elementary Secondary Education Act KW - No Child Left Behind Act 2001 KW - Public Law 85 926 KW - ERIC, Resources in Education (RIE) KW - Indians KW - Tribes KW - Culturally Relevant Education KW - Federal Legislation KW - School Districts KW - American Indian Education KW - Accountability KW - Alaska Natives KW - American Indians KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62082178?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Projections of Education Statistics to 2014. Thirty-Third Edition. NCES 2005-074 AN - 62146091; ED485958 AB - "Projections of Education Statistics to 2014" is the 33rd report in a series begun in 1964. This report provides revisions of projections shown in "Projections of Education Statistics to 2013." It includes statistics on elementary and secondary schools and degree-granting institutions. Projections of enrollment, graduates, teachers, and expenditures to the year 2014 are also included. 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 2014 at the state level. These projections were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. They are not intended to supplant detailed projections prepared in individual states. Appended are: (1) Projection Methodology; (2) Supplementary Tables; (3) Data Sources; and (4) Glossary. (Contains 36 figures and 39 tables.) AU - Hussar, William J. Y1 - 2005/09// PY - 2005 DA - September 2005 SP - 168 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Secondary Education KW - Academic Degrees KW - Institutional Characteristics KW - High School Graduates KW - Public Schools KW - Teacher Student Ratio KW - Enrollment Trends KW - Educational Finance KW - Public Colleges KW - Elementary Secondary Education KW - Teachers KW - Higher Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62146091?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Pocket Projections of Education Statistics to 2014. Pocket Projections. NCES 2005-065 AN - 62081867; ED492624 AB - "Pocket Projections" provide National Center for Education Statistics (NCES) information on projected enrollments at all education levels, numbers of high school graduates, earned degrees conferred, teachers, and expenditures. In addition, there is a state-level figure on public elementary and secondary enrollment. Each year, NCES publishes this pocket summary of the Projections of Education Statistics. The complete report, "Projections of Education Statistics to 2014," provides the reader with information on the projected enrollment at all levels, numbers of high school graduates, and earned degrees conferred. In this 16th edition of the "Pocket Projections," highlights for the the period 2002-03 to 2013-14 include: (1) Public and private elementary and secondary enrollment--3 percent increase; (2) Postsecondary enrollment in degree-granting institutions--16 percent increase; (3) High school graduates--5 percent increase; and (4) Bachelor's degrees--17 percent increase. [For the complete report, "Projections of Education Statistics to 2014," see ED485958. For "Pocket Projections of Education Statistics to 2013," see ED483096.] AU - Hussar, William J. Y1 - 2005/09// PY - 2005 DA - September 2005 SP - 16 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Postsecondary Education KW - Educational Equity (Finance) KW - High School Graduates KW - Academic Achievement KW - National Surveys KW - School Statistics KW - Achievement Gains KW - Enrollment Projections KW - Comparative Analysis KW - Academic Degrees KW - Achievement Level KW - Teachers KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62081867?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Oregon Consolidated State Application Accountability Workbook. Revised AN - 61995729; ED495432 AB - This workbook, submitted by the State of Oregon to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The workbook divides into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of States' implementation of the critical elements required for approval of their State accountability systems. States must provide detailed implementation information for each of these elements in Part II of this workbook. For each of the elements listed in the chart, States should show the current implementation status in their State by indicating whether the State has a final policy for implementing this element in its accountability system; the State has a proposed policy for implementing this element in its accountability system, but must still receive approval by required entities in the State; or the State is still working on formulating a policy to implement this element in its accountability system. In Part II, State Response and Activities for Meeting State Accountability System Requirements, States are to provide detailed information for each of the critical elements required for State accountability systems. Appended is: Required Data Elements for State Report Card. (Contains 11 footnotes.) Y1 - 2005/08/24/ PY - 2005 DA - 2005 Aug 24 SP - 45 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Oregon KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61995729?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Virginia Board of Education Consolidated State Application Amended Accountability Workbook AN - 62005158; ED495477 AB - This report presents a summary of Virginia's response to the U.S. Department of Education's (USED) decision on proposed amendments to the Consolidated State Application Accountability Workbook required in the "No Child Left Behind Act of 2001." A June 8, 2004 letter by Thomas M. Jackson (President, Virginia Board of Education) to Raymond Simon (Assistant Secretary, Office of Elementary and Secondary Education, U.S. Department of Education) states that, while Virginia will implement the revised policies in making Adequate Yearly Progress (AYP) decisions for the 2003-2004 school year, it disagrees with USED's decisions. A follow-up letter dated August 16, 2005 by Thomas M. Jackson to Henry Johnson (Assistant Secretary, Office of Elementary and Secondary Education, U.S. Department of Education) states that while Virginia will comply with "No Child Left Behind" as required by USED, it will continue to advocate for sound and rational policies that support best practices in teaching and learning. This report is divided into two parts. Part I, Summary of Required Elements for State Accountability Systems, contains a chart that presents an overview of the state's implementation of the critical elements required for approval of the state accountability systems. Part II describes the state response and activities for meeting state accountability system requirements. Attachments include: (1) Graduates as Percent of Ninth Grade Membership Four Years Earlier; and (2) Data supporting Critical Element 5.5.(Contains 10 footnotes and 2 charts.) Y1 - 2005/08/11/ PY - 2005 DA - 2005 Aug 11 SP - 80 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Elementary Secondary Education Act KW - Title IX Education Amendments 1972 KW - No Child Left Behind Act 2001 KW - Virginia KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Elementary Secondary Education KW - Secondary Education KW - Reading Achievement KW - Federal Legislation KW - Public Schools KW - Educational Objectives KW - Mathematics Achievement KW - Academic Achievement KW - School Districts KW - Compliance (Legal) KW - Accountability KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62005158?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Highly Qualified Teachers: Improving Teacher Quality State Grants. ESEA Title II, Part A. Non-Regulatory Guidance AN - 62143851; ED485843 AB - This Non-Regulatory Guidance explains how State educational agencies, local educational agencies, and State agencies for higher education can effectively use Title II, Part A funds to ensure that all teachers are highly qualified and effective, a critical component of the No Child Left Behind Act and the Individuals with Disabilities Education Act. This document is organized in the following sections: (1) Highly Qualified Teachers; (2) Professional Development; (3) Federal Awards to the State Educational Agency (SEA); (4) State Use of Funds; (5) State Awards to the Local Educational Agency (LEA0; (6) Local Use of Funds; (7) Federal Awards to the State Agency for Higher Education (SAHE); and (8) Private School Participation. The following are appended: (1) Definitions, Acronyms, and Abbreviations; (2) Title II, Part A Statute; (3) Title I, Part A, Section 1119 Statute; and (4) IDEA, Title I, Part A, Section 602 Statute. Y1 - 2005/08/03/ PY - 2005 DA - 2005 Aug 03 SP - 106 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ESEA Title II KW - Individuals with Disabilities Education KW - No Child Left Behind KW - Elementary Secondary Education Act KW - Elementary Secondary Education Act Title II KW - Individuals with Disabilities Education Act KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Teacher Certification KW - Federal Aid KW - Grants KW - Resource Allocation KW - Private Schools KW - Faculty Development KW - Teacher Qualifications KW - State Aid KW - Educational Quality KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62143851?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: 2002-03. E.D. TAB. NCES 2005-312 AN - 62146631; ED485857 AB - The purpose of this publication is to provide basic descriptive information about the 100 largest school districts (ranked by student membership) in the United States (50 states and the District of Columbia) and other jurisdictions (Bureau of Indian Affairs, Department of Defense schools, Puerto Rico, and four outlying areas: American Samoa, Guam, the Northern Marianas, and the Virgin Islands) for the 2002?03 school year. In this report, the term "United States and jurisdictions" refers to these entities. This is different from most National Center for Education Statistics (NCES) reports, which include only the 50 states and the District of Columbia in the totals. AU - Sable, Jennifer AU - Hoffman, Lee Y1 - 2005/08// PY - 2005 DA - August 2005 SP - 88 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - Puerto Rico KW - American Samoa KW - District of Columbia KW - Guam KW - Islands KW - United States KW - Virgin Islands KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Public Schools KW - Student Characteristics KW - Poverty KW - Educational Finance KW - Dropout Rate KW - School Districts KW - Elementary Secondary Education KW - Graduation Rate KW - School District Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62146631?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of Public School Teachers' Professional Development Activities: 1999-2000. NCES Issue Brief. NCES 2005-030 AN - 62143593; ED485754 AB - As in many professions, elementary and secondary school teachers are expected to participate regularly in professional development activities. These activities may be intended to help teachers to learn new teaching methods, broaden their subject matter content knowledge, or stay informed of changing policies, among other purposes. Researchers have identified several features of professional development that have been correlated with change in teacher knowledge and instructional practices (Cohen and Hill 2000; Garet et al. 2001), including (1) a focus on teachers' subject matter content or the teaching methods they employ (called focus on content and focus on methods in this Issue Brief); (2) duration in terms of the number of hours of training and the number of weeks or months over which training is provided (duration); (3) an activity format that is integrated into the daily work of teachers rather than removed from the context of direct public school teaching, as in traditional workshops (format); (4) collective participation of teachers' peers in matters of instruction (collective participation); (5) alignment with local standards and other initiatives to change instructional practice, as well as teachers' own professional goals (alignment); and (6) activities that produce many opportunities for active learning, including observation, planning, practicing, and presenting (opportunities for active learning). AU - Scotchmer, Marion AU - McGrath, Daniel J. AU - Coder, Ellinor Y1 - 2005/08// PY - 2005 DA - August 2005 SP - 3 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teacher Characteristics KW - Professional Development KW - Secondary School Teachers KW - Active Learning KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62143593?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Household Education Surveys Program of 2003: Education Surveys Program of 2003 Tabular Summary of Adult Education for Work-Related Reasons: 2002-03 E.D. TAB. NCES 2006-044 AN - 61818391; ED485757 AB - This E.D. TAB report presents selected data on adults' participation in work-related educational activities in the United States over a 12-month period from 2002-03. These data are from the Adult Education for Work-Related Reasons Survey of the 2003 National Household Education Surveys Program. Interviews were conducted with a nationally representative sample of the civilian, non-institutionalized population age 16 or older who were not enrolled in grade 12 or below. Data were collected from early January through April 2003. A total of 12,725 telephone interviews were completed with adults representing a weighted total of 206,532,725. The weighted unit response rate was 76 percent and item non-response rates for most of the variables were 3 percent or lower. Additional details about the survey, response rates, and more are provided in appendix A at the back of the report. AU - O'Donnell, Kevin AU - Chapman, Chris Y1 - 2005/08// PY - 2005 DA - August 2005 SP - 105 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Postsecondary Education KW - Financial Support KW - Adult Students KW - National Surveys KW - Job Training KW - Outcomes of Education KW - Telephone Surveys KW - Participation KW - Statistical Data KW - Informal Education KW - Vocational Education KW - Student Motivation KW - Participant Characteristics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61818391?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Assessment of Educational Progress. Commissioner's Remarks. AN - 62143817; ED485640 AB - In this document, National Center for Education Statistics (NCES) Director, Grover J. Whitehurst, presents results of the 2004 Long-Term Trend Reading and Mathematics Assessments. The 2004 results are based on a representative sample of over 28,000 public- and private-school students assessed in reading and mathematics, at ages 9, 13, and 17. AU - Whitehurst, Grover J. Y1 - 2005/07/14/ PY - 2005 DA - 2005 Jul 14 SP - 6 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Public Schools KW - Reading KW - Private Schools KW - National Competency Tests KW - Test Results KW - Mathematics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62143817?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - NAEP 2004 Trends in Academic Progress: Three Decades of Student Performance in Reading and Mathematics. Findings in Brief. NCES 2005-463 AN - 62146868; ED485629 AB - This report describes long-term trends in 9-, 13- and 17-year-olds' achievement in reading and mathematics during the last three decades. In 2004, a representative sample of more than 11,000 students in public and private schools at each of the three ages participated in the long-term trend assessment in each subject area. These findings provide a look at the performance of America's students over a period of 33 years, beginning in 1971 for reading and 1973 for mathematics. The report summarizes trends in average scale scores for all students and for groups of students defined by gender and race/ethnicity. One additional variable for each age is also presented. For age 9, scores are broken out by percentiles; for age 13, scores are shown for students whose parents attained various levels of education; and for age 17, course-taking patterns are highlighted. These different presentations are meant to provide a snapshot of the data available in the full report. Y1 - 2005/07// PY - 2005 DA - July 2005 SP - 12 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Reading Achievement KW - Gender Differences KW - Mathematics Achievement KW - Academic Achievement KW - Scores KW - Educational Trends KW - Racial Differences KW - Longitudinal Studies KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62146868?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - First-Generation Students in Postsecondary Education: A Look at Their College Transcripts. Postsecondary Education Descriptive Analysis Report. NCES 2005-171 AN - 62146809; ED485756 AB - Recent research has generated a large body of knowledge about students who are the first members of their families to attend college (referred to as "first-generation students" in this report). What do firstgeneration students study in college? How well do they do in their coursework? Is their coursework different from that of their peers whose parents went to college? This report explores these questions by using data from the Postsecondary Education Transcript Study (PETS) of the National Education Longitudinal Study of 1988 (NELS:88) to examine the majors and coursetaking patterns of first-generation students and to compare their postsecondary experiences and outcomes with those of students whose parents went to college. This analysis focuses on a subset of the NELS 1992 12th-graders who had enrolled in postsecondary education between 1992 and 2000 and who also have complete postsecondary transcripts available; in addition, the analysis also required that parents' education levels be reported. The findings of this study contribute to earlier research by distinguishing between first-generation students and their counterparts with respect to major fields of study chosen, the types of courses taken, amount of coursework completed, academic performance, and postsecondary outcomes. AU - Chen, Xianglei AU - Carroll, Dennis C. Y1 - 2005/07// PY - 2005 DA - July 2005 SP - 103 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - First Generation College Students UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62146809?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Elementary/Secondary School Teaching Among Recent College Graduates: 1994 and 2001. Statistical Analysis Report. NCES 2005-161 AN - 62143815; ED485755 AB - New bachelor's degree recipients represent a small but essential component of the U.S. elementary/secondary teacher workforce. This study uses data from the 2000/01 Baccalaureate and Beyond Longitudinal Study (B&B:2000/01), the spring 2001 follow-up of bachelor's degree recipients who were first surveyed as part of the 1999-2000 National Postsecondary Student Aid Study (NPSAS:2000), to examine teaching and teaching-related behavior among 1999-2000 bachelor's degree recipients as of 2001. It also compares teaching rates among this cohort with those of 1992-93 bachelor's degree recipients as of 1994. The analysis uses standard t tests to determine statistical significance of differences between estimates, and one-way Analysis of Variance (ANOVA) to detect trends. All differences reported in the text are statistically significant at the p<.05 level unless otherwise noted. AU - Henke, Robin R. AU - Peter, Katharin AU - Li, Xiaojie AU - Geis, Sonya AU - Griffith, James Y1 - 2005/07// PY - 2005 DA - July 2005 SP - 106 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - College Graduates KW - Statistical Analysis KW - Retirement UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62143815?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Nation's Report Card. NAEP 2004 Trends in Academic Progress: Three Decades of Student Performance in Reading, 1971-2004 and Mathematics, 1973-2004. NCES 2005?464 AN - 62142193; ED485627 AB - This report presents the results of NAEP long-term trend assessments in reading and mathematics, which were most recently administered in 2004 to students ages 9, 13, and 17. Because the assessments have been administered at different times in the 35-year history of NAEP, they make it possible to chart educational progress since 1971 in reading and 1973 in mathematics. Prior to 2004, the most recent long-term trend assessment was given in 1999, when results were reported for reading, mathematics, and science. The specific focus of this long-term trend report is to compare student performance in 2004 to past performance, measured by the most recent assessment in 1999 and previous assessments back to the early 1970s. Chapter 2 presents trends in terms of overall scale scores, percentiles, and percentages at selected performance levels for the nation. Chapter 3 examines trends in average scale scores for groups of students defined by gender, race/ethnicity, and the education level of the student?s parents. Chapter 4 reports results from the NAEP long-term trend background questionnaires. In this chapter, students? school and home experiences, as shown in their responses to the background questions, are examined in relation to students? assessment scores. Chapter 5 explores the differences between the bridge assessment administered under the procedures used for earlier assessments and the modified assessment with the new design elements. The last chapter in this report provides sample items from the NAEP long-term trend assessments. For the first time, NCES is releasing items from the assessment, along with summary data that indicate how well students performed on these items. It also contains three appendixes. Appendix A discusses technical procedures involved in collecting, analyzing, and reporting the assessment data, and appendix B is a data appendix showing the percentages of participating students in the bridge and modified samples by student groups. Appen AU - Perie, Marianne AU - Moran, Rebecca AU - Lutkus, Anthony D. Y1 - 2005/07// PY - 2005 DA - July 2005 SP - 148 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Reading Achievement KW - Family Influence KW - Student Characteristics KW - Mathematics Achievement KW - Academic Achievement KW - Scores KW - Educational Trends KW - Student Evaluation KW - Age Differences UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62142193?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 1992-93 Bachelor's Degree Recipients And their Opinions about Education. E.D. TAB. NCES 2005-174 AN - 62141354; ED485877 AB - This E.D. TAB is the first publication using data from the final follow-up of the 1993/03 Baccalaureate and Beyond Longitudinal Study (B&B:93/03) conducted by the National Center for Education Statistics (NCES) within the U.S. Department of Education. B&B:93/03 is a longterm study of 1992-93 bachelor's degree recipients who were interviewed in 1993, 1994, 1997, and 2003. This E.D. TAB presents the percentages of students who reported important relationships between their undergraduate education and their lives in 2003; the percentages who enrolled for further postsecondary education; and, for those who completed graduate programs, their satisfaction with those programs and the programs' importance to their lives. These estimates are presented by baccalaureate major, undergraduate grade point average (GPA), control of institution, highest degree attained, and field of advanced degree. AU - Bradburn, Ellen M. AU - Nevill, Stephanie AU - Cataldi, Emily Forrest AU - Perry, Kristin Y1 - 2005/07// PY - 2005 DA - July 2005 SP - 47 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Academic Degrees KW - Graduate Study KW - Satisfaction KW - Student Attitudes KW - Student Characteristics KW - Relevance (Education) KW - College Graduates KW - College School Cooperation KW - Attitude Measures KW - Outcomes of Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62141354?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Education Statistics Quarterly. Volume 6, Issue 3, 2004. NCES 2005-612 AN - 62081591; ED492619 AB - The National Center for Education Statistics (NCES) fulfills a congressional mandate to collect and report "statistics and information showing the condition and progress of education in the United States and other nations in order to promote and accelerate the improvement of American education." The "Quarterly" offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. Following the "Note from NCES" by Val Plisko, discussing the findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), and how they relate to this cohort's educational progress and success, articles in this issue include: (1) From Kindergarten through Third Grade: Children's Beginning School Experiences (Amy Rathbun and Jerry West); (2) Invited Commentary: Examining Patterns of Development in Early Elementary School Using ECLS-K Data (Sean F. Reardon); (3) The Summer after Kindergarten: Children's Activities and Library Use by Household Socioeconomic Status (David Meyer, Daniel Princiotta, and Lawrence Lanahan); (4) 1.1 Million Homeschooled Students in the United States in 2003 (Daniel Princiotta, Stacey Bielick, and Chris Chapman); (5) Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2001-02 (Crecilla Cohen and Frank Johnson); (6) English Language Learner Students in U.S. Public Schools: 1994 and 2000 (David Meyer, David Madden, and Daniel J. McGrath); (7) Teacher Attrition and Mobility: Results From the Teacher Follow-Up Survey, 2000-01 (Michael T. Luekens, Deanna M. Lyter, and Erin E. Fox); (8) Who Teaches Reading in Public Elementary Schools? The Assignments and Educational Preparation of Reading Teachers (David Meyer and Daniel J. McGrath); (9) A Decade of Undergraduate Student Aid: 1989-90 to 1999-2000 (Christina Chang Wei, Xiaojie Li, and Lutz Berkner); (10) Historically Black Colleges and Universities, 1976 to 2001 (Stephen Provasnik and Linda L. Shafer); and (11) Federal Support for Education: Fiscal Years 1980 to 2003 (William C. Sonnenberg). Listings and information on data products, other publications, and funding opportunities conclude the issue. (Individual articles contain figures, tables, and references.) [For "Education Statistics Quarterly. Volume 6, Issues 1 & 2, 2004," see ED484213.] Y1 - 2005/07// PY - 2005 DA - July 2005 SP - 77 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - Early Childhood Longitudinal Survey KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Student Financial Aid KW - Reading Teachers KW - Faculty Mobility KW - Federal Aid KW - Black Colleges KW - Home Schooling KW - Longitudinal Studies KW - School Statistics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62081591?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Developments in School Finance: 2004. Fiscal Proceedings from the Annual State Data Conference of July 2004. NCES 2005-865 AN - 62080654; ED492605 AB - This report contains papers presented at the 2004 annual NCES Summer Data Conference. Discussions and presentations dealt with such topics as measuring school efficiency, analyzing the return on education investment, calculating education costs per student, and assessing the financial condition of school districts. The following papers are included in this report: (1) Expenditures Versus Expenses: Which Should You Use to Calculate Cost Per Student? (Dean Michael Mead); (2) Avoiding Fiscal Stress: The Use of Expert Systems to Assess School District Financial Condition (Salwa Ammar, William Duncombe, Bernard Jump, and Ronald Wright); (3) Fiscal Stress and Voluntary Contributions to Public Schools (Eric J. Brunner and Jennifer Imazeki); (4) Measuring Educational Productivity in Standards-Based Accountability Systems: Introducing the SES Return on Spending Index (RoSI) (Martin Hampel); (5) A Cost Allocation Model for Shared District Resources: A Means for Comparing Spending Across Schools (Lawrence J. Miller, Marguerite Roza, and Claudine Swartz); and (6) Best Schools, Worst Schools, and School Efficiency: A Reconciliation and Assessment of Alternative Classification Systems (Leanna Stiefel, Hella Bel Hadj Amor, and Amy Ellen Schwartz). Abstracts and references are included for each individual paper. [For "Developments in School Finance, 2003. Fiscal Proceedings from the Annual State Data Conference of July 2003. NCES 2004-325," see ED483071.] AU - Fowler, William J. Y1 - 2005/07// PY - 2005 DA - July 2005 SP - 110 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Educational Indicators KW - Educational Finance KW - Academic Achievement KW - School Districts KW - Urban Schools KW - Educational Attainment KW - Accountability KW - Outcomes of Education KW - Evaluation Methods KW - Expenditures KW - Public Schools KW - Statistical Analysis KW - Educational Research KW - Teaching Methods UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62080654?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Statistical Power for Random Assignment Evaluations of Education Programs AN - 62075315; ED489855 AB - This paper examines issues related to the statistical power of impact estimates for experimental evaluations of education programs. The focus is on "group-based" experimental designs, because many studies of education programs involve random assignment at the group level (for example, at the school or classroom level) rather than at the student level. The clustering of students within groups (units) generates design effects that considerably reduce the precision of the impact estimates, because the outcomes of students within the same schools or classrooms tend to be correlated (that is, are not independent of each other). This, statistical power is a concern for these evaluations. The report is organized into five sections. First, it discusses general issues for a statistical power analysis, including procedures for assessing appropriate precision levels. Second, it discusses reasons that a clustered design reduces the statistical power of impact estimates and provides a simple mathematical formulation of the problem. Third, it presents procedures that can be used to reduce design effects. Fourth, it provides power calculations for impact estimates under various design options and parameter assumptions, and finally, it presents conclusions. Appended is: Values for Factor (.) in Equation (2). (Contains 8 tables.) [This report was submitted by Mathematica Policy Research, Inc. to the Institute of Education Sciences.] AU - Schochet, Peter Z. Y1 - 2005/06/22/ PY - 2005 DA - 2005 Jun 22 SP - 59 PB - Mathematica Policy Research, , P.O. Box 2393, Princeton, NJ 08543-2393. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Research Methodology KW - Early Childhood Education KW - Correlation KW - Research Design KW - Evaluation Methods KW - Computation KW - Statistical Analysis KW - Program Evaluation KW - Sample Size KW - Sampling KW - Effect Size KW - Elementary Schools KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62075315?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Waiting to Attend College. Undergraduates Who Delay Their Postsecondary Enrollment. Postsecondary Education Descriptive Analysis Report. NCES 2005?152 AN - 62139880; ED485639 AB - The purpose of this report is to provide a profile of students who delay their postsecondary enrollment and then to distinguish among students who delay their postsecondary enrollment with respect to how long they wait to enroll. In particular, it addresses the ways in which those who delay a shorter amount of time differ from those who delay longer in terms of their demographic characteristics, why they enroll, where they enroll, the types of programs or degrees they pursue, and their likelihood of earning a credential. These findings provide a snapshot of all undergraduates in 1999?2000, and indicate that delayed entrants begin their postsecondary education at a relative disadvantage compared with their peers who enroll in postsecondary education immediately after high school AU - Horn, Laura AU - Cataldi, Emily Forrest AU - Sikora, Anna Y1 - 2005/06// PY - 2005 DA - June 2005 SP - 88 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - High School Graduates KW - Time Factors (Learning) KW - College Bound Students KW - Profiles KW - Enrollment Trends KW - Student Characteristics KW - Academic Persistence KW - Educational Attainment KW - Dropouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62139880?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Regional Differences in Kindergartners' Early Education Experiences. Statistics in Brief. NCES 2005-099 AN - 62139774; ED485634 AB - This statistics-in-brief report takes a closer look at two of kindergartners' early education experiences, preschool and kindergarten, in each of four regions of the United States (i.e., Northeast, South, Midwest, and West). This report defines early education experiences as participation in preschool, the number of hours spent in preschool, and the type of kindergarten program (i.e., full-day versus half-day). Preschool experience was based on parental report and defined as kindergartners' participation in either a child care center, preschool, nursery school, prekindergarten or Head Start program the year prior to kindergarten. The purpose of this report is to describe, rather than explain, kindergartners' patterns of participation in preschool and kindergarten programs, and characteristics of the programs and the kindergartners who attend them, in an attempt to provide a regional picture of kindergartners' early learning experiences. This report expands on the findings from the earlier reports (Smith et al. 2003; Walston and West 2004; Wirt et al. 2004) by including kindergartners' participation in all types of center-based care arrangements the year before kindergarten, rather than focusing only on public school prekindergarten programs, and also looks more closely at regional participation in preschool and kindergarten for kindergartners with different individual, family, and school characteristics. This report attempts to answer two questions about kindergartners' early education experiences within and across four regions of the United States: (1) What are the regional differences in kindergartners' preschool experiences (e.g., center-based care or Head Start the year before kindergarten entry) in the United States? and (2) Are there regional differences in kindergartners' participation in full-day versus half-day kindergarten programs in the United States? AU - Rosenthal, Emily AU - Rathbun, Amy AU - West, Jerry Y1 - 2005/06// PY - 2005 DA - June 2005 SP - 15 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Web site: http://nces.ed.gov KW - ERIC, Resources in Education (RIE) KW - Kindergarten KW - Student Experience KW - Enrollment Trends KW - Preschool Education KW - Student Characteristics KW - Student Participation KW - Geographic Regions KW - Preschool Children UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62139774?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Methodology Report for the Nine-Month Data Collection (2001-02). Volume 1: Psychometric Characteristics. NCES 2005-100 AN - 62139746; ED485635 AB - This report describes the psychometric characteristics and related methodology of the 9-month data collection of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), which is sponsored by the U.S. Department of Education, National Center for Education Statistics (NCES) in the Institute of Education Sciences, in collaboration with several health, education, and human services agencies. In the base year collection of the ECLS-B, when the children were about 9 months of age, the study interviewed parents (typically the biological mother), assessed children, and gathered information directly from the children's father figure. This report describes the psychometric instruments of the direct child assessments, including the Bayley Short Form-Research Edition (BSF-R), the Nursing Child Assessment Teaching Scale (NCATS), the physical measurements, and interviewer-completed observations of children's behavior. The report also describes some indirect assessments in the parent interview. AU - Andreassen, Carol AU - Fletcher, Philip Y1 - 2005/06// PY - 2005 DA - June 2005 SP - 198 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Young Children KW - Well Being KW - Individual Characteristics KW - Research Methodology KW - Research Design KW - Psychometrics KW - Evaluation Methods KW - Child Development KW - Data Collection KW - Sampling KW - Data Analysis KW - Test Construction UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62139746?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Early+Childhood+Longitudinal+Study%2C+Birth+Cohort+%28ECLS-B%29+Methodology+Report+for+the+Nine-Month+Data+Collection+%282001-02%29.+Volume+1%3A+Psychometric+Characteristics.+NCES+2005-100&rft.au=Andreassen%2C+Carol%3BFletcher%2C+Philip&rft.aulast=Andreassen&rft.aufirst=Carol&rft.date=2005-06-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/ LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Programs and Plans of the National Center for Education Statistics. 2005 Edition. NCES 2005-113 AN - 62138281; ED485373 AB - This document is a comprehensive guide to the wide range of statistical activities under way and planned at the National Center for Education Statistics (NCES). This edition of "Programs and Plans" presents a few user-friendly enhancements, including an index to assist the reader in locating information on popular education topics such as parents, teachers, faculty, public schools, private schools, and assessments. The publication lists included in this volume reflect NCES releases through the beginning of June 2005. Readers should visit the NCES website to learn about future releases. Additionally, readers can sign up for News Flash on the NCES website to receive e-mail alerts about new products. There is an NCES staff contact identified for each study and activity described in this publication. We hope that this publication is useful to our readers and welcome any suggestions or comments for future editions. Y1 - 2005/06// PY - 2005 DA - June 2005 SP - 211 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Postsecondary Education KW - Public Schools KW - School Districts KW - Statistical Data KW - Data Collection KW - Private Schools KW - School Statistics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62138281?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Qualifications of Public Secondary School Biology Teachers, 1999?2000. Issue Brief. NCES 2005-081 AN - 62136954; ED485631 AB - This Issue Brief introduces a measure of teacher qualifications that includes additional detail on the educational backgrounds and certifications of out-of-field teachers. The focal subject for the Issue Brief is biology/life science (called biology in this Issue Brief) at the secondary level. Biology was selected because of its high enrollment rates - in 1998, 93 percent of high school graduates had taken at least 1 year of biology at the secondary level (Roey et al. 2001). For each qualification - postsecondary major/minor and state certification - teachers are grouped first by whether or not they have the qualification in biology. Then, teachers lacking the qualification in biology are grouped by their fields of study or fields of certification. These subjects are grouped by similarity to each other in terms of subject matter and skills. Y1 - 2005/06// PY - 2005 DA - June 2005 SP - 3 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teacher Certification KW - Public Schools KW - Science Teachers KW - Teacher Characteristics KW - Poverty KW - Majors (Students) KW - Secondary School Teachers KW - Teacher Qualifications KW - Biology KW - Secondary Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62136954?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Report on Federal Activities under the Rehabilitation Act. Annual Report, Fiscal Year 2001 AN - 62136926; ED485644 AB - The Rehabilitation Act of 1973, as amended, provides the legislative basis for programs and activities that assist individuals with disabilities in the pursuit of gainful employment, independence, self-sufficiency and full integration into community life. This report is intended to provide a description of accomplishments and progress made under the Act during FY 2001 (October 2000 through September 2001). To that end, the report identifies major activities that occurred during that fiscal year, and the status of those activities during that specific time period. The report provides a description of the activities of the Rehabilitation Services Administration (RSA), a component of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education. RSA is the principal agency for carrying out Titles I, III, VI and VII, as well as specified portions of Title V of the Act. RSA has responsibility for preparing and submitting this report to the president and Congress under Section 13 of the Act. The Act also authorizes research activities that are administered by the National Institute on Disability and Rehabilitation Research (NIDRR) and the work of the National Council on Disability, and includes a variety of provisions focused on rights, advocacy and protections for individuals with disabilities. A description of those activities also is provided in this report. Appended are: (1) State VR Agency Performance (Title I Evaluation Standards and Performance Indicators, Fiscal Year 2001); and (2) State Vocational Rehabilitation (VR) Agency Employment Outcomes, Fiscal Years 2000 and 2001. A glossary is also included. (Contains 4 figures and 16 tables.) Y1 - 2005/06// PY - 2005 DA - June 2005 SP - 136 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - Evaluation Standards KW - Performance Indicators KW - Rehabilitation KW - Rehabilitation Act 1973 KW - ERIC, Resources in Education (RIE) KW - Equal Opportunities (Jobs) KW - Independent Living KW - Employment Opportunities KW - Vocational Rehabilitation KW - Accessibility (for Disabled) KW - Federal Legislation KW - Advocacy KW - Disabilities KW - Federal Programs KW - Compliance (Legal) KW - Program Evaluation KW - Technical Assistance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62136926?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Early Childhood Longitudinal Study, Birth Cohort (ECLS-B): Methodology Report for the 9-Month Data Collection (2001-02). Volume 2: Sampling. NCES 2005-147 AN - 62136642; ED485636 AB - This report is Volume 2 of the methodology report that provides information about the development, design, and conduct of the 9-month data collection of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). This volume begins with a brief overview of the ECLS-B, but focuses on the sample design, calculation of response rates, development of various sets of weights, and nonresponse bias analyses. AU - Bethel, James AU - Green, James L. AU - Nord, Christine AU - Kalton, Graham AU - West, Jerry Y1 - 2005/06// PY - 2005 DA - June 2005 SP - 198 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Young Children KW - Well Being KW - Individual Characteristics KW - Research Methodology KW - Response Rates (Questionnaires) KW - Research Design KW - Psychometrics KW - Child Development KW - Data Collection KW - Sampling KW - Data Analysis KW - Test Construction UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62136642?accountid=14244 L2 - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=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/ LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Private School Teacher Turnover and Teacher Perceptions of School Organizational Characteristics. Issue Brief. NCES 2005-061 AN - 62135519; ED485630 AB - In a study of teacher turnover in U.S. private schools between the 1999-2000 and 2000-01 school years, within each private school type (i.e., Catholic, other religious, and nonsectarian), teachers who left their school or the profession (movers and leavers) were more likely to report relatively low levels of administrative support, satisfaction with salary, student discipline, and teacher input in classroom and school decisions than were those who remained in the same school (stayers). The percentage of all teachers, stayers, and movers and leavers who reported relatively low levels of organizational characteristics varied across private school type. By employing principal reports, this Issue Brief's analysis of teacher turnover took advantage of the large 1999-2000 SASS sample, which allowed for analysis of teachers by private school type. AU - McGrath, Daniel J. AU - Princiotta, Daniel Y1 - 2005/06// PY - 2005 DA - June 2005 SP - 3 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Labor Turnover KW - Faculty Mobility KW - Teacher Attitudes KW - Teacher Persistence KW - Teachers KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62135519?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Mobility In The Teacher Workforce Findings From The Condition Of Education 2005 NCES 2005?114 AN - 62135102; ED485860 AB - The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from early childhood education to graduate and first-professional programs; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, parental and community support for learning, and public and private financial support of education at all levels. AU - Provasnik, Stephen AU - Dorfman, Scott Y1 - 2005/06// PY - 2005 DA - June 2005 SP - 38 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Labor Turnover KW - Faculty Mobility KW - Public Schools KW - Teacher Characteristics KW - Poverty KW - Elementary Secondary Education KW - Teacher Persistence KW - Employment Patterns KW - Beginning Teachers KW - Private Schools KW - Teacher Selection UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62135102?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Assistance to States for the Education of Children with Disabilities; Preschool Grants for Children with Disabilities; and Service Obligations under Special Education--Personnel Development to Improve Services and Results for Children with Disabilities; Proposed Rule. Federal Register, Part II: Department of Education, 34 CFR Parts 300, 301, and 304. Vol. 70, No. 118, p35781-35892 AN - 62133205; ED485770 AB - The Secretary proposes to amend the regulations governing the Assistance to States for Education of Children with Disabilities Program, the Preschool Grants for Children With Disabilities Program, and Service Obligations under Special Education Personnel Development to Improve Services and Results for Children with Disabilities. These amendments are needed to implement recently enacted changes made to the Individuals with Disabilities Education Act, as amended by the Individuals with Disabilities Education Improvement Act of 2004. Y1 - 2005/06// PY - 2005 DA - June 2005 SP - 112 KW - Individuals with Disabilities Education Act KW - ERIC, Resources in Education (RIE) KW - Special Education KW - Special Needs Students KW - Federal Programs KW - Disabilities KW - Learning Disabilities KW - Grants KW - Federal Regulation KW - Staff Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62133205?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Secretary's Fourth Annual Report On Teacher Quality. A Highly Qualified Teacher In Every Classroom AN - 62133202; ED485858 AB - This report presents the most current national information provided by the 50 states, the District of Columbia, and the outlying areas on the quality of novice teachers entering the education field. Forty-nine states have standards for teachers applying for initial certification. All states and outlying areas but one now have some quality standards for teachers. Progress is also evident in the number of alternative pathways to teaching created by states, school districts, nonprofit groups, and schools of education. Eighty-five percent of states now have these programs. This year's report highlights the essential principles for building outstanding teacher preparation programs in the 21st century and focuses on the critical teaching skills all teachers must learn. In particular, all teacher preparation programs must provide teachers with solid and current content knowledge and essential skills. These include the abilities to use research-based methods appropriate for their content expertise; to teach diverse learners and to teach in high-need schools; and to use data to make informed instructional decisions. Successful and promising strategies for promoting these skills include making teacher education a university-wide commitment; strengthening, broadening, and integrating field experience throughout the preparation program; strengthening partnerships; and creating quality mentoring and support programs. Y1 - 2005/06// PY - 2005 DA - June 2005 SP - 111 KW - District of Columbia KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Teaching Skills KW - Preservice Teacher Education KW - Knowledge Base for Teaching KW - Schools of Education KW - Beginning Teachers KW - Teacher Effectiveness UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62133202?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Adolescent Cigarette Smoking: A Longitudinal Analysis through Young Adulthood. Statistics in Brief. NCES 2005-333 AN - 62075970; ED492603 AB - The primary aims of this report are to (1) identify the incidence of daily smoking at several time points during the adolescent and young adult years, including the prevalence of new daily smokers relative to repeat daily smokers; (2) identify several specific developmental patterns of smoking; and (3) examine the specific developmental patterns of smoking in relation to various descriptive characteristics. This analysis uses data from the National Education Longitudinal Study of 1988 (NELS:88), where the smoking behavior of a nationally representative cohort of 1988 eighth-graders was assessed at various time points over a 12-year period (i.e., from about age 14 to age 26). Results show that 6 percent at 8th grade, 12 percent at 10th grade, 17 percent at 12th grade, and one-quarter at the age of about 26 years reported usually smoking one or more cigarettes a day. Using the information obtained about individuals' smoking behavior over the time period, 68 percent were identified as nondaily smokers, followed by teen/young adult smokers (15 percent), and then teen smokers (9 percent) and late-onset smokers (8 percent). Bivariate and multivariate analyses are used to examine these developmental patterns in relation to individual demographic characteristics, family demographic characteristics, and various education-related characteristics. It was found, for example, that adolescent smoking is associated with lower academic achievement, which is consistent with prior research. A technical appendix is included. (Contains 3 tables and 12 notes.) AU - Miller, David C. Y1 - 2005/06// PY - 2005 DA - June 2005 SP - 20 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Grade 10 KW - Grade 12 KW - Grade 8 KW - Individual Characteristics KW - Academic Achievement KW - Young Adults KW - Correlation KW - Adolescent Development KW - Longitudinal Studies KW - Smoking KW - Incidence KW - Adolescents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62075970?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Highlights From the 2003 International Adult Literacy and Lifeskills Survey (ALL). Issue Brief NCES 2005-117rev. AN - 62140008; ED485371 AB - The Adult Literacy and Lifeskills Survey (ALL) is an international comparative study conducted in 2003 to provide participating countries with information about the skills of their adult populations. ALL builds upon earlier national and international studies of adult literacy. Information from ALL addresses questions such as: (1) What is the distribution of literacy and numeracy skills among American adults? (2) What is the relationship between these literacy skills and the economic, social, and personal characteristics of individuals? (3) What is the relationship between these skills and the economic and social characteristics of nations? For example, how do the skills of the adult labor force of a country match with areas of the economy that are growing? The purpose of this Issue Brief is to provide selected initial findings from ALL, so the Issue Brief will address only some of these questions. The study consisted of two omponents: (1) A background questionnaire designed to collect general participant information (such as sex, age, race/ethnicity, education level, and labor force status) and more targeted questions related to literacy practices, familiarity with information and communication technology, education coursetaking, and health; and (2) A written assessment of the skills of participants in literacy and numeracy. Trained interviewers administered approximately 45 minutes of background questions and 60 minutes of assessment items to participants. Data in this Issue Brief are shown at the national level for six countries: Bermuda, Canada, Italy, Norway, Switzerland, and the United States. AU - Lemke, Mariann AU - Miller, David AU - Johnston, Jamie AU - Krenzke, Tom AU - Alvarez-Rojas, Laura AU - Kastberg, David AU - Jocelyn, Leslie Y1 - 2005/05// PY - 2005 DA - May 2005 SP - 3 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Adult Basic Education KW - Adult Literacy KW - Comparative Analysis KW - International Studies KW - Social Characteristics KW - Foreign Countries KW - Numeracy KW - Labor Force KW - Adults KW - Familiarity UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62140008?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - America's Public School Libraries: 1953-2000. NCES 2005-324 AN - 62139940; ED485535 AB - This document provides basic information on school libraries from 1953-54 to 1999-2000 and is based on the report Fifty Years of Supporting Children's Learning: A History of Public School Libraries and Federal Legislation from 1953-2000 (NCES 2005-311). The full report is divided into four sections that present categories of historical data about public school library media centers: national-level data, regional-level data, school-level data, and state-level data. All tables of library data contain the same 11 key variables as in table 1 on page 3. The full report also includes four appendixes: Per Pupil Measures, Adjusting Dollars Using the Consumer Price Index, States in Regional Accrediting Associations, and Standard Error Tables. AU - Michie, S. J. AU - Holton, A. B. Y1 - 2005/05// PY - 2005 DA - May 2005 SP - 24 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - School Libraries KW - Library Administration KW - Librarians KW - Public Schools KW - Federal Legislation KW - Federal Aid KW - Educational Finance KW - Resource Allocation KW - Educational History KW - National Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62139940?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Forum Guide to Education Indicators. NFES 2005-802 AN - 62138140; ED485637 AB - The Forum Guide to Education Indicators is designed to help readers better understand how to appropriately develop, apply, and interpret education indicators. More specifically, this document strives to: describe the appropriate role of indicators as tools for measuring educational status and progress; recognize standard definitions and calculations for education indicators; and identify common misuse of education indicators. During the early development of this Guide, the Task Force identified hundreds of performance and context indicators used throughout the United States to assess educational inputs, processes, and outcomes. Among these many indicators, however, a core group were commonly used at all levels of the education system. This document focuses on those commonly used education indicators. More specifically, all of the indicators in this document were selected because they met one or more of the following criteria. These education indicators: help develop a picture of the elementary/secondary education system by measuring system inputs, processes, or outcomes; are commonly accepted and frequently used in some form; produce valid and reliable information; provide measures that identify trends and inform policy and practice in a timely manner; and can be derived from typical elementary/secondary administrative record systems. AU - Szuba, Tom Y1 - 2005/05// PY - 2005 DA - May 2005 SP - 154 KW - Standard KW - Standard 17 KW - United States KW - ERIC, Resources in Education (RIE) KW - Institutional Characteristics KW - Educational Environment KW - Educational Indicators KW - Educational Finance KW - Academic Achievement KW - Elementary Secondary Education KW - Data Collection KW - Educational Assessment KW - Data Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62138140?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Parent and Family Involvement in Education: 2002?03. E.D. TAB. NCES 2005-043 AN - 62138114; ED485638 AB - This report presents data on parents' and families' involvement in their children's education in the United States. The data are from the Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (PFI-NHES:2003). The survey was completed by parents of over 12,000 children in kindergarten through grade 12. Data highlights are shown, along with examples of questions for each topic area of the questionnaire. AU - Vaden-Kiernan, Nancy AU - McManus, John AU - Chapman, Chris Y1 - 2005/05// PY - 2005 DA - May 2005 SP - 76 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Family School Relationship KW - Disabilities KW - Student Characteristics KW - Homework KW - Parent Participation KW - Parent Attitudes KW - Elementary Secondary Education KW - Parents KW - Extracurricular Activities UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62138114?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Staff in Postsecondary Institutions, Fall 2003, and Salaries of Full-Time Instructional Faculty, 2003-04. E.D. TAB. NCES 2005-155 AN - 62136448; ED485376 AB - The Integrated Postsecondary Education Data System (IPEDS) is designed to collect data from postsecondary institutions in the United States (50 states and the District of Columbia) and other jurisdictions, such as Puerto Rico. For IPEDS, a postsecondary institution is defined as an organization open to the public that 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 academic, vocational, and continuing professional education programs and excludes institutions that offer only avocational (leisure) and adult basic education programs. Participation in IPEDS was a requirement for the 6,568 institutions that participated in Title IV federal student financial aid programs such as Pell Grants or Stafford Loans during the 2003-04 academic year. Title IV schools include traditional colleges and universities, 2- year institutions, and for-profit degree- and non-degree-granting institutions (such as schools of cosmetology), among others. In addition, the four U.S. Service Academies are included in the IPEDS universe as if they were Title IV institutions. Tabulations in this report present selected data collected during the winter 2003-04 IPEDS collection about faculty and staff employed at Title IV degree- granting institutions 4 in the United States. Degree granting institutions are those offering associate's, bachelor's, master's, doctor's, and first-professional degrees. AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Whitmore, Roy W. AU - Huh, Seungho AU - Zhao, Luhua AU - Levine, Burton AU - Ginder, Scott AU - Wang, Jean AU - Broyles, Susan G. Y1 - 2005/05// PY - 2005 DA - May 2005 SP - 56 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Student Financial Aid KW - Adult Basic Education KW - Continuing Education KW - Grants KW - Professional Education KW - College Students KW - Higher Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62136448?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Reasons for Adults' Participation in Work-Related Courses, 2002-03. Issue Brief. NCES 2005-088 AN - 62135397; ED484754 AB - In 2002-03, approximately 68.5 million people, or one-third of civilian, non-institutionalized adults age 16 and older in the United States, took formal courses or training that were not part of a traditional degree, certificate, or apprenticeship program for reasons related to their job or career. This Issue Brief examines these adult learners' reasons for participation in such formal, work-related courses. While much information about adults enrolled in college/university and vocational/technical credential programs is available from institution-based surveys, less is known about participation in formal courses outside of these traditional programs, such as those offered by an employer. Research suggests that there has been an increased demand for work related adult education, resulting from changes in the labor market, technology, and management practices. These changes have placed new demands on workers, who increasingly are expected to assume multiple responsibilities, handle changing procedures, and use a broad base of knowledge on the job. It was found that more than 90 percent of adults who took formal work-related courses in 2002-03 reported doing so in order to maintain or improve skills or knowledge they already had, while fewer than 20 percent took such courses to get or change a job or career field. Among employed adults, the majority took courses because their employer required or recommended participation, while about a fifth did so in order to get a promotion or pay raise. The likelihood of taking classes for the selected reasons examined in this brief generally varied by participants' age, education, employment status, occupation, and household income. AU - DeBell, Matthew AU - Mulligan, Gail Y1 - 2005/05// PY - 2005 DA - May 2005 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Job Skills KW - Participation KW - Employees KW - Learning Motivation KW - Adults KW - Job Training UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62135397?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - NAEP 1999 Long-Term Trend Technical Analysis Report: Three Decades of Student Performance. NCES 2005-484 AN - 62138280; ED485199 AB - This report provides an update to the technical analysis procedures documenting the 1996 National Assessment of Educational Progress (NAEP) as presented in "The NAEP 1996 Technical Report" (Allen, Carlson, and Zelenak, 1999). It describes how the 1999 long-term trend data were incorporated into the trend analyses. Since no national main or state assessments were administered in 1999, this report does not contain the comprehensive details related to the general design and analysis issues that arise in NAEP assessments and that are included in the 1996 report. Parts one and two provide an overview of the NAEP 1999 long-term trend assessment design and analysis, and parts three, four, and five include subject-area specific information. The appendices A, B, and C include statistical sample summaries, IRT parameters, and conditioning variables. Appendix D includes Westat's "NAEP 1999 Long-Term Trend Data Collection, Sampling and Weighting Report" (Caldwell, Fowler, Waksberg, and Wallace, 2002). Appendix E includes sections of the National Computer Systems' report on processing and professional scoring, "NAEP Report of Processing and Professional Scoring Activities: Long-Term Trend 1998-99 Mathematics/Science and Reading/Writing" (National Computer Systems, 2000). AU - Allen, Nancy L. AU - McClellan, Catherine A. AU - Stoeckel, Joan J. Y1 - 2005/04// PY - 2005 DA - April 2005 SP - 260 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Elementary Secondary Education KW - Academic Achievement KW - Statistical Data KW - Educational Trends KW - Scoring KW - Data Collection KW - National Competency Tests KW - Trend Analysis UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62138280?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Revenues and Expenditures by Public School Districts: School Year, 2001-02. E.D. TAB. NCES 2005-342 AN - 62134797; ED484755 AB - This report presents findings from the Common Core of Data (CCD) "School District Finance Survey." These data are collected annually from state education agencies through the U.S. Census Bureau's "Survey of Local Government Finances: School Systems." Data in the "School District Finance Survey" include revenues by source, expenditures by function and object, long-term and short-term debt, and student membership for each school district in the United States. AU - Johnson, Frank Y1 - 2005/04// PY - 2005 DA - April 2005 SP - 21 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Expenditures KW - State Departments of Education KW - Educational Finance KW - School Districts KW - Debt (Financial) KW - Surveys KW - Local Government UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62134797?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program. Final Report AN - 62134658; ED485162 AB - The 21st Century Community Learning Centers program has supported after-school programs since 1998. Research on the effects of after-school programs has been inconclusive, leading to an ongoing debate about the effects of after-school programs. To examine the implementation of the 21st Century Community Learning Centers after-school program and assess its impacts on students. Earlier reports from this study presented findings based on two school years of data for middle school students and one school year of data for elementary school students. Key impact findings from the first report include no improvement in homework completion, limited effects on academic outcomes, no reduction in self-care, no improvements in safety and behavior, higher levels of parental involvement for the treatment group relative to the control group, and few effects on developmental outcomes. Key impact findings from the second report include higher levels of supervision by adults for treatment-group students relative to control-group students, lower levels of supervision by siblings for treatment-group students relative to control-group students, no reduction in self-care, few impacts on academic outcomes, improved feelings of safety after school for elementary students in the treatment group relative to students in the control group, mixed evidence on negative behavior for middle school students, some impacts on parents of elementary students, and few impacts on developmental outcomes. The purpose of the current report is to present impact analyses based on two years of follow-up data for elementary students. Four appendixes present: Response Rates and Data Quality; Evaluation Design and Methods for Estimating Impacts; Sensitivity Tests and Results for Alternative Specifications; and Subgroup Tables. AU - James-Burdumy, Susanne AU - Dynarski, Mark AU - Moore, Mary AU - Deke, John AU - Mansfield, Wendy AU - Pistorino, Carol AU - Warner, Elizabeth Y1 - 2005/04// PY - 2005 DA - April 2005 SP - 130 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Program Effectiveness KW - Elementary School Students KW - After School Programs KW - Safety KW - Homework KW - Middle School Students KW - Child Development KW - Parent Participation KW - Academic Achievement KW - Program Evaluation KW - Student Behavior UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62134658?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 2004 National Postsecondary Student Aid Study (NPSAS:04) Field Test Methodology Report. Working Paper Series. NCES 2005-02 AN - 62075997; ED492601 AB - The 2004 National Postsecondary Student Aid Study (NPSAS:04), conducted for the U.S. Department of Education's National Center for Education Statistics (NCES), collected comprehensive data regarding how students and their families pay for postsecondary education. The primary objective of NPSAS:04 is to produce reliable national estimates of characteristics related to financial aid for postsecondary students. NPSAS:04 also serves as the base year of data collection for the Beginning Postsecondary Students Longitudinal Study (BPS), which will follow a cohort of students from the start of their postsecondary education and collect further data from them in 2006 and 2009. For the first time, NPSAS:04 is being conducted as the student component study of the 2004 National Study of Faculty and Students (NSoFaS:04). The faculty component--the 2004 National Study of Postsecondary Faculty (NSOPF:04)--is primarily a separate study, with the exception of institutional sampling and contacting. Historically, there has been considerable overlap in the institutions selected for participation in NPSAS and NSOPF; therefore, institutional sampling and contacting activities for both studies were coordinated in order to minimize response burden on institutions and to realize data collection efficiencies. This report only describes the methodology and findings of the NPSAS:04 field test, which took place during the 2002-03 school year. The NPSAS:04 field test was used to plan, implement, and evaluate methodological procedures, instruments, and systems proposed for use in the full-scale study scheduled for the 2003-04 school year. The methodology and findings of the NSOPF:04 field test are provided in a separate report. Appended are: (1) Technical Review Panel; (2)Data Collection Notification Materials; (3) Student Instrument Facsimile; (4) Computer-Assisted Data Entry (CADE) Facsimile; (5) Computer-Assisted Telephone Interviewing (CATI) Training; and (6) CADE Verification Form. (Contains 51 tables and 8 figures.) AU - Riccobono, J. AU - Siegel, P. AU - Cominole, M. AU - Dudley, K. AU - Charleston, S. AU - Link, M. Y1 - 2005/04// PY - 2005 DA - April 2005 SP - 352 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Questionnaires KW - Research Methodology KW - Educational Finance KW - National Surveys KW - Field Tests KW - Longitudinal Studies KW - Student Financial Aid KW - Paying for College KW - College Students KW - Data Collection KW - Interviews KW - Sampling UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62075997?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State Skill Standards: Metalworking AN - 889924797; ED521923 AB - The Department of Education has undertaken an ambitious effort to develop statewide occupational skill standards. The standards in this document are for metalworking 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. The writing team determined that any statewide skill standards for programs that teach metalworking should be designed to teach entry-level and advanced skills related to industry standards. The standards cover the following areas: (1) Safety; (2) Measurement and Layout; (3) Metallurgy; (4) Tools and Machines; (5) Welding; (6) Sheet Metal; (7) Machine Tools; (8) Employability Skills. The standards also include the math skills students need to be successful in the industry. These exit-level standards are designed for advanced programs, for students completing at minimum a two-year metalworking program. Students at the appropriate level of instruction will be expected to demonstrate competence for all performance indicators in the "meets standard" domains for each performance standard. Teachers are encouraged to use them to focus curriculum objectives for entry-level programs, also. The standards are organized as follows: (1) Content Standards; (2) Performance Standards; and (3) Performance Indicators. AU - Pointer, Mike AU - Naylor, Randy AU - Warden, John AU - Senek, Gene AU - Shirley, Charles AU - Lefcourt, Lew AU - Munson, Justin AU - Johnson, Art Y1 - 2005/03/19/ PY - 2005 DA - 2005 Mar 19 SP - 45 PB - Nevada Department of Education. 700 East Fifth Street, Carson City, NV 89701. KW - Performance Indicators KW - Nevada KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Secondary Education KW - Measurement KW - Machine Tools KW - Shop Curriculum KW - Safety KW - Mathematics Skills KW - Occupational Information KW - Job Skills KW - Career Development KW - Metal Working KW - Welding KW - Vocational Education KW - High School Students KW - Career Planning KW - Metallurgy KW - Academic Standards KW - Industry KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889924797?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Trends in Undergraduate Career Education. Issue Brief. NCES 2005-012 AN - 62139780; ED484562 AB - Participation in postsecondary education has increased in recent years. However, since students' postsecondary curricular choices are based in part on labor market demand and this demand typically varies across occupations, not all areas of postsecondary education are likely to increase at the same rate. This Issue Brief examines trends in awarded credentials in career-related areas of study at the subbaccalaureate and baccalaureate levels over a 16-year time period, from 1984-85 to 2000-01. The data used in this Issue Brief are from the Completions Survey of the National Center for Education Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) and its predecessor, the Higher Education General Information Survey (HEGIS). The credential counts in these completions files are categorized here by level, as subbaccalaureate (postsecondary certificates and associate's degrees) and baccalaureate (bachelor?s degrees), and by curricular area, based on whether the credential is in an academic field (the traditional liberal arts and sciences) or a career field (occupationally related areas such as engineering, education, and health care). The number of students receiving undergraduate credentials increased from 1984-85 to 2000-01 in both career education and academic education. Other career areas (e.g., protective services, consumer and personal services) became a larger proportion of undergraduate credentials. Finally, the direction of change at the subbaccalaureate and baccalaureate levels was sometimes similar (e.g., agriculture/natural resources, engineering/architectural science), suggesting parallel changes in skill demands in some areas of the labor market at the subbaccalaureate and baccalaureate levels, while in other areas trends differed (e.g., computer science, health care), suggesting different subbaccalaureate and baccalaureate labor markets. Table 1 describes the percentage of credentials awarded in each career area by education by level and curricular focus. AU - Hudson, Lisa AU - Carey, Ellen Y1 - 2005/03// PY - 2005 DA - March 2005 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Postsecondary Education KW - Academic Education KW - Engineering KW - Computer Science KW - College Students KW - Career Education KW - Labor Market KW - Agricultural Education KW - Labor KW - Credentials UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62139780?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - User's Guide to Developing Student Interest Surveys Under Title IX. NCES 2005-173 AN - 62138952; ED484636 AB - The purpose of this report is to provide a guide for conducting a survey of student interest in order to satisfy Part 3 the Three-Part Test established in the 1979 Policy Interpretation of the intercollegiate athletic provisions of Title IX of the Higher Education Act of 1972. To lay the foundation for the guide, NISS conducted an historical analysis of the use of surveys for Part 3 within the legal and regulatory context of OCR. In order to ascertain the unique needs of institutions attempting to demonstrate Title IX compliance using Part 3, the files were examined with two general questions in mind. The first was the degree to which the institutions in the OCR Title IX compliance case files, and the subset of those institutions that used Part 3, were similar to the universe of postsecondary institutions that offer intercollegiate sports programs. To the extent that the institutions in the OCR case files are similar to the larger universe of institutions, it is easier to generalize from their history. The second question was with regard to the specific survey practices that were used by those institutions that employed a survey. For instance, what kind of data collection process was used? How did institutions ask about student interest in various sports? How was nonresponse handled? NISS examined the survey instruments that have been employed to date and considered the technical challenges to conducting a survey that will be both easy to implement and adequate to ascertaining whether the interests and abilities of the underrepresented sex have been effectively accommodated. Once the analyses were conducted, it was possible to develop suggestions for an improved process for conducting a Part 3 interest survey. The next sections of this report summarize the analysis of the OCR case files. The final section of this report provides guidance on how to conduct a Part 3 interest survey. It includes procedures that represent the best of the practices found in the OCR caseThe purpose of this report is to provide a guide for conducting a survey of student interest in order to satisfy Part 3 the Three-Part Test established in the 1979 Policy Interpretation of the intercollegiate athletic provisions of Title IX of the Higher Education Act of 1972. To lay the foundation for the guide, NISS conducted an historical analysis of the use of surveys for Part 3 within the legal and regulatory context of OCR. In order to ascertain the unique needs of institutions attempting to demonstrate Title IX compliance using Part 3, the files were examined with two general questions in mind. The first was the degree to which the institutions in the OCR Title IX compliance case files, and the subset of those institutions that used Part 3, were similar to the universe of postsecondary institutions that offer intercollegiate sports programs. To the extent that the institutions in the OCR case files are similar to the larger universe of institutions, it is easier to generalize from their history. The second question was with regard to the specific survey practices that were used by those institutions that employed a survey. For instance, what kind of data collection process was used? How did institutions ask about student interest in various sports? How was nonresponse handled? NISS examined the survey instruments that have been employed to date and considered the technical challenges to conducting a survey that will be both easy to implement and adequate to ascertaining whether the interests and abilities of the underrepresented sex have been effectively accommodated. Once the analyses were conducted, it was possible to develop suggestions for an improved process for conducting a Part 3 interest survey. The next sections of this report summarize the analysis of the OCR case files. The final section of this report provides guidance on how to conduct a Part 3 interest survey. It includes procedures that represent the best of the practices found in the OCR case Y1 - 2005/03// PY - 2005 DA - March 2005 SP - 29 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Student Interests KW - Federal Legislation KW - Student Attitudes KW - Sex Fairness KW - Educational Policy KW - Surveys KW - Data Collection KW - Guides KW - College Athletics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62138952?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - A Profile of the American High School Sophomore in 2002. Initial Results From the Base Year of the Education Longitudinal Study of 2002. Statistical Analysis Report. NCES 2005-338 AN - 62138484; ED484427 AB - The data for this report describe the tested achievement and educational status of a cohort based on a nationally representative probability sample of 15,362 10th-graders in 752 public, Catholic, and other private schools, who were studied in the spring term of the 2001-02 school year. The base-year data collection for the Education Longitudinal Study of 2002 (ELS:2002) is the first wave of a new longitudinal study of high school students that continues a series of nationally representative longitudinal studies conducted by the United States Department of Education's National Center for Education Statistics (NCES) over recent decades. Future survey waves will follow both students and high school dropouts and will monitor the transition of the cohort to postsecondary education, the labor force, and family formation. Although the base-year study comprised surveys of parents, teachers, school administrators, and library media specialists, as well as the cohort of high school sophomores, to remain concise, this report draws primarily on data from students, the primary unit of analysis for the study. This document is organized in the following sections: (1) Introduction; (2) Sociodemographic and Educational Profile of American High School Sophomores in 2002; (3) School Experiences; (4) Extracurricular and Sports Activities; (5) Sophomores' Time Use; (6) Tested Achievement- the Reading and Mathematics Proficiency of High School Sophomore Class of 2002; and (7) Values, Expectations, and Plans. The following are appended: (1) Technical Notes and Glossary; and (2) Standard Error Tables. (Contains 40 tables & 35 figures.) AU - Ingels, Steven J. AU - Burns, Laura J. AU - Charleston, Stephanie AU - Chen, Xianglei AU - Cataldi, Emily Forrest AU - Owings, Jeffrey A. Y1 - 2005/03// PY - 2005 DA - March 2005 SP - 292 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-4ED-Pubs (Toll Free). KW - ERIC, Resources in Education (RIE) KW - Grade 10 KW - Comparative Analysis KW - Student Attitudes KW - Socioeconomic Status KW - Statistical Analysis KW - Academic Achievement KW - Longitudinal Studies KW - Extracurricular Activities KW - High School Students KW - Achievement Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62138484?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Institute of Education Sciences First Biennial Report to Congress, 2002-2004 AN - 62137781; ED486487 AB - The Education Sciences Reform Act of 2002 (ESRA) established a new organization within the U.S. Department of Education, the Institute of Education Sciences (the Institute). The mission of the Institute is to expand knowledge and provide information on: the condition of education (through the National Center for Education Statistics); practices that improve education outcomes (through the National Center for Education Research); the effectiveness of federal and other education programs (through the National Center for Education Evaluation and Regional Assistance); and the educational needs of children with disabilities (through the National Center for Special Education Research as authorized in December of 2004 in the Individuals with Disabilities Education Improvement Act). The Institute is overseen by the National Board for Education Sciences?15 highly qualified individuals, the majority with strong research backgrounds, who are nominated by the President and confirmed by the Senate. The Institute was born out of a shared sense among policymakers, the legislative branch, and the executive branch that education practice and research were badly in need of reform. Capturing this view, the National Research Council concluded that, "the complex world of education?unlike defense, health care, or industrial production?does not rest on a strong research base." This, the first biennial report to Congress by the Director, as required under ESRA, describes three goals that have guided the work of the Institute and provides an overview of progress through the end of 2004. It describes the major projects carried out within each center of the Institute over the past two years. And, as required by ESRA, it includes a list of all grants and contracts in excess of $100,000 made during the first two years of the Institute?s existence. The Institute has made substantial progress in the last two years. Much work remains and many challenges lie ahead. Y1 - 2005/03// PY - 2005 DA - March 2005 SP - 11 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - Science Education KW - Program Effectiveness KW - Disabilities KW - Federal Programs KW - Grants KW - Student Needs KW - Educational Needs KW - Educational Improvement KW - Educational Research KW - Educational Quality UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62137781?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Computer Technology in the Public School Classroom: Teacher Perspectives. Issue Brief. NCES 2005-083 AN - 62135692; ED484748 AB - This Issue Brief uses data from the 2000-01 Teacher Follow-up Survey (TFS) to examine teacher views on the technology in their classrooms. Specifically, teachers reported which types of technology they considered essential for teaching and whether they felt such technology was sufficiently available in their classrooms. In 2000-01, technologies that allowed teachers to communicate with others or access resources outside the classroom (e-mail, the World Wide Web, and telephone) were among the most frequently cited by teachers as being "essential" for their teaching. Most teachers reported that they found their classroom technology to be "sufficiently available." However, teachers with relatively few computers in the classroom reported sufficient availability of technology less often than teachers with more computers. AU - Lanahan, Lawrence AU - Boysen, Janet Y1 - 2005/03// PY - 2005 DA - March 2005 SP - 3 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teacher Attitudes KW - Access to Computers KW - Educational Technology KW - Computer Uses in Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62135692?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Postsecondary Institutions in the United States: Fall 2003 and Degrees and Other Awards Conferred: 2002-03. NCES 2005-154 AN - 62135191; ED484515 AB - This document presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2003 data collection, which includes two survey components: Institutional Characteristics for the 2003-04 academic year and Completions covering the period July 1, 2002, through June 30, 2003. This data was collected through the IPEDS web-based data collection system. The Institutional Characteristics component of IPEDS collects and maintains information used to classify postsecondary institutions based on a variety of characteristics. Data on sector, level, control, and affiliation allow classification within general categories. In addition, this component collects data on tuition and fees and room and board charges. The completions component collects data annually on recognized degree completions in postsecondary education programs by level and on other formal awards by length of program. Data were collected by race/ethnicity and gender of recipient and by field of study. In addition, completions data on the number of students with multiples majors were collected by field of study, degree level, race/ethnicity, and gender from those schools that award degrees with multiple majors. The following are appended: (1) Survey of Methodology; and (2) Glossary of IPEDS Terms. (Contains 13 tables & 4 figures.) AU - Knapp, Laura G AU - Kelly-Reid, Janice E. AU - Whitmore, Roy W. AU - Wu, Shiying AU - Gallego, Lorrie AU - Berzofsky, Marcus AU - Huh, Seungho AU - Levine, Burton AU - Broyles, Susan G. Y1 - 2005/03// PY - 2005 DA - March 2005 SP - 42 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Institutional Characteristics KW - Academic Degrees KW - Research Methodology KW - Ethnicity KW - Race KW - Data Collection KW - Higher Education KW - Majors (Students) KW - Tuition KW - Sex UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62135191?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Postsecondary Participation Rates by Sex and Race/Ethnicity: 1974-2003. Issue Brief. NCES 2005-028 AN - 62076428; ED492626 AB - This Issue Brief examines participation in postsecondary education among women and men and among different racial/ethnic groups, from 1974 to 2003. Participation rates are defined here as the proportion of 18- to 24-year-olds who are enrolled in or have completed postsecondary education. Over this time period, the participation rates of young women and of young Whites outpaced that of their male and minority counterparts, so that by 2003 young women had a higher participation rate than young men (reversing the pattern in 1974) and the 1974 gaps in participation rates favoring young Whites over Hispanics grew larger. In 2003, the gender gaps in participation were not significantly different across racial/ethnic groups, nor were racial/ethnic gaps different across gender groups. Moreover, the 10-percentage point gender gap in 2003 was smaller than the racial/ethnic gaps between Whites and Blacks (15 percentage points) and between Whites and Hispanics (23 percentage points). (Contains 2 figures and 3 notes.) AU - Hudson, Lisa AU - Aquilino, Sally AU - Kienzl, Greg Y1 - 2005/03// PY - 2005 DA - March 2005 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Gender Differences KW - Ethnicity KW - Race KW - Educational Trends KW - Equal Education KW - Educational Attainment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62076428?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Directory of Public Elementary and Secondary Education Agencies, 2002-03. NCES 2005-315 AN - 62073009; ED492606 AB - This directory provides a current listing of all reported public elementary and secondary education agencies in the United States as well as other US jurisdictions. Also included is the US Department of Defense Dependents Schools and Bureau of Indian Affairs Schools. The directory provides summary tables showing an overview of elementary and secondary agency patterns in relation to agency location (state), district size, grade span and student population. The information for this publication comes primarily from the NCES Common Core of Data (CCD) Local Education Agency Universe data collection of spring 2002. In the introduction, several tables that summarize the contents of the file are provided. They are followed by the listing of education agencies, organized by state and type of agency. The appendix contains State Education Agency Addresses. (Contains 6 tables.) AU - McDowell, Lena M. AU - Sietsema, John P. Y1 - 2005/03// PY - 2005 DA - March 2005 SP - 469 PB - ED Pubs, 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 - Geographic Location KW - Public Agencies KW - School District Size UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62073009?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Youth With Disabilities in the Juvenile Justice System: Prevention and Intervention Strategies. Examining Current Challenges in Secondary Education and Transition. Issue Brief. Volume 4, Issue 1. AN - 62139208; ED484281 AB - How do communities begin to address the issue of youth with disabilities who become involved with correctional systems? This brief provides information on proactive solutions based on restorative justice and wrap-around services, models, and strategies. This topic is receiving more attention as research has begun supporting a critical need for intervention in this area (Burrell &Warboys,2000;Christle,Jolivette, & Nelson, 2000; National Council on Disability, 2003). There is a serious gap between the number of youth with disabilities in the general population and those who are incarcerated. In 2000, the Office of Special Education Programs (OSEP) reported the prevalence of disabilities among school age children in the United States as 9%, compared with a conservative estimate of 32% within the juvenile justice system (Quinn, Rutherford, Jr., & Leone, 2001) Larson and Turner (2002) cite research on the incidence and overrepresentation of youth with disabilities in the juvenile justice system, including a study done by Otto in 1995 indicating that approximately 90% of youth in corrections meet the diagnostic criteria for one or more mental health disorders. Research explaining underlying causes for this situation is scarce. Quinn et al. (2002) indicate that criminal behavior has been strongly linked to a number of factors including dropping out of school, substance abuse, weak family structure, poverty, and learning and behavioral disabilities, among others. This brief focuses on two models, restorative justice and wrap-around services, to illustrate proactive intervention for reducing the number of youth with disabilities incarcerated in juvenile and adult prisons.Transition planning for youth with disabilities has not focused extensively on involvement with the juvenile justice system. Increased attention is needed on the growing number of youth with disabilities involved in the juvenile and adult correctional systems. This document provides 19 References with 5 additional references added on the back cover. AU - Stenhjem, Pam Y1 - 2005/02// PY - 2005 DA - February 2005 SP - 6 PB - National Center on Secondary Education and Transition, Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, Mn 55455. KW - ERIC, Resources in Education (RIE) KW - Secondary Education KW - Prevention KW - Individual Transition Plans KW - Family Structure KW - Disabilities KW - Intervention KW - Correctional Institutions KW - Youth KW - Juvenile Justice UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62139208?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 2003-04 National Postsecondary Student Aid Study (NPSAS:04). Student Financial Aid Estimates for 2003-04. NCES 2005-158 AN - 62137132; ED484516 AB - This report presents selected findings about the financial aid received by postsecondary students during the 2003-04 academic year. It is based on survey data in the 2003-04 National Postsecondary Student Aid Study (NPSAS:04). The estimates presented in the report were produced using the NCES Data Analysis System (DAS) Online, a web-based table-generating application. The NPSAS:04 estimates are subject to sampling and nonsampling errors. This report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, attendance pattern, dependency status, and income level. All average amounts of financial aid described in the report and presented in the tables reflect the weighted means and are based only on the recipients of the specified types of aid. The following are appended: (1) Glossary; and (2) Technical Notes and Methodology. (Contains 18 tables.) AU - Berkner, Lutz AU - He, Shirley AU - Lew, Stephen AU - Cominole, Melissa AU - Siegel, Peter AU - Griffith, James Y1 - 2005/02// PY - 2005 DA - February 2005 SP - 55 PB - U.S. Department of Education, ED Pubs, P.O. Box 1398, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Student Financial Aid KW - Institutional Characteristics KW - Attendance Patterns KW - Paying for College KW - Student Characteristics KW - Financial Needs KW - College Students KW - Dependents KW - Income UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62137132?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - JOUR T1 - Chapter 8: At the Intersection of Telecollaboration, Learner Corpus Analysis, and L2 Pragmatics: Considerations for Language Program Direction AN - 744445255; 201009793 AB - The research on Internet-mediated intercultural foreign language education to date has examined a variety of topics ranging from the development of L2 grammatical competence to intercultural tension to networked models for language teacher education. The theoretical frameworks and methodological approaches applied in such examinations have been equally wide-ranging, including socio-cultural theory, interactionist approaches to language learning, intercultural communicative competence, appraisal theory, cultural studies, action research, and grounded theory. Very few studies, however, have explored the application of the burgeoning field of contrastive learner corpus analysis to networked intercultural foreign language instruction. The aim of this essay is to encourage language program directors and foreign language teachers to consider the inherent synergy between telecollaborative pedagogy and learner corpus analysis as well as the ways in which their inter-illumination may influence the development of L2 competence in general and L2 pragmatic competence in particular. Adapted from the source document JF - Issues in Language Program Direction AU - Belz, Julie A AD - U.S. Department of Education, University of California at Berkeley jab63@psu.edu Y1 - 2005///0, PY - 2005 DA - 0, 2005 KW - Cross Cultural Communication (16300) KW - Second Language Learning (75850) KW - Collaboration (13220) KW - Computer Mediated Communication (14353) KW - Corpus Analysis (15664) KW - Contrastive Analysis (15570) KW - Internet (37500) KW - Communicative Competence (13650) KW - Pragmatics (66850) KW - article KW - 4616: discourse analysis/text linguistics; corpus linguistics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/744445255?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=Issues+in+Language+Program+Direction&rft.atitle=Chapter+8%3A+At+the+Intersection+of+Telecollaboration%2C+Learner+Corpus+Analysis%2C+and+L2+Pragmatics%3A+Considerations+for+Language+Program+Direction&rft.au=Belz%2C+Julie+A&rft.aulast=Belz&rft.aufirst=Julie&rft.date=2005-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=Issues+in+Language+Program+Direction&rft.issn=&rft_id=info:doi/ LA - English DB - Linguistics and Language Behavior Abstracts (LLBA) N1 - Date revised - 2010-05-01 N1 - Last updated - 2016-09-27 N1 - SubjectsTermNotLitGenreText - Cross Cultural Communication (16300); Computer Mediated Communication (14353); Collaboration (13220); Second Language Learning (75850); Pragmatics (66850); Communicative Competence (13650); Corpus Analysis (15664); Internet (37500); Contrastive Analysis (15570) ER - TY - GEN T1 - Enrollment in Postsecondary Institutions, Fall 2002 and Financial Statistics, Fiscal Year 2002. E.D. Tabs. NCES 2005-168. AN - 62138581; ED484186 AB - This report is one of a series that presents findings from the Integrated Postsecondary Education Data System (IPEDS). Results of the spring 2003 data collection are included and display enrollment data for fall 2002, student financial aid data for the 2001-02 academic year (July 1, 2001 through June 30, 2002), financial statistics for fiscal year 2002, and graduation rate information for students beginning college in 1996 at four-year institutions and in 1999 at less-than-four-year institutions. Tabulations in this report present selected data items collected from the 6,506 Title IV institutions in spring 2003. All institutions were asked to provide Enrollment and Finance data. In addition, institutions admitting full-time, first-time undergraduate-level students were asked to submit Student Financial Aid and Graduation Rates data. Graduation Rates data are included for the first time in this publication. The contents of this document include: (1) Summary; (2) Compendium of Tables; (3) Survey Methodology; and (4) Glossary of IPEDS Terms. (Contains 1 figure and 61 tables.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Whitmore, Roy W. AU - Wu, Shiying AU - Huh, Seungho AU - Levine, Burton AU - Berzofsky, Marcus AU - Broyles, Susan G. Y1 - 2005/01// PY - 2005 DA - January 2005 SP - 108 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Student Financial Aid KW - Institutional Characteristics KW - Research Methodology KW - Enrollment Trends KW - Student Characteristics KW - Surveys KW - Statistical Data KW - Higher Education KW - Tables (Data) KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62138581?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Evaluation of the DC Opportunity Scholarship Program: First Year Report on Participation AN - 62135748; ED484629 AB - The District of Columbia School Choice Incentive Act of 2003 was passed by Congress in January 2004. The Act provided funds for District of Columbia Public Schools (DCPS) improvement activities and charter school facility acquisitions. Most notably, the statute established what is now called the DC Opportunity Scholarship Program?the first federal government initiative to provide K-12 education scholarships, or vouchers, to families to send their children to private schools of choice. The DC Opportunity Scholarship Program has the following programmatic elements: (1) To be eligible, students entering grades K-12 must reside in the District and have a family income at or below 185 percent of the federal poverty line; (2)Participating students will receive scholarships of up to $7,500 to cover the costs of tuition, school fees, and transportation to a participating private school of choice; (3) Scholarships are renewable for up to 5 years (as funds are appropriated), as long as students remain eligible for the program and remain in good academic standing at the private schools they are attending; (4) If there are more eligible applicants than available scholarships or open slots in private schools, applicants are to be awarded scholarships and admission to private schools random selection, for example by lottery; and (5) Private schools participating in the program must be located in the District, and agree to program requirements regarding nondiscrimination in admissions, fiscal accountability, and cooperation with the evaluation. The Act requires that this 5-year scholarship program be rigorously evaluated by an independent research team, using the "strongest possible research design for determining the effectiveness" of the program and addressing a specific set of student comparisons and topics (Section 309). The evaluation thus has several components: (1) an impact analysis, comparing outcomes of eligible applicants (students and their parents) from public schooceive or not receive a scholarship through a lottery; and (2) a performance reporting analysis, comparing all students participating in the scholarship program to students in the same grades in DCPS. All participating students includes those randomly assigned scholarships and those who received scholarships automatically, those who were attending public schools and those attending private schools when they entered the scholarship program. Because DCPS students who did not apply to the scholarship program are likely to be quite different from those who applied and are participating, the impact analysis will be the source of the reliable, causal evidence on program effectiveness called for in the legislation. This document is the first of a series of annual reports from the evaluation team, as mandated by Congress. Because the initial cohort of program participants?those who applied in spring 2004 to receive scholarships for the 2004-05 school year?just recently matriculated at their new schools, no impact information is available at this time. Instead, the report describes the purposes and design of the scholarship program, the first-year implementation activities that generated 1,848 eligible applicants and 58 participating private schools, the process of awarding scholarships to 1,366 student applicants, and the characteristics of both applicants and scholarship users. The report provides an important foundation for the later examination of program impacts. AU - Wolf, Patrick AU - Eissa, Nada AU - Puma, Michael Y1 - 2005 PY - 2005 DA - 2005 SP - 108 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Charter Schools KW - Scholarships KW - Poverty KW - School Choice KW - Federal Government KW - Family Income KW - Educational Vouchers KW - Private Schools KW - Research Design UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62135748?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Nation's Report Card: An Introduction to the National Assessment of Educational Progress (NAEP). NCES 2005-454 Revised AN - 62076039; ED492632 AB - This document explains the major features of the National Assessment of Educational Progress (NAEP) in a non-technical manner. It highlights the history and development of NAEP, how the data are collected, scored, and analyzed, and how the results are reported. This introductory guide to NAEP is designed to meet the information needs of teachers, parents, and other members of the general public about the nation's premier assessment of what America's elementary and secondary students know and can do. Y1 - 2005 PY - 2005 DA - 2005 SP - 28 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Community KW - Parents KW - Teachers KW - Elementary Secondary Education KW - Academic Achievement KW - Scoring KW - Data Collection KW - Student Evaluation KW - Data Analysis KW - National Competency Tests KW - Information Needs KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62076039?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - RSA Monitoring Redesign Initiative Informational Booklet #1 AN - 62070607; ED489882 AB - This informational booklet contains background materials regarding the Rehabilitation Services Administration (RSA) initiative to redesign its monitoring system. The booklet is intended to expand the knowledge and understanding of those individuals selected to participate in the RSA-sponsored monitoring conference that was held August 24 and 25, 2005, and to inform other interested stakeholders of the progress being made in this important endeavor. A primary objective of the monitoring redesign effort is to ensure that the new process not only meets federal goals and legislative requirements but also takes into account the needs and priorities of stakeholders of the public VR system, including state VR agencies, consumer and advocacy groups, community partners and providers, state rehabilitation councils and other relevant federal agencies. The objective of the August monitoring conference was to obtain input from these stakeholder groups on RSA?s monitoring process. This booklet contains basic information regarding: (1) the legislative basis for RSA monitoring activities; and (2) the recent RSA restructuring. Y1 - 2005 PY - 2005 DA - 2005 SP - 57 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - State Programs KW - Program Effectiveness KW - Independent Living KW - Grants KW - Vocational Rehabilitation KW - State Agencies KW - Accountability KW - Job Training KW - Evaluation Methods KW - Program Improvement KW - Federal Legislation KW - Disabilities KW - Data Collection KW - Program Evaluation KW - Standards KW - Compliance (Legal) KW - Technical Assistance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62070607?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - RSA Monitoring Redesign Initiative Informational Booklet #2 AN - 62070562; ED489883 AB - The U.S. Department of Education's Rehabilitation Services Administration (RSA) is undertaking a major initiative to substantially redesign its program monitoring and improvement system. The overriding goal is to improve vocational rehabilitation (VR) services and employment outcomes for individuals with disabilities through the development of a new monitoring system that involves key stakeholders, is performance-based and which establishes a state-level network of partners who assist in identifying improvements and who support the provision of resources and technical assistance necessary to achieve those improvements. This booklet contains the following section: (1) Redesign of the Rehabilitation Services Administration Monitoring and Program Improvement System; (2) Understanding the Legislative Basis for Establishment of the State Rehabilitation Council; and (3) RSA Data Collection and Reporting on the State VR Services Program. Appended are: (1) Section 105?State Rehabilitation Council. Y1 - 2005 PY - 2005 DA - 2005 SP - 27 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - District of Columbia KW - Rehabilitation Act 1973 KW - ERIC, Resources in Education (RIE) KW - State Programs KW - Program Effectiveness KW - Grants KW - Vocational Rehabilitation KW - State Agencies KW - Accountability KW - Job Training KW - Federal Legislation KW - Program Improvement KW - Disabilities KW - Data Collection KW - Program Evaluation KW - Standards KW - Compliance (Legal) KW - Technical Assistance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62070562?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Institute of Education Sciences Biennial Report to Congress, 2005 AN - 62011793; ED494713 AB - This, the first biennial report to Congress by the Director, as required under The Education Sciences Reform Act (ESRA), describes three goals that have guided the work of the Institute and provides an overview of progress through the end of 2004. It describes the major projects carried out within each center of the Institute over the past two years. And, as required by ESRA, it includes a list of all grants and contracts in excess of $100,000 made during the first two years of the Institute's existence. The nation needs policymakers, educators, and concerned citizens to see the value of rigorous evidence, to turn to it when difficult decisions arise, and to insist that new policies that cannot wait for evidence be tested as they are implemented. That requires a transformation in the way education is conducted. The Institute is at the center of that transformation because that is their statutory mission and there is substantial, bipartisan political support for evidence-based education policy. The Institute has made substantial progress in the last two years. Eventual success will depend on the continued support by Congress of the mission and activities of the Institute. [For the "Institute of Education Sciences First Biennial Report to Congress, 2002-2004," see ED486487.] Y1 - 2005 PY - 2005 DA - 2005 SP - 10 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teachers KW - Policymakers KW - Program Descriptions KW - Program Effectiveness KW - Science Programs KW - Guidance Programs KW - Research Methodology KW - Organizational Objectives KW - Annual Reports KW - Federal Programs KW - Educational Change KW - Peer Evaluation KW - Research Utilization KW - Organizational Theories KW - Educational Research UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62011793?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Task Templates Based on Misconception Research. CSE Report 646. AN - 62132237; ED483381 AB - Researchers spend much time and effort developing measures, including measures of students? conceptual knowledge. In an effort to make such assessments easier to design, the Principled Assessment Designs for Inquiry (PADI) project has developed a framework for designing tasks and to illustrate that its use has ?reverse engineered? several existing science assessments. This paper reports one such project, motivated by assessments that elicit students? qualitative explanations of situations that have been designed to provoke misconceptions and partial understandings. Four taskspecific templates were created?three based on Hestenes, Wells, and Swackhamer?s (1992) Force Concept Inventory and one based on Novick and Nussbaum?s (1981) Test About Particles in a Gas (TAP). An overarching framework is described for these templates, another PADI object called a Design Pattern, based on Stewart?s concept of ?Model Using? (Stewart & Hafner, 1994). For each template, a multivariate student model is described, a measurement model, and a task model. It is brought to conclusion by suggesting how these templates and the design pattern could help researchers (and perhaps teachers) who wish to design new assessments in science domains where students are known to hold misconceptions. (Contains 5 appendices.) AU - Cromley, Jennifer G. AU - Mislevy, Robert J. Y1 - 2004/12// PY - 2004 DA - December 2004 SP - 54 KW - ERIC, Resources in Education (RIE) KW - Science Education KW - Misconceptions KW - Sciences KW - Scientific Concepts KW - Knowledge Level KW - Scientific Literacy KW - Test Construction UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62132237?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Digest of Education Statistics, 2003. NCES 2005-025 AN - 62128135; ED483072 AB - The Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including: (1) student suspensions and expulsions in public elementary and secondary schools, by state, sex, and percent of enrollment; (2) total fall enrollment in private not-for-profit degree-granting institutions by attendance status, sex, and state or jurisdiction; (3) percent of degree-granting institutions with first-year undergraduates using various selection criteria for admission, by type and control of institution; (4) total revenue of private not-for-profit degree granting institutions, by source of funds and type of institution; (5) total revenue of private for-profit degree-granting institutions, by source of funds and type of institution; and (6) total expenditures of private not-for profit degree-granting institutions, by purpose and type of institution. Appended are: Guide to Sources; Definitions; and Index of Table Numbers. AU - Snyder, Thomas D. AU - Tan, Alexandra G. AU - Hoffman, Charlene M. Y1 - 2004/12// PY - 2004 DA - December 2004 SP - 611 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Higher Education KW - Financial Support KW - Institutional Characteristics KW - Federal Aid KW - Educational Indicators KW - Educational Finance KW - Student Diversity KW - Educational Attainment KW - Discipline KW - Diversity KW - Outcomes of Education KW - School Libraries KW - Foreign Countries KW - Enrollment Trends KW - Statistical Data KW - College Admission KW - Educational Technology KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62128135?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A Profile of the Upward Bound Math-Science Program: 2000-2001 AN - 62002041; ED499059 AB - The U.S. Department of Education's Strategic Plan 2002-2007 (2002) established an objective to "reduce the gaps in college access and completion among student populations differing by race/ethnicity, socioeconomic status, and disability while increasing the educational attainment of all." Upward Bound, which made its first awards in 1965, has always sought to increase the academic performance and motivation of low-income youths and potentially first-generation college students enrolled in high school, so that these students may complete secondary school and successfully pursue postsecondary education programs. In 1990, the Department created the Upward Bound Math-Science (UBMS) program with the specific goal to help low-income, first-generation college students recognize and develop their potential to excel in math and science and encourage them to pursue postsecondary degrees and careers in these fields. The UBMS Program thus addresses two important national goals: (1) to foster increased math and science educational participation to prepare a U.S. work force able to address the scientific and technological issues and problems of the 21st century; and (2) to increase the representation within the math and science fields of persons from low-income and minority backgrounds, and of persons who are in their families' first generation to obtain bachelor's degrees. This report provides a comprehensive profile of the UBMS Program using individual student-level information for UBMS participants served in 1999-2000 and 2000-01. (Contains 18 footnotes, 42 tables, and 26 figures. Appended are the following: (1) Upward Bound Math-Science Performance Reporting: Methods and Data Quality for the First Year; and (2) Glossary.) [For a profile of the classic Upward Bound Program, see ED499055. For a profile of the Veterans Upward Bound Program, see ED499060.] AU - Curtin, Thomas R. AU - Cahalan, Margaret W. Y1 - 2004/12// PY - 2004 DA - December 2004 SP - 92 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Program Descriptions KW - Program Effectiveness KW - Science Programs KW - Educational Objectives KW - Low Income KW - Mathematics Achievement KW - Academic Achievement KW - Educational Attainment KW - Minority Groups KW - First Generation College Students KW - Profiles KW - Science Achievement KW - Student Motivation KW - Strategic Planning KW - Labor Force Development UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62002041?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Highlights from the Trends in International Mathematics and Science Study (TIMSS), 2003. NCES 2005-005 AN - 61810693; ED483080 AB - This report presents results for countries that participated in the Trends in International Mathematics and Science Study (TIMSS) 2003. In 2003, TIMSS was conducted at grades four and eight. This summary highlights initial findings on the performance of U.S. fourth- and eighth-grade students relative to their peers in other countries on the TIMSS assessment. It describes the mathematics and science performance of fourth-and eighth-graders in participating countries over time. For a number of the participating countries, changes in mathematics and science achievement can be documented over 8 years, from 1995 to 2003. The summary is based on the findings presented in two reports published by IEA. The report focuses on results for the United States and includes student achievement in mathematics and science of student subpopulations in the U.S. In addition to the assessments, students, their teachers, and principals were asked to complete questionnaires related to their school and learning experiences. Comparisons made in this report have been tested for statistical significance at the .05 level. Appended are: (1) Technical Notes; (2) Example Items and 2003 Country Results; (3) Detailed Tables; (4) Comparisons between TIMSS, NAEP, and PISA; and (5) TIMSS Online Resources and Publications. AU - Gonzales, Patrick AU - Guzman, Juan Carlos AU - Partelow, Lisette AU - Pahlke, Erin AU - Jocelyn, Leslie AU - Kastberg, David AU - Williams, Trevor Y1 - 2004/12// PY - 2004 DA - December 2004 SP - 119 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-7827. KW - Program for International Student Assessment KW - ERIC, Resources in Education (RIE) KW - Grade 4 KW - Grade 8 KW - Comparative Analysis KW - Foreign Countries KW - Mathematics Achievement KW - Academic Achievement KW - Educational Trends KW - Science Achievement KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61810693?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Achiever. Volume 3, Number 17 AN - 62123100; ED485501 AB - Various topics are discussed in this issue of "The Achiever", the U.S. Department of Education's biweekly bulletin for parents and community leaders on "No Child Left Behind," the historic, bipartisan education reform law signed by President Bush in January 2002. This issue includes the following articles: Black Alliance Recieves Funds for Parent Outreach; Training the Front Line: Atlanta Elementary School Proves Professional Development Improves Student Learning; Close Up--No Child Left Behind: School Emergency Preparedness; Tips for Parents; and New Resource--Online Tool Offers Teacher Training. AU - Ashby, Nicole Y1 - 2004/11/15/ PY - 2004 DA - 2004 Nov 15 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Community KW - Parents KW - Elementary Secondary Education KW - Federal Legislation KW - Teacher Education KW - Parent Participation KW - African American Students KW - Online Systems KW - Professional Development KW - Emergency Programs KW - Educational Improvement KW - Teacher Effectiveness UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62123100?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - College Persistence on the Rise? Changes in 5-Year Degree Completion and Postsecondary Persistence Rates Between 1994 and 2000: Postsecondary Education Descriptive Analysis Reports. NCES 2005-156 AN - 62130314; ED483066 AB - The study compares the degree completion and persistence rates between two cohorts?students who first enrolled in postsecondary education in academic year 1989?90 and their counterparts who first enrolled in 1995?96. The analysis focuses on the rates at which students in each cohort completed a degree within 5 years or were still enrolled at the end of 5 years. The study also examines changes in the students' demographic profile and other population characteristics. AU - Horn, Laura AU - Berger, Rachael AU - Carroll, Dennis. C. Y1 - 2004/11// PY - 2004 DA - November 2004 SP - 97 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Demography KW - Time to Degree KW - Comparative Analysis KW - Student Characteristics KW - College Students KW - Academic Persistence KW - Higher Education KW - Graduation Rate UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62130314?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Forum Guide to Building a Culture of Quality Data: A School & District Resource. (NFES 2005-801) AN - 62129616; ED483079 AB - There has recently been a growing awareness that effective teaching, efficient schools, and quality data are related. The quality of information used to develop an instructional plan, run a school, plan a budget, or place a student in a class depends upon the school data clerk, teacher, counselor, and/or school secretary who enter data into a computer. This document offers recommendations to staff in schools and school districts about best practices for data entry -- getting things right at the source. Y1 - 2004/11// PY - 2004 DA - November 2004 SP - 44 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Support Staff KW - Administrators KW - Elementary Secondary Education KW - Staff Role KW - School Districts KW - Information Management KW - Keyboarding (Data Entry) KW - Recordkeeping UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62129616?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Educational Attainment of High School Dropouts 8 Years Later. Issue Brief. NCES 2005-026 AN - 62127102; ED483075 AB - This issue brief examines the educational outcomes of students who were classified as high school dropouts 8 years after most of their 1988 cohort of 8th graders would have completed high school. Some students who drop out return a short time later to earn a diploma, some may pursue an alternative credential such as a General Educational Development (GED) certificate, and others may enroll in a postsecondary institution without having earned a high school credential. Data on public and private school students from the National Education Longitudinal Study of 1988 (NELS:88), examines the educational attainment of 1988 eighth-graders who had dropped out of high school at least once since eighth grade. Results show that the majority of students (63%) who drop out of high school go on to earn a high school diploma or alternative certification. (Contains 3 tables.) AU - Hurst, David AU - Kelly, Dana AU - Princiotta, Daniel Y1 - 2004/11// PY - 2004 DA - November 2004 SP - 3 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - High Schools KW - Grade 8 KW - Public Schools KW - High School Equivalency Programs KW - Educational Attainment KW - Private Schools KW - High School Students KW - Dropouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62127102?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Indicators of School Crime and Safety, 2004. NCES 2005-002. AN - 62127050; ED483086 AB - A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools.This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey (1992-2002), the School Crime Supplement to the National Crime Victimization Survey (1995, 1999, 2001, and 2003), the Youth Risk Behavior Survey (1993, 1995, 1997, 1999, 2001, and 2003), the School Survey on Crime and Safety (2000) and the School and Staffing Survey (1993-94 and 1999-2000). Data on crime away from school are also presented to place school crime in the context of crime in the larger society. Appended are: (1) Supplemental Tables; (2) Standard Error Tables; (3) Technical Notes; and (4) Glossary of Terms. AU - DeVoe, Jill F. AU - Peter, Katharin AU - Kaufman, Phillip AU - Miller, Amanda AU - Noonan, Margaret AU - Snyder, Thomas D. AU - Baum, Katrina Y1 - 2004/11// PY - 2004 DA - November 2004 SP - 189 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Practitioners KW - Policymakers KW - Elementary Secondary Education KW - Schools KW - Crime KW - Statistics KW - Student Attitudes KW - Victims of Crime KW - Teacher Attitudes KW - Administrator Attitudes KW - School Security KW - School Surveys KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62127050?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Children Born in 2001: First Results from the Base Year of the Early Childhood Longitudinal Study, Birth Cohort (ECLS?B). E.D. TAB. NCES 2005-036. AN - 62126928; ED483068 AB - This E.D. TAB provides descriptive information about children born in the United States in 2001. It is the first publication based on the Early Childhood Longitudinal Study, Birth Cohort (ECLS?B), and it presents information on certain child and family characteristics, on children's mental and physical skills, on children's first experiences in child care, and on the fathers of these children. The report profiles data from a nationally representative sample of children at about 9 months of age both overall, and for various subgroups (i.e., male and female, children from different racial/ethnic groups, and children living in different types of families). Appended are: (1) Technical Notes and Glossary (includes: Survey Methodology, Response Rates, Data Reliability, Statistical Procedures, and Glossary: Constructs and Variables Used in Analysis); and (2) Standard Error Tables. (Contains 17 tables and 9 figures.) AU - Flanagan, Kristin Denton AU - West, Jerry Y1 - 2004/11// PY - 2004 DA - November 2004 SP - 49 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Family Characteristics KW - Young Children KW - Child Care KW - Fathers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62126928?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 1993/03 Baccalaureate and Beyond Longitudinal Study (B&B:93/03) Field Test Methodology Report. Working Paper Series. NCES 2004-02 AN - 62126753; ED483061 AB - The 1993/03 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), sponsored by the National Center for Education Statistics (NCES), U.S. Department of Education, followed a cohort of students who earned bachelor's degrees during the 1992?93 academic year. These students were first interviewed in 1993, as part of the 1993 National Postsecondary Student Aid Study (NPSAS:93), a cross-sectional study of how postsecondary students and their families pay for education beyond high school. A year later, a follow-up interview was conducted (B&B:93/94) and transcripts were collected from students' undergraduate institutions and coded. In 1997, a second follow-up interview was conducted (B&B:93/97). B&B:93/03 is the third and final follow-up interview with the class of 1993. This report describes the methodology and findings of the B&B:93/03 field test interview, conducted in the spring and early summer of 2002, with 1991?92 bachelor's degree recipients. Prior to 2002, this field test cohort was interviewed in 1992 for the NPSAS:93 field test, and again in 1993 and 1996 for the B&B:93/94 and B&B:93/97 field test studies, respectively. The purpose of the B&B:93/03 field test was to evaluate the operational and methodological procedures, instruments, and systems planned for the B&B:93/03 full-scale study to ensure their efficiency in achieving the desired response rates and level of data quality. Appended are: (1) Data Collection Mailout Materials; (2) Agendas for Help Desk, Telephone, and Field Interviewer Training; (3) B&B:93/03 Field Test Facsimile Instrument; (4) Technical Review Panel Members; and (5) Field Test Data Elements. AU - Wine, J. AU - Cominole, M. AU - Carwile, S. AU - Franklin, J. AU - Carley-Baxter, L. AU - and Wheeless, S. Y1 - 2004/11// PY - 2004 DA - November 2004 SP - 318 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Student Financial Aid KW - Bachelors Degrees KW - Paying for College KW - College Students KW - Data Collection KW - Field Tests KW - Interviews KW - Longitudinal Studies KW - Academic Records UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62126753?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Staff in Postsecondary Institutions, Fall 2002, and Salaries of Full-Time Instructional Faculty, 2002-03. E.D. Tabs. NCES 2005-167 AN - 62082257; ED492628 AB - This report presents information from the Winter 2002-03 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2002 by primary occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2002-03 by length of contract/teaching period, academic rank, gender, and average salaries. (Contains 1 figure and 35 tables.) AU - Knapp, Laura G. AU - Kelly-Reid, Janice E. AU - Whitmore, Roy W. AU - Wu, Shiying AU - Huh, Seungho AU - Levine, Burton AU - Broyles, Susan G. Y1 - 2004/11// PY - 2004 DA - November 2004 SP - 69 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Student Financial Aid KW - Tenure KW - Ethnicity KW - Race KW - Academic Rank (Professional) KW - Tables (Data) KW - Teacher Salaries KW - Sex KW - College Faculty UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62082257?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Trends in Educational Equity of Girls & Women: 2004. NCES 2005-016 AN - 62073947; ED492634 AB - This statistical report assembles a series of indicators that examine the extent to which males and females have access to the same educational opportunities, avail themselves equally of these opportunities, perform at similar levels throughout schooling, succeed at similar rates, and reap the same benefits from their educational experiences. This report serves as an update of an earlier publication, "Trends in Educational Equity of Girls & Women" (NCES 2000-030), which was prepared for Congress in 2000. Supplemental tables are appended. [For the year 2000 publication of "Trends in Educational Equity of Girls & Women," see ED440210.] AU - Freeman, Catherine E. Y1 - 2004/11// PY - 2004 DA - November 2004 SP - 116 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Educational Indicators KW - Dropout Rate KW - Academic Achievement KW - Educational Trends KW - Higher Education KW - Educational Attainment KW - Equal Education KW - Educational Opportunities KW - Educational Experience KW - Academic Persistence KW - Females KW - Educational Technology UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62073947?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Achiever. Volume 3, Number 15 AN - 62125996; ED485435 AB - Various topics are discussed in this issue of "The Achiever", the U.S. Department of Education's biweekly bulletin for parents and community leaders on "No Child Left Behind," the historic, bipartisan education reform law signed by President Bush in January 2002. This issue includes the following articles: "President Bush Announces New Education Proposals," which discusses President Bush's new plan to improve K-12 education, reward high-quality teachers, increase opportunities for online learning, and broaden access to higher education; "Supplementing My Child's Education" (Cari Sager), which describes how one parent used free tutoring available through No Child Left Behind (NCLB) to supplement her daughter's education; "Close-Up: No Child Left Behind--Early Reading First," which describes the U.S. Department of Education's Early Reading First grants to help early childhood education programs prepare young children to enter kindergarten with the necessary cognitive, language, and early reading skills; "On the Horizon," which lists upcoming events; "New College Exam Results," which presents this year's results from the nation's most widely accepted college admission exams (the ACT and SAT); "Did You Know?," which briefly discusses the percentage of full-day public prekindergarten classes by region of the United States; and "New Guide! Implementing Effective School Choice Programs," which describes a new guide from the U.S. Department of Education's Office of Innovation and Improvement entitled "Creating Strong District School Choice Programs." AU - Ashby, Nicole Y1 - 2004/10/15/ PY - 2004 DA - 2004 Oct 15 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Community KW - Parents KW - College Entrance Examinations KW - Federal Legislation KW - Preschool Education KW - Tutoring KW - Reading Skills KW - School Choice KW - Elementary Secondary Education KW - Higher Education KW - Professional Recognition KW - Teacher Effectiveness UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62125996?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Dropout Rates in the United States: 2001. Statistical Analysis Report NCES 2005-046 AN - 62130276; ED483073 AB - This report is the latest in 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 2001, and includes time series data on high school dropout and completion rates for the period 1972 through 2001. In addition to extending time series data reported in earlier years, the report examines the characteristics of high school dropouts and high school completers in 2001. It shows that while progress was made during the 1970s and 1980s in reducing high school dropout rates and increasing high school completion rates, these rates have since stagnated. Appended are: (1) Supplemental Tables; (2) Standard Error Tables; and (3) Technical Notes. AU - Kaufman, Phillip AU - Alt, Martha Naomi AU - Chapman, Christopher D. Y1 - 2004/10// PY - 2004 DA - October 2004 SP - 93 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794?1398. KW - ERIC, Resources in Education (RIE) KW - High Schools KW - Dropout Research KW - High School Graduates KW - Student Characteristics KW - Dropout Rate KW - Academic Persistence KW - Secondary Education KW - Dropouts UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62130276?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Achiever. Volume 3, Number 14 AN - 62130010; ED483134 AB - This document contains news and information about school improvement in the United States. It is a biweekly newsletter designed expressly for parents and families. This issue highlights President Bush's new education plan, which includes improving early education, improving K-12 education, rewarding high-quality teachers, increasing opportunities for online learning, and broadening access to higher education. AU - Ashby, Nicole Y1 - 2004/10/01/ PY - 2004 DA - 2004 Oct 01 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Community KW - Parents KW - Elementary Secondary Education KW - Access to Education KW - Educational Objectives KW - Early Childhood Education KW - Learning Activities KW - Higher Education KW - Educational Improvement KW - Internet KW - Teacher Effectiveness UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62130010?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Study of Postsecondary Faculty (NSOPF:04) Field Test Methodology Report, 2004. Working Paper Series. NCES 2004-01 AN - 62129956; ED483091 AB - The 2004 National Study of Postsecondary Faculty (NSOPF:04), conducted by RTI International (RTI) and sponsored by the U.S. Department of Education's National Center for Education Statistics (NCES), is a nationally representative study that collects data regarding the characteristics, workload, and career paths of full- and part-time postsecondary faculty and instructional staff at public and private not-for-profit 2- and 4-year institutions in the United States. This report describes the methodology and findings of the NSOPF:04 field test that took place during the 2002-03 academic year. The NSOPF:04 field test was used to plan, implement, and evaluate methodological procedures, instruments, and systems proposed for use in the full-scale study scheduled for the 2003-04 academic year. The field test was particularly important in this cycle of NSOPF, because of several changes from prior NSOPF data collections. These included: (1) the combination of NSOPF and NPSAS into NSoFaS:04, which had important implications for the NSOPF:04 institution sample design and institution contacting procedures; (2) eliminating the paper self-administered survey mode of response; (3) using integrated web/computer-assisted telephone interviewing (CATI) instruments; (4) shortening the faculty questionnaire; and (5) implementing measures to shorten the data collection period, such as early institution contacting and use of incentives for early response. This field test methodology report is designed to summarize the findings with regard to NSOPF for each of these changes. Appended are: (1) Technical Review Pane; (2) Facsimile Instruments; (3) Item Crosswalks; (4) Contacting Materials; (5) Training Materials; (6) CIP Code Mapping; and (7) TRP Meeting Summary. (Contains 48 tables and 6 figures.) AU - Heuer, E. R. AU - Cahalan, M. AU - Fahimi, M. AU - Curry-Tucker, L. J. AU - Carley-Baxter, L. AU - Curtin, R. T. AU - Hinsdale, M. AU - Jewell, M. D. AU - Kuhr, D. B. AU - McLean, L. Y1 - 2004/10// PY - 2004 DA - October 2004 SP - 276 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Research Methodology KW - Higher Education KW - Field Tests KW - College Faculty UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62129956?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Mini-Digest of Education Statistics, 2003. NCES 2005-017 AN - 62126805; ED483088 AB - This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. It includes selections of data from many government sources, especially drawing on results of surveys and activities carried out by the National Center for Education Statistics (NCES). It contains information on the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational outcomes, finances, and federal funds for education in the U.S. Unless otherwise stated, all data are extracted from the Digest of Education Statistics. AU - Snyder, Thomas D. Y1 - 2004/10// PY - 2004 DA - October 2004 SP - 66 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Higher Education KW - Financial Support KW - Institutional Characteristics KW - Federal Aid KW - Enrollment Trends KW - Educational Indicators KW - Educational Finance KW - Statistical Data KW - Educational Attainment KW - Graduation Rate KW - Diversity KW - Outcomes of Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62126805?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program--New Findings AN - 62126735; ED483163 AB - After-school programs have grown rapidly in recent years, spurred by rising employment rates of mothers, pressure to increase academic achievement, and concerns about risks to children who are unsupervised during after-school hours. The percentage of public schools offering "extended day" programs (which include before- and after-school programs) more than tripled from 1987 to 1999, from about 13 percent to 47 percent. The federal government's investment in after-school programs has grown rapidly as well. Funding for the 21st Century Community Learning Centers program, created in 1994, rose from $40 million in 1998 to $1 billion in 2002. The program now provides funding to 2,250 school districts to support school-based programs in 7,000 public schools. Some studies of after-school programs have found that these programs increase academic achievement and student safety, as well as reduce negative behaviors such as drug and alcohol use. However, other studies have found that after-school programs have no effect on--and even worsen--certain outcomes, leading to debate over whether the evidence supports increased investment in after-school programs. Four appendixes include response rates and data quality, study design and methods for estimating impacts, sensitivity tests and results for alternative specifications, and subgroup tables. AU - Dynarski, Mark AU - James-Burdumy, Susanne AU - Moore, Mary AU - Rosenberg, Linda AU - Deke, John AU - Mansfield, Wendy Y1 - 2004/10// PY - 2004 DA - October 2004 SP - 190 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Financial Support KW - Program Effectiveness KW - Public Schools KW - Federal Aid KW - After School Education KW - Safety KW - Academic Achievement KW - School Districts KW - Extended School Day KW - Student Behavior UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62126735?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Characteristics of Private Schools in the United States: Results from the 2001?2002 Private School Universe Survey. E.D. TAB. NCES 2005-305 AN - 62126720; ED483064 AB - This report on the 2001-2002 Private School Universe presents data on private schools in the United States with grades kindergarten through twelve by selected characteristics such as school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The number of teachers and students are reported by the same categories and the number of students is reported by grade level. Appended are: (1) Glossary; (2) Technical Notes; (3) Standard Error Tables; (4) Values and Standard Error Tables for Kindergarten-Terminal Schools; (5) Item Response Rate Tables; and (6) Private School Survey Questionnaire 2001?2002. AU - Broughman, Steven P. AU - Pugh, Kathleen W. Y1 - 2004/10// PY - 2004 DA - October 2004 SP - 108 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Institutional Characteristics KW - Enrollment Trends KW - School Demography KW - School Organization KW - Private Schools UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62126720?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Office of Elementary and Secondary Education Webcast Introduction: Identifying, Recognizing, and Learning From Effective Schools AN - 62122548; ED486353 AB - The purpose of this series of webcasts is to communicate directly with state educational agency (SEA) and local educational agency (LEA) staff - those who guide and support the work of schools - on issues related to the implementation of NCLB. The goal of this webcast is to prompt SEAs and LEAs to think about how to identify the qualities of effective, high-poverty schools, recognize the achievements of those schools, and use them to assist improvement efforts in other schools. This webcast was recorded October 14th, 2004 and is the final webcast in this series for the 2004 calendar year. AU - Simon, Ray AU - Jung, Britt AU - Johnson, Joseph AU - Wallinger, Linda AU - Bamberg, Wanda Y1 - 2004/10// PY - 2004 DA - October 2004 SP - 19 PB - ED Pubs, 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 - Web Sites KW - Federal Legislation KW - Poverty KW - Educational Change KW - State Agencies KW - Educational Improvement KW - Secondary Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62122548?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Helping Practitioners Meet the Goals of "No Child Left Behind" AN - 889923696; ED521514 AB - The rigorous assessment and accountability provisions in the landmark No Child Left Behind Act are challenging educators to explore new ways to improve instruction in the nation's schools. One powerful tool in this transformation is technology. To generate and share ideas on how technology can assist educators, two technology summits are convened to which technology experts and education practitioners are invited. As part of the summits, a number of white papers on a range of topics are commissioned. This publication is a compilation of these papers. This resource is designed to provide school leaders and policymakers with information on ways e-learning can help schools meet the goals of the "No Child Left Behind Act". Section I, Empowering Accountability and Assessment Using Technology, contains: (1) A Technology Framework to Support Accountability and Assessment: How States Can Evaluate Their Status for "No Child Left Behind" (Glynn D. Ligon); and (2) How States Can Use Information Technology to Support School Improvement Under NCLB (Chrys Dougherty). Section II, Increasing Options Through e-Learning, contains: (1) e-Learning Frameworks for NCLB (Susan R. Collins); (2) The Role of Educational Technology in Meeting the Promise of Supplemental Educational Services (Steve Fleischman); (3) How Can Virtual Schools Be a Vibrant Part of Meeting the Choice Provisions of the No Child Left Behind Act? (Bryan C. Hassel and Michelle Godard Terrell); and (4) Meeting the Need for High-Quality Teachers: e-Learning Solutions (Glenn M. Kleiman). Individual papers contain tables, figures and references. Y1 - 2004/09// PY - 2004 DA - September 2004 SP - 93 PB - Office of Educational Technology, US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - No Child Left Behind Act 2001 KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Elementary Secondary Education KW - Virtual Classrooms KW - Educational Legislation KW - Expertise KW - Accountability KW - Educational Improvement KW - Teacher Effectiveness KW - Electronic Learning KW - Information Technology KW - Technology Uses in Education KW - Federal Legislation KW - Educational Change KW - Educational Assessment KW - Educational Technology UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889923696?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - The Achiever. Volume 3, Number 12 AN - 62126774; ED483136 AB - This biweekly newsletter contains news and information about school improvement in the United States and is designed for parents and families. This issue highlights U.S. Secretary of Education Rod Paige's comments at the 2004 National Urban League Conference celebrating the achievements of the "No Child Left Behind Act" in helping to improve learning for all students. AU - Ashby, Nicole Y1 - 2004/09/01/ PY - 2004 DA - 2004 Sep 01 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Community KW - Parents KW - Elementary Secondary Education KW - Federal Legislation KW - Educational Improvement KW - Achievement Gains UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62126774?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Summer After Kindergarten: Children?s Activities and Library Use by Household Socioeconomic Status - Issue Brief. NCES 2004-037 AN - 62126616; ED483108 AB - This Issue Brief provides a description of children?s participation in various activities during the summer after kindergarten. Children?s participation in activities is compared across a measure of SES. This Brief also takes a closer look at one summer activity in particular?children?s library use. The Issue Brief draws on data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998?99 (ECLS-K), which provide nationally representative information regarding the approximately 3.9 million children enrolled in kindergarten during the 1998?99 school year. The ECLS-K included a parent interview in fall 1999 that asked parents about their children?s participation in activities during the summer of 1999. (Contains 2 tables.) AU - U.S. Department of Education Y1 - 2004/09// PY - 2004 DA - September 2004 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Kindergarten Children KW - Comparative Analysis KW - Libraries KW - Socioeconomic Status KW - Kindergarten KW - Student Participation KW - Learning Activities KW - Summer Programs KW - Extracurricular Activities KW - Users (Information) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62126616?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - Reading Framework for the 2005 National Assessment of Educational Progress AN - 62122884; ED486474 AB - This document, the "Reading Framework for the 2005 National Assessment of Educational Progress," describes the content and format of the 4th, 8th, and 12th grade assessments. The 2005 Reading Framework continues the National Assessment of Educational Progress (NAEP) reading trend begun in 1992. The NAEP Reading Framework reflects research that views reading comprehension as a dynamic, interactive process. The NAEP definition of reading literacy has been used internationally to help the public understand what students should know and be able to perform in the area of reading. This understanding plays a role in unifying the important reading dimensions for student achievement. Reading includes the ability to understand and use written texts for enjoyment and to learn, to participate in society, and to achieve one's goals. Appended are: (1) Sample Readings Passages, Items, and Scoring Rubrics; (2) NAEP 2002 Oral Reading Study; and (3) NAEP Reading Framework Panels. Y1 - 2004/09// PY - 2004 DA - September 2004 SP - 96 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - United States KW - ERIC, Resources in Education (RIE) KW - Grade 12 KW - Grade 4 KW - Grade 8 KW - Evaluation Methods KW - Reading Achievement KW - Reading Skills KW - Student Evaluation KW - Reading Comprehension KW - Literacy KW - Data Analysis KW - National Competency Tests UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62122884?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Participation in Adult Education and Lifelong Learning: 2000-01. National Household Education Surveys of 2001. NCES 2004-050 AN - 61817132; ED483093 AB - This is the first full report using data from the Adult Education and Lifelong Learning Survey of the 2001 National Household Education Survey Programs (AELL-NHES:2001) on the educational activities of adults in the United States. The report shows that 46 percent of adults in the United States participated in some type of formal education between early 2000 and early 2001. Apart from looking at overall participation in formal educational activities, major topics addressed in the report include participation in various types of formal educational activities; characteristics of participating adults; educational experiences in college or university degree programs on a part-time basis, work-related courses, and personal interest courses; reasons for participation in work-related courses; characteristics of participants who received employer support; and characteristics of participants in work-related informal learning activities. Appended is: Survey Methodology and Data Reliability. AU - Kim, Kwang AU - Hagedorn, Mary AU - Williamson, Jennifer AU - Chapman, Christopher Y1 - 2004/09// PY - 2004 DA - September 2004 SP - 81 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Adult Education KW - Lifelong Learning KW - Student Characteristics KW - Learning Activities KW - Adults KW - Courses UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61817132?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - State of Wyoming: Consolidated State Application Accountability Workbook. 2003-2004 Revisions for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110) AN - 62134168; ED483688 AB - This workbook contains two parts: (1) summary of required elements for state accountability systems; and (2) state response and activities for meeting state accountability system requirements. The purpose of the document is to look at the state of Wyoming's education system as whole and to decipher if requirements set by the U.S. Department of Education are being met. Y1 - 2004/08/11/ PY - 2004 DA - 2004 Aug 11 SP - 55 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Public Schools KW - Federal Legislation KW - Educational Legislation KW - Grants KW - Academic Achievement KW - Compliance (Legal) KW - Student Evaluation KW - Accountability KW - Academic Standards KW - State Standards UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62134168?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching, 1987-88 to 1999-2000. Statistical Analysis Report. NCES 2002-603. Revised AN - 870282942; ED518665 AB - Over the last 15 years, interest in student performance and teacher qualifications has intensified among educational policymakers and researchers. During this time period, research has accumulated that links student achievement to the qualifications of teachers. Two central measures of elementary and secondary teacher qualifications are teachers' postsecondary education and their certification. To understand how many students are taught by teachers lacking specified levels of training, efforts have focused on mismatches between teacher qualifications and their teaching assignments (National Commission on Teaching and America's Future 1996; Ingersoll 1999). Such mismatches are commonly referred to as out-of-field teaching. Mismatches might include, for example, teachers with a degree in English who are teaching classes in social science; or, conversely, teachers with educational backgrounds in the social sciences who are assigned to teach classes in reading. The two measures of teacher qualifications featured in this report provide different perspectives on out-of-field teaching. Teachers who do not have a major, a minor, or certification in the subject taught can, most certainly, be classified as out-of-field teachers. In the middle grades in 1999-2000, some 11 to 14 percent of the students taking social science, history, and foreign languages, and 14 to 22 percent of the students taking English, mathematics, and science were in classes led by teachers without any of these credentials. In addition, approximately 30 to 40 percent of the middle-grade students in biology/life science, physical science, or ESL/bilingual education classes had teacher lacking these credentials. The following are appended: (1) Technical Notes; (2) Detailed Data Tables; and (3) Standard Error Tables. (Contains 39 tables and 23 footnotes.) AU - Seastrom, Marilyn McMillen AU - Gruber, Kerry J. AU - Henke, Robin AU - McGrath, Daniel J. AU - Cohen, Benjamin A. Y1 - 2004/08// PY - 2004 DA - August 2004 SP - 104 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 - Middle Schools KW - Secondary Education KW - Teacher Certification KW - Incidence KW - Majors (Students) KW - Public School Teachers KW - Elementary School Teachers KW - Secondary School Teachers KW - Teacher Qualifications KW - Middle School Teachers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/870282942?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Who Teaches Reading in Public Elementary Schools? The Assignments and Educational Preparation of Reading Teachers. Issue Brief. NCES 2004-034 AN - 62129586; ED483114 AB - This Issue Brief describes the qualifications of public school elementary-level reading teachers relative to general elementary teachers, in terms of their educational attainment, their educational preparation and certification in reading, and their educational preparation and certification in elementary education. Data are drawn from the 1999?2000 Schools and Staffing Survey (SASS). In 1999?2000, 36 percent of public school reading specialists reported an undergraduate or graduate level major in reading, 81 percent reported a state certification in reading, and 32 percent reported both a major and certification in reading. Among general elementary education teachers, five percent reported a major in reading, three percent reported certification in reading, and two percent reported both a major and certification in reading. Table 1 evaluates the number of public elementary level teachers and the percentage of teachers with specific subject matter assignments by various work role and classroom assignments: 1999-2000. Table 2 reports on the educational preparation of the three groups of reading teachers in 1999?2000. AU - Meyer, David AU - McGrath, Daniel J. Y1 - 2004/08// PY - 2004 DA - August 2004 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Education KW - Reading Teachers KW - Public Schools KW - Reading Instruction KW - Certification KW - Educational Attainment UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62129586?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Teacher Attrition and Mobility: Results from the Teacher Follow-Up Survey, 2000-01. E.D. Tabs. NCES 2004-301 AN - 62127573; ED483101 AB - The purpose of the Teacher Follow-up Survey is to provide information about teacher mobility and attrition. It is a one-year follow-up of a sample of 8,400 teachers who were originally selected for the Teacher questionnaire of the Schools and Staffing Survey (SASS). The study asked three questions: (1) Who is most likely to leave; (2) why do they move or leave; and (3) where are they likely to go? Data in this report link responses from the 2000?01 school year to characteristics of those same teachers who participated in SASS during the 1999?2000 school year. Within this report, there are some data that are drawn directly from the 1999?2000 SASS. Results reveal that teachers with less than 10 years of expereince, techers under the age of 30, and teachers from private schools were more likely to leave than others in the sample. Among the reasons that public school teachers gave for moving to a new school were an opportunity for a better teaching assignment, dissatisfaction with support from administrators, and dissatisfaction with workplace conditions. Teachers who left tended to go from private to public schools, and private school teachers were more likely to move to occupations outside of education rather than were public school teachers. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Description of Variables. (Contains 14 tables.) AU - Luekens, Michael T. AU - Lyter, Deanna M. AU - Fox, Erin E. Y1 - 2004/08// PY - 2004 DA - August 2004 SP - 83 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Teacher Surveys KW - Teacher Transfer KW - Faculty Mobility KW - Questionnaires KW - Followup Studies KW - Teacher Characteristics KW - Tables (Data) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62127573?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - English Language Learner Students in U.S. Public Schools: 1994 and 2000: Issue Brief. NCES 2004?035 AN - 62126902; ED483076 AB - This Issue Brief examines growth in the population of English Language Learner (ELL) students in U.S. public schools between the 1994 and 2000 school years. Data are drawn from the Schools and Staffing Surveys (SASS) of 1993-94 and 1999-2000. Nationally, the number of ELL students in public schools increased from approximately two million students in 1993?94 to three million students in 1999?2000. Regionally, over half the national total of U.S. public school ELL students in 1999?2000 were in the West region. The Issue Brief also examined the extent to which ELL students were concentrated in schools in 1999?2000. Nationally in 1999?2000, 62 percent of public school students were in schools with an ELL student population of less than 1 percent of the school population. However, in the West, 19 percent of students were in schools with ELL populations comprising at least 25 percent of the school population; 7 percent of students in the West were in schools comprising over 50 percent ELL students. (Contains 2 tables.) AU - Meyer, David AU - Madden, David AU - McGrath, Daniel J. Y1 - 2004/08// PY - 2004 DA - August 2004 SP - 4 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Elementary Secondary Education KW - Geographic Location KW - Public Schools KW - Public Education KW - School Surveys KW - Language Minorities KW - Trend Analysis KW - English (Second Language) UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62126902?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Developments in School Finance, 2003. Fiscal Proceedings from the Annual State Data Conference of July 2003. NCES 2004-325 AN - 62126548; ED483071 AB - This report contains papers presented at the 2003 annual NCES Summer Data Conference. The scholars' papers address teacher turnover; financing urban schools; the costs of improving student performance; distinguishing good schools from bad in principle and practice; an evaluation of the efficacy of state adequacy and equity indicators; school finance reform in Vermont; and school accountability. Individual papers contain references. AU - Fowler, William J. Y1 - 2004/08// PY - 2004 DA - August 2004 SP - 139 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Educational Equity (Finance) KW - Educational Indicators KW - Finance Reform KW - Academic Achievement KW - Teacher Persistence KW - Urban Schools KW - Accountability UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62126548?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Federal Support for Education: FY 1980 to FY 2003. NCES 2004-026 AN - 62126528; ED483077 AB - This report provides a comprehensive picture of federal financial support for education from fiscal year 1980 through fiscal year 2003. The federal government provides support for education well beyond programs funded through the U.S. Department of Education. It discusses off-budget suport and nonfederal funds generated by federal legislation, estimated federal tax expeditures to support education, and federal support for education institutions. A summary of dollar amounts spent on education programs in the U.S. Department of Education and other government agencies is provided. (Contains 1 appendix and 11 tables.) AU - Sonnenberg, William C. Y1 - 2004/08// PY - 2004 DA - August 2004 SP - 51 PB - U.S. Department of Education, ED Pubs, P.O. Box 1398, Jessup, MD 20794?1398. Tel: 877?4ED?Pubs (Toll Free); Website: http://www.edpubs.org. KW - ERIC, Resources in Education (RIE) KW - Administrators KW - Policymakers KW - Elementary Secondary Education KW - Expenditures KW - Financial Support KW - Federal Legislation KW - Government School Relationship KW - Government Agencies KW - Educational Finance KW - Federal Government UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62126528?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - A Profile of the Upward Bound Program: 2000-2001 AN - 62001772; ED499055 AB - The U.S. Department of Education's Strategic Plan 2002-2007 (2002) established an objective to "reduce the gaps in college access and completion among student populations differing by race/ethnicity, socioeconomic status, and disability while increasing the educational attainment of all." Upward Bound, which made its first awards in 1965, has always sought to increase the academic performance and motivation of low-income youths and potentially first-generation college students enrolled in high school, so that these students may complete secondary school and successfully pursue postsecondary education programs. By continuing its efforts to meet these goals, Upward Bound seeks to contribute to achieving this objective of the Strategic Plan. The "Profile of the Upward Bound Program: 2000-2001" is the first in a series of reports that present a national profile of the classic Upward Bound (UB) Program. This report provides a comprehensive profile of the regular (classic) Upward Bound (UB) program using individual student-level information for UB participants served in 1999-2000 and 2000-01. (Contains 20 footnotes, 42 tables, and 26 figures. Appended are the following: (1) Upward Bound Performance Reporting: Methods and Data Quality for the First Year; and (2) Glossary.) [For a profile of the Upward Bound Math-Science Program, see ED499059. For a profile of the Veterans Upward Bound Program, see ED499060.] AU - Cahalan, Margaret W. AU - Curtin, Thomas R. Y1 - 2004/08// PY - 2004 DA - August 2004 SP - 88 PB - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398. KW - Higher Education Act 1965 KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Postsecondary Education KW - Program Descriptions KW - Supplementary Education KW - Low Income Groups KW - Program Effectiveness KW - Student Improvement KW - Access to Education KW - Educational Indicators KW - Grants KW - First Generation College Students KW - Profiles KW - Federal Programs KW - Disadvantaged KW - Enrollment KW - Program Evaluation KW - Participant Characteristics UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62001772?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Household Education Surveys of 2003: Data File User's Manual, Volume I. NCES 2004-001 AN - 62128071; ED483103 AB - This manual describes the development of the surveys fielded in 2003 under the National Household Education Surveys Program (NHES: 2003). It describes how the questionnaires were designed, how the samples were developed, data collection experiences, and file information needed to analyze the NHES: 2003 data sets. The surveys fielded as part of NHES: 2003 were the Parent and Family Involvement in Education survey and the Adult Education for Work-Related Reasons survey. Appended are: (1) NHES: 2003 Screener, Parent and Family Involvement in Education Questionnaire, and Adult Education for Work-Related Reasons Questionnaire; and (2) Summary of Weighting and Sample Variance Estimation Variables. AU - Hagedorn, Mary AU - Montaquila, Jill AU - Vaden-Kiernan, Nancy AU - Kim, Kwang AU - Chapman, Christopher Y1 - 2004/07// PY - 2004 DA - July 2004 SP - 189 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Postsecondary Education KW - Family Involvement KW - Family School Relationship KW - Data Collection KW - Family (Sociological Unit) KW - Adult Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62128071?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - U.S. Department of Education's Results Agenda AN - 62127044; ED483109 AB - The Department of Education administers an annual budget in excess of $63 billion through programs, grants, and loans that serve approximately 14,000 public school districts, nearly 54 million students attending 93,000 elementary and secondary schools, and almost 22 million post-secondary students. The primary beneficiaries of this work are the children and students of this country. The Department of Education presents its Results Agenda, with a summary of each program office's accomplishments, in supporting the educational progress of U.S. children and students while maintaining its focus on operating effectively to make the best possible use of taxpayer resources. Y1 - 2004/07// PY - 2004 DA - July 2004 SP - 16 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Early Childhood Education KW - Elementary Secondary Education KW - Postsecondary Education KW - Program Effectiveness KW - Public Agencies KW - Public Schools KW - Educational Finance KW - School Districts KW - Administrative Organization KW - Educational Improvement UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62127044?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - National Household Education Surveys of 2003: Data File User's Manual, Volume III. Adult Education for Work-Related Reasons Survey. NCES 2004-103 AN - 62127012; ED483112 AB - This manual provides documentation and guidance for users of the public-use data file for the AEWR-NHES:2003 survey. This volume contains a description of the content and organization of the data file, including useful information regarding questionnaire items and the various derived variables found on the file. The reader should especially note the discussion of data considerations and anomalies in chapter 7. Included as appendixes are the public-use data file layout, SAS code for creating derived variables, and the codebook for the AEWR-NHES:2003 public-use data file. Appended are: (1) AEWR Public-Use File Layout in Position Order; (2) SAS Code for Derived Variables; and (3) AEWR Data File Codebook. AU - Hagedorn, Mary AU - Montaquila, Jill AU - Vaden-Kiernan, Nancy AU - Kim, Kwang AU - Roth, Shelley Brock AU - Chapman, Christopher Y1 - 2004/07// PY - 2004 DA - July 2004 SP - 55 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Researchers KW - Adult Education KW - Databases KW - Surveys KW - Educational Attainment KW - Vocational Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62127012?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - 1.1 Million Homeschooled Students in the United States in 2003. Issue Brief. NCES 2004-115 AN - 62125930; ED484747 AB - This brief uses data from the 2003 National Household Education Surveys Program (NHES) to estimate the number of homeschooled students in the United States in 2003 and to discuss the reasons parents decide to homeschool their children. Overall, from 1999 to 2003, the number of homeschooled students in the United States increased, as did the homeschooling rate. The increase in the homeschooling rate (from 1.7 percent to 2.2 percent) represents about 0.5 percent of the 2002-2003 school-age population and a 29 percent relative increase over the 4-year period. While data from the NHES cannot explain why homeschooling was more prevalent in 2003 than in 1999, it can provide insight into why parents homeschooled their children in 2003. Parents may have homeschooled their children for a variety of reasons, but certain factors appear to have been more influential than others. Nearly two-thirds of homeschooled students had parents who said that their primary reason for homeschooling was either concern about the environment of other schools or a desire to provide religious or moral instruction. AU - Princiotta, Daniel AU - Bielick, Stacey AU - Chapman, Chris Y1 - 2004/07// PY - 2004 DA - July 2004 SP - 3 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Educational Methods KW - Enrollment Trends KW - Parent Attitudes KW - Home Schooling KW - Parents as Teachers UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62125930?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2004. NCES 2004-077 AN - 62114452; ED483070 AB - The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2004 print edition includes 38 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the long term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. Appended are: (1) Supplemental Tables; (2) Supplemental Notes; and (3) Standard Error Tables. A glossary and index are also included. AU - Wirt, John AU - Choy, Susan AU - Rooney, Patrick AU - Provasnik, Stephen AU - Sen, Anindita AU - Tobin, Richard Y1 - 2004/06// PY - 2004 DA - June 2004 SP - 324 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Postsecondary Education KW - Financial Support KW - Enrollment Trends KW - Teacher Characteristics KW - Private Financial Support KW - Student Characteristics KW - Enrollment KW - Academic Achievement KW - Educational Trends KW - Trend Analysis KW - Outcomes of Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62114452?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - The Condition of Education 2004 In Brief. NCES 2004-076 AN - 62114438; ED483067 AB - This document contains a summary of 19 of the 38 indicators in "The Condition of Education 2004." The topics covered include: trends in full-day and half-day kindergarten enrollments, the concentration of enrollment by race/ethnicity and poverty, students' gains in reading and mathematics achievement through 3rd grade, trends in student achievement from the National Assessment of Education Progress in reading, writing, and mathematics, the percentage of youth neither enrolled nor working, event dropout rates, degrees earned by women, trends in science and mathematics coursetaking, out-of-field teaching by school poverty, parental choice of schools, remedial coursetaking in postsecondary education, distance education in postsecondary education, expenditures per student in elementary and secondary education, and the financial aid awarded to students by postsecondary institutions. AU - Livingston, A. AU - and Wirt, J. Y1 - 2004/06// PY - 2004 DA - June 2004 SP - 27 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Postsecondary Education KW - Enrollment Trends KW - Educational Indicators KW - Academic Achievement KW - Race KW - School Choice KW - Educational Trends KW - Educational Attainment KW - Achievement Gains KW - Trend Analysis KW - Distance Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62114438?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 2001-02. ED.Tabs. NCES 2004?341 AN - 62112378; ED483099 AB - This brief publication contains basic revenue and expenditure data, by state, for public elementary and secondary education for school year 2001-02. It contains state-level data on revenues by source and expenditures by function, including expenditures per pupil. Contains a list of figures and list of tables. (Contains 2 figures and 7 tables.) AU - Cohen, Crecilla AU - Johnson, Frank. Y1 - 2004/06// PY - 2004 DA - June 2004 SP - 17 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Elementary Secondary Education KW - Expenditures KW - Educational Finance UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62112378?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Paying for College: Changes Between 1990 and 2000 for Full-Time Dependent Undergraduates. Findings from The Condition of Education 2004 NCES 2004?075 AN - 62111785; ED483094 AB - This report is a special analysis that is republished from the "Condition of Education 2004" in a booklet form. The analysis examines changes undergraduate student aid between 1989-90 and 1999-2000, focusing on dependent students who were enrolled full time for the full academic year. This analysis examines changes in student financing of undergraduate education between 1989?90 and 1999?2000, focusing on students who enrolled full time for the full academic year and who were considered financially dependent on their parents for financial aid purposes. It briefly describes the increases in tuition and fees, major types and sources of financial aid available to undergraduates, data and definitions used, and where students enrolled. It then shows what prices they faced, how much they and their families were expected to pay from their own resources, and what types and amounts of financial aid they received. The analysis presents the price of going to college in three ways: (1) the total price (tuition and fees plus books and living expenses); (2) the net price after taking grants into account; and (3) the net price after both grants and loans are considered. AU - Choy, Susan P. Y1 - 2004/06// PY - 2004 DA - June 2004 SP - 45 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Higher Education KW - Student Financial Aid KW - Paying for College KW - Full Time Students KW - Dependents UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62111785?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - RPRT T1 - National Assessment of Vocational Education Final: Report to Congress. Executive Summary. AN - 62110973; ED483151 AB - The National Assessment of Vocational Education (NAVE) was charged with evaluating the status of vocational education and the impact of Perkins III. After more than 3 years of study NAVE finds that: (1) Vocational education has important short- and medium-run earning benefits for most students at both the secondary and postsecondary levels, and these benefits extend to those who are economically disadvantaged; (2) Over the last decade of academic reforms, secondary students who participate in vocational programs have increased their academic course taking and achievement, making them better prepared for both college and careers than were their peers in the past. In fact, students who take both a strong academic curriculum and a vocational program of study--still only 13% of high school graduates--may have better outcomes than those who pursue one or the other; and (3) While positive change is certainly happening at the high school level, secondary vocational education itself is not likely to be a widely effective strategy for improving academic achievement or college attendance without substantial modifications to policy, curriculum, and teacher training. The current legislative approach of encouraging ?integration? as a way to move secondary vocational education toward supporting academics has been slow to produce significant reforms. AU - Silverberg, Marsha AU - Warner, Elizabeth AU - Fong, Michael AU - Goodwin, David Y1 - 2004/06// PY - 2004 DA - June 2004 SP - 29 PB - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. KW - ERIC, Resources in Education (RIE) KW - Policymakers KW - High Schools KW - Postsecondary Education KW - Secondary Education KW - Educational Benefits KW - Federal Legislation KW - Economically Disadvantaged KW - College Attendance KW - Academic Achievement KW - Program Evaluation KW - Vocational Education KW - Outcomes of Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62110973?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER - TY - GEN T1 - Focus on Technology's Impact on Postsecondary Education. Network News. Volume 23, Number 1 AN - 61928853; ED502187 AB - "Network News" provides an overview of technology's impact on postsecondary education. Particular attention is paid to recent studies looking at distance education and access. This issue contains the following articles: (1) New NCES Report: Distance Education at Degree-Granting Postsecondary Institutions 2000-2001; (2) How Does Technology Affect Access in Postsecondary Education? (Ron Phipps); (3) Elements of a Successful Virtual College/University; and (4) Selected State Online Education Systems. A list of recommended publications and related resources are included. ["Network News" is a product of the State Higher Education Executive Officers (SHEEO)/National Center for Education Statistics (NCES) Network.] AU - L'Orange, Hans P. Y1 - 2004/06// PY - 2004 DA - June 2004 SP - 8 PB - State Higher Education Executive Officers. 3035 Center Green Suite 100, Boulder, CO 80301. KW - ERIC, Resources in Education (RIE) KW - Postsecondary Education KW - Online Courses KW - Virtual Universities KW - Access to Education KW - Computer Uses in Education KW - Educational Technology KW - Internet KW - Distance Education UR - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61928853?accountid=14244 LA - English DB - ERIC N1 - Last updated - 2014-03-21 ER -