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 Pub Number  Title  Date
NCES 2019040 Mapping State Proficiency Standards onto the NAEP Scales: Results From the 2017 NAEP Reading and Mathematics Assessments
The National Center for Education Statistics (NCES) has periodically published reports using results from the National Assessment of Educational Progress (NAEP) to compare the proficiency standards that states set for their students. Since standards vary across states, the results of the various state assessments cannot be used to directly compare students’ progress. However, by placing a state standard onto the NAEP scale, a common metric for all states, a NAEP equivalent score is produced, which can be compared across states. The last mapping study report released by NCES (NCES 2018-159) compared state proficiency standards for school year 2014-15. The 2017 edition of this report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2016–17 school year and the 2017 NAEP assessments for public schools.
8/21/2019
NCES 2019048 The National Indian Education Study 2015: A Closer Look

The National Indian Education Study (NIES) is designed to describe the condition of education for fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education.

This follow-up report focuses on two major concerns that have been raised throughout the first decade of NIES:

  • What contextual factors are associated with higher- and lower-performing AI/AN students on NAEP mathematics and reading assessments?
  • How do AI/AN students see themselves in terms of their Native languages, culture, and aspirations for the future?

First, the report examines various factors associated with AI/AN students who performed at or above the 75th percentile and below the 25th percentile (i.e., “higher-performing” and “lower-performing” AI/AN students). Second, the report explores results derived from the combination of multiple related survey questions (i.e., composite variables) centered around Native language exposure, knowledge and interest in Native cultures, and academic engagement and expectations.

The results presented in this report are focused on the responses of fourth- and eighth-grade AI/AN students to selected survey questions. Approximately 8,500 fourth-graders and 8,200 eighth-graders participated in the NIES 2015 student survey. The survey results displayed are reported as percentages of AI/AN students attending schools that varied in the proportion of AI/AN students within their student population—low AI/AN density public schools (less than 25 percent of students were AI/AN), high AI/AN density public schools (25 percent or more of students were AI/AN), or Bureau of Indian Education (BIE) schools.

5/7/2019
NCES 2019038 Status and Trends in the Education of Racial and Ethnic Groups 2018
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
2/20/2019
NCES 2018138 Mobile Digest of Education Statistics. 2017
This publication is a mobile compilation of statistical information covering education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2017.
8/28/2018
NCES 2018159 Mapping State Proficiency Standards Onto the NAEP Scales: Results From the 2015 NAEP Reading and Mathematics Assessments
During the past 13 years, the National Center for Education Statistics (NCES) has published reports in which the National Assessment of Educational Progress (NAEP) is used for comparing the proficiency standards that students have to meet in each state. This sixth report highlights results of mapping state proficiency standards onto the NAEP scales using state assessment results for public schools from the 2014–15 school year and the 2015 NAEP assessments. The report focuses on the reading and mathematics standards that states set for grades 4 and 8 for federal reporting under the 2001 and 2015 reauthorizations of the Elementary and Secondary Education Act of 1965. By placing standards onto the NAEP scales, a common metric to all states, it is possible to compare the standards that students are expected to meet in each state.
5/31/2018
NCEE 20184003 Progress and Challenges in Developing Tiered Quality Rating and Improvement Systems (TQRIS) in the Round 1 Race to the Top-Early Learning Challenge (RTT-ELC) States
The Race to the Top-Early Learning Challenge grant program promoted the development of rating systems to document the quality of early childhood education programs. This evaluation report describes progress made by states that received the Round 1 grants in developing and implementing Tiered Quality Rating and Improvement Systems (TQRIS). The report is based on interviews with TQRIS administrators in the nine Round 1 states in 2015. It found substantial differences in the ways that states structured and implemented, promoted participation in, and rated and monitored programs in their systems.
11/28/2017
REL 2018279 Associations between predictive indicators and postsecondary science, technology, engineering, and math success among Hispanic students in Texas
This study sought to identify factors that predict positive STEM-related postsecondary outcomes for students in Texas, and to determine whether the association between predictive factors and outcomes differs between Hispanic and non-Hispanic White students. The research team linked K–12 student academic data to college enrollment data for Texas public high school students who enrolled in colleges and universities in Texas during a period from the 2004/05 to the 2010/11 school years (seven cohorts). Regression models examined relationships between possible indicators (e.g., number and level of math or science classes completed) with the outcomes of interest (declaring a STEM major, persisting in a STEM major, and completing a STEM degree), while controlling for nonmalleable student and school factors as well as for cohort fixed effects. Interaction terms added to the models provided a separate estimate, for Hispanic, Black, non-Hispanic White, and Other ethnicity students, of the association of each indicator with each postsecondary outcome. Measures of academic experiences and performance in math and science during high school were strongly associated with postsecondary STEM outcomes. These associations were generally consistent for Hispanic and non-Hispanic White students. Statistically significant indicators of positive postsecondary STEM outcomes included number of math and science courses completed, number of Advanced Placement courses taken, highest-level math or science course taken, and state assessment scores. This study demonstrates that Hispanic students reap the same benefits of taking higher-level math and science courses in high school as do non-Hispanic White students. Future studies should consider possible factors influencing the academic experiences of Hispanic students in high school science and math, such as access to rigorous courses.
11/21/2017
NCES 2017051 Status and Trends in the Education of Racial and Ethnic Groups 2017
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
7/18/2017
NCES 2017161 The National Indian Education Study: 2015
The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education.

The results presented in this report focus primarily on the educational experiences of AI/AN students at grades 4 and 8 based on their responses and the responses of their teachers and school administrators to selected NIES 2015 survey questions. Approximately 8,500 fourth-graders and 8,200 eighth-graders participated in the NIES 2015 student survey. Teachers and school administrators also completed surveys. The survey results displayed are reported as percentages of AI/AN students attending schools that varied in the proportion of AI/AN students within their student population—low AI/AN density public schools (less than 25 percent of students were AI/AN), high AI/AN density public schools (25 percent or more of students were AI/AN), and Bureau of Indian Education (BIE) schools.

Also included in this report are performance results for AI/AN students in the 14 states with samples large enough to report separate results for AI/AN students in 2015. State-level average scores in NAEP reading and mathematics for AI/AN fourth- and eighth- graders from earlier NAEP assessments in 2005, 2007, 2009, and 2011 are compared to their average reading and mathematics scores in 2015.
3/7/2017
NCES 2016011 Mobile Digest of Education Statistics. 2014
This publication is a mobile 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, 2014.
9/1/2016
NCES 2016007 Status and Trends in the Education of Racial and Ethnic Groups 2016
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
8/11/2016
REL 2016149 Using computer-adaptive assessments of literacy to monitor the progress of English learner students
The purpose of this study was to examine (a) how teachers and school staff individually administer computer-adaptive assessments of literacy to English learner students in grades 3–5, and (b) how they use the assessments to monitor students' growth. Because adaptive assessments maximize precision of information while minimizing time spent gaining it, they are particularly valuable for students whose performance is outside typical grade-level norms such as English learner students. Three elementary schools with high proportions of English learner students participated in the study. Participating students were at the two lowest levels on the state oral language proficiency measure. At the beginning of the year there were 117 participating students and by the end of the year 102 remained at the same school. To address the first question, Regional Educational Laboratory (REL) Southeast staff observed the September training and the fall, winter, and spring administration of the Florida Center for Reading Research Reading Assessment (FRA). To address the second question, teachers and school staff individually administered the FRA to participating students in the fall, winter, and spring. They discussed their observations of students' performance during test administration and students' score reports with REL staff after each assessment period. Findings indicated that teachers in grades 3–5 can be trained to individually administer computer-adaptive assessments of literacy to their English learner students three times a year and to participate in data chats after each assessment period to discuss translation of scores to instruction. The report provides recommendations that may aid districts in implementing such adaptive assessments of literacy to monitor the progress of English learner students.
6/28/2016
REL 2016122 A Review of the Literature to Identify Leading Indicators Related to Hispanic STEM Postsecondary Educational Outcomes
The purpose of this study was to review recent peer-reviewed studies in order to identify malleable factors measured in K–12 settings that are related to students' postsecondary STEM success, particularly for Hispanic students. Postsecondary STEM success was defined as enrollment in, persistence in, and completion of postsecondary STEM majors or degrees. Twenty-three relevant studies were identified, yet only 4 examined K–12 factors predictive of postsecondary STEM success specifically for Hispanic students. The review found that the number of high school mathematics and science courses taken, and the level of those courses is a consistent predictor of postsecondary STEM outcomes for all student subgroups. However, the literature indicates that minority students, including Hispanics, were less likely to take the highest-level mathematics and science courses. Students' interest and confidence in STEM at the K–12 levels was also predictive of postsecondary STEM success. Yet, despite lower levels of postsecondary STEM success, some studies indicate racial/ethnic minority and White students had similar levels of interest and confidence in STEM. The reviewed research suggests that reducing disparities in mathematics and science preparation between Hispanic and White students and increasing the rates at which Hispanic students take high-level mathematics and science classes has promise for informing interventions designed to improve STEM outcomes.
4/19/2016
NCEE 20154016 State, District, and School Implementation of Reforms Promoted Under the Recovery Act: 2009-10 through 2011-12
This report, based on surveys completed by all 50 SEAs and the District of Columbia (DC) and nationally representative samples of districts and schools during spring 2011 and 2012, examines implementation of the key education reform strategies promoted by the Recovery Act in 2011–12, the extent to which implementation reflected progress since Recovery Act funds were first distributed, and challenges with implementation. Findings showed variation in the prevalence and progress of reform activities across the areas of reform assessed and by state, district, or school level. Implementation progress was most consistent across the areas of reform at the state level. At all levels, implementation challenges related to educator evaluation and compensation were common.
9/30/2015
NCES 2015046 Mapping State Proficiency Standards Onto NAEP Scales: Results From the 2013 NAEP Reading and Mathematics
Under the 2001 reauthorization of the Elementary and Secondary Education Act of 1965, states developed their own assessments and set their own proficiency standards to measure student achievement. This has resulted in a great deal of variation among the states, both in their proficiency standards and in their student assessments as reported in NCES 2008-475. This variation has created a challenge in understanding the ability levels of students across the United States because there is no means to compare the proficiency levels established by one state against the others directly. To address this need, the National Center for Education Statistics (NCES) has published periodic reports for the past 10 years in which the National Assessment of Educational Progress (NAEP) is used as a common metric for examining the proficiency standards set by states in reading and mathematics in grades 4 and 8.

This report, the fifth in the series, summarizes the results of applying a methodology for mapping state proficiency standards onto the NAEP scales by using state public school data for the 2012–13 school year and the 2013 NAEP assessments in reading and mathematics for grades 4 and 8. The report also includes analyses of the results using the 2011 NAEP and state assessment data and revised estimates for 2009 reported in NCES 2011-458. The key finding is that the variation among state achievement standards continues to be wide.

7/9/2015
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