Search Results: (31-45 of 59 records)
|NCES 2000196||The NPEC Sourcebook on Assessment, Volume 2: Selected Institutions Utilizing Assessment Results
The NPEC Sourcebook on Assessment, Volume 2 presents a series of case studies at postsecondary institutions that highlight the successful use of assessment data for external policy-related decision making purposes.
|NCES 2000601||Entry and Persistence of Women and Minorities in College Science and Engineering Education
This study examines the gaps related to gender and race-ethnicity in entry, persistence, and attainment of postsecondary science and engineering education. The overall goal of the study was to try to determine the relative importance of variables in sustaining the gender and race-ethnicity gaps in Science and Engineering education.
|NCES 2000303||School-Level Correlates of Academic Achievement
This study linked three sources of data (1) 1993 Schools and Staffing Survey (SASS), (2) student achievement data from state assessements (3) 1994 State NAEP Reading and 1992, 1996 State NAEP Mathematics. A composite set of 18 variables including school size, class size, cohesion of faculty, teacher qualifications, and teacher perceptions of school climate. These school characteristics were linked to state assessment scores and various aggregate relationships were analyzed based upon different between-school within state structural equation models (SEM).
|NCES 2000451||Estimation Skills, Mathematics-in-Context, and Advanced Skills in Mathematics
This report presents information from three special studies conducted as part of the National Assessment of Educational Progress (NAEP) 1996 mathematics assessment. It is intended primarily for mathematics educators and others concerned with mathematics education, such as curriculum specialists, teachers, and university faculty in schools of education. The three studies reported here were designed to provide greater detail on how students perform on particular types of mathematics questions. They include: the Estimation Study; the Study of Mathematics-in-Context, which is referred to as the Theme Study; and the Study of Students Taking Advanced Courses in Mathematics, which is referred to as the Advanced Study. The Theme Study and the Advanced Study were administered for the first time in 1996. The Estimation Study, on the other hand, had been administered twice before, in 1990 and 1992.
|NCES 1999455||Student Work and Teacher Practices in Science
This is a report written primarily for science teachers. It focuses on samples of questions and student responses taken from the National Assessment of Educational Progress (NAEP) science assessment that was administered in 1996 to students in grades 4, 8, and 12. Each student who participated in the assessment was required to do a hands-on task; and, slightly more than 60 percent of the questions were open-ended and thus required students to construct their own responses. The report is divided into four parts: The first part (chapter 1), provides an overview of the assessment; the second part (chapters 2, 3, and 4), presents examples of questions and studentsí responses; the third part (chapters 5 and 6) contains information collected from students, teachers, and school administrators about classroom practices, student motivation, and parental involvement in learning; finally, the fourth part contains appendices offering a fuller description of the procedures used for the NAEP 1996 science assessment (appendix A), scoring guides for questions discussed in chapters 2, 3, and 4 (appendix B), and standard errors for the statistics presented (appendix C).
|NCES 2000473||Increasing the Participation of Special Needs Students in NAEP: A Report on 1996 NAEP Research Activities
This report presents in-depth analyses of the effects on inclusion rates to increase the participation of special needs students in NAEP. It also contains an analysis of selected technical characteristics of experiences of students with disabilities and LEP students who participated in the NAEP 1996 national assessments in mathematics and science. This study grew out of concerns about the underrepresentation of students with special needs in the National Assessment of Educational Progress (NAEP) assessments. In the 1996 NAEP assessment samples, 10 percent of fourth graders, 9 percent of eighth graders, and 5 percent of twelfth gradrs were identified by their schools as students with disabilities. In the same assessment year, 4 percent of fourth graders and 2 percent of eighth and twelfth graders were identified by their schools as students with limited English proficiency. Schools participating in NAEP have been permitted to exclude individuals they identify as special needs students from the assessment, in accordance with criteria provided by the program at that time. At least half of all special needs students were excluded from NAEP assessments in 1992 and 1994. This exclusion has raised concerns that some special needs students who could be meaningfully assessed are being excluded from NAEP. There is an additional concern that variations across locales in exclusion practices may introduce biases in NAEP results.
|NCES 1999026||Predicting the Need for Newly Hired Teachers in the United States to 2008-09
This report examines the need for addititional teachers by using information from several Schools and Staffing Surveys. This report finds that approximately 2 million additional teachers will be needed by 2008-09. Some of these additional teachers will be needed to replace teachers leaving the profession and others will be needed as enrollments continue to increase.
Updated projections for the number of new teacher hires may be found at: /programs/projections/projections2018/sec5d.asp.
|NCES 1999334||Selected Papers in School Finance, 1997-99
These commissioned papers address advances in measuring inflation and adjusting for it; the emergence of a new focus upon spending at the school level; new, private sources of funding for public education; and a review of the state of the art of assessing educational productivity.
|NCES 98533||1994 NAEP U.S. History Group Assessment
In 1994, NAEP administered U.S. history group projects to a limited number of students. The purpose of this study was to investigate the feasibility of groups assessment, and to gain practical experience in the design, development, administration, and scoring of such assessments. The report first describes the development and conduct of the study. It then discusses practical lessons learned, and makes recommendations regarding the future assessments of groups.
|NCES 1999074||The TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States (1995)
This report presents the methods and findings of the Videotape Classroom Study, a video survey of eighth-grade mathematics lessons in Germany, Japan, and the United States. This exploratory research project is part of the Third International Mathematics and Science Study (TIMSS). It is the first to collect videotaped records of classroom instruction-in any subject-from national probability samples.
|NCES 98499||Linking the National Assessment of Educational Progress (NAEP) and The Third International Mathematics and Science Study (TIMSS): A Technical Report
This report is the technical documentation behind an earlier released report, "Linking the National Assessment of Educational Progress (NAEP) and The Third International Mathematics and Science Study (TIMSS): Eighth-Grade Results", which concerns the linking of NAEP results to TIMSS results for grade 8 mathematics and science. The purpose of this report is not to provide scores, but to describe the methods used to undertake such a link using the available data. The specific direction of the link was to link NAEP to TIMSS, thereby providing predicted TIMSS results for given NAEP results. A major goal of the link is to enable comparisons between states and countries.
|NCES 98500||Linking The National Assessment of Educational Progress (NAEP) and The Third International Mathematics and Science Study (TIMSS): Eighth-Grade Results
This is second of two reports about the linking of NAEP results to TIMSS results for grade 8 mathematics and science. The results presented in this report are based on a link of NAEP to TIMSS, thereby providing predicted TIMSS results for given NAEP results. Comparisons are given for grade 8 mathematics and science of the states and jurisdictions which participated in NAEP in 1996 with the nations that participated in TIMSS in 1995. In addition, for each state and jurisdiction, the estimated percentage of students reaching the TIMSS International Top Half and Top Ten Percent marker levels are given for grade 8 mathematics and science.
|NCES 97482||Increasing the Inclusion of Students with Disabilities and Limited English Proficient Students in Large-Scale Assessments: A Summary of Recent Progress
This report, the first of a two-volume series, describes many of the recent efforts at the national, state, and local levels to increase the participation of students with disabilities and limited English proficient students in large-scale assessments, including the efforts and progress made by NAEP.
|NCES 97069||Teacher Professionalization and Teacher Commitment: A Multilevel Analysis
This report is concerned with the effects of teacher professionalization on elementary and secondary teachers in the United States. The analysis assesses the effects of teacher professionalization by examining the relationships between a selected set of characteristics, traditionally associated with professions and professionals, and one of the most important aspects of the quality and performance of teachers: their commitment to their teaching careers.
|NCES 96862||The National Assessment of College Student Learning: An Inventory of State-Level Assessment Activities
This document summarizes proceedings and conclusions of a two-day national planning work-shop on the topic of furthering the assessment of national postsecondary outcomes, sponsored by the National Center for Education Statistics (NCES) and held in Washington, D.C. on December 7-8, 1995. Activities at the workshop were designed specifically to address the degree to which state-level assessment initiatives in higher education might aid in the construction of a national indicator of postsecondary attainment consistent with Goal 6.5 of the National Education Goals, and to determine ways in which NCES and the states might work more effectively to develop mutually supporting activities and policies in the realm of postsecondary assessment. As a consequence, invited participants consisted of representatives from each state, selected assessment and national policy experts, and NCES staff.
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