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 Pub Number  Title  Date
NCES 2011465 The 2009 High School Transcript Study Userís Guide
This userís guide documents the procedures used to collect and summarize the data from the 2009 High School Transcript Study. Chapters detail the sampling of schools and graduates, data collection procedures, data processing procedures, weighting procedures, and the 2009 data files and codebooks that are encompassed by this report. The appendices contain the data collection and documentation forms; associated National Assessment of Educational Progress (NAEP) 2009 questionnaires; information concerning nonresponse bias associated with creating the HSTS weights; a description of the Classification of Secondary School Courses (CSSC), which was used to code the courses on the collected transcripts, plus a complete listing of CSSC codes; codebooks for all of the 2009 data files; and a glossary.
9/29/2011
NCES 2011458 Mapping State Proficiency Standards Onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009
This research and development report compares the standards that states use in reporting 4th- and 8th- grade reading and mathematics proficiency using NAEP as a common metric. The state standards used in reporting 2008-09 results were mapped onto the NAEP scales to compare the standards across the states and in relation to the NAEP achievement levels.

The mapping procedure offers an approximate way to assess the relative rigor of the statesí adequate yearly progress (AYP) standards established under the Elementary and Secondary Education Act of 2001. Once mapped, the NAEP scale equivalent score representing the stateís proficiency standards can be compared to indicate the relative rigor of those standards.

Use of the term rigor does not imply a judgment about state standards, but is descriptive of state-to-state variation in the location of the state standards on a common metric.
8/10/2011
NCES 2011486 2009 National Indian Education Study, Parts I and II Restricted-Use Data Files
This CD-ROM contains data and documentation files for the 2009 National Indian Education Study (NIES) for use in the analysis of data by secondary researchers. NIES Part I data files include the performance data from the samples of American Indian/Alaska Native (AI/AN) students at grades 4 and 8 who participated in the National Assessment of Educational Progress (NAEP) 2009 mathematics or reading assessments. The NIES Part II data files include the survey responses of sampled AI/AN students in grades 4 and 8, their teachers, and their school principals. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the study design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
8/4/2011
NCES 2011487 2009 National Indian Education Study, Parts I and II Restricted-Use Data Files (Data Companion)
This CD-ROM contains data and documentation files for the 2009 National Indian Education Study (NIES) for use in the analysis of data by secondary researchers. NIES Part I data files include the performance data from the samples of American Indian/Alaska Native (AI/AN) students at grades 4 and 8 who participated in the National Assessment of Educational Progress (NAEP) 2009 mathematics or reading assessments. The NIES Part II data files include the survey responses of sampled AI/AN students in grades 4 and 8, their teachers, and their school principals. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the study design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
8/4/2011
NCES 2011467 The Nationís Report Card: Geography 2010
The report presents results of the 2010 National Assessment of Educational Progress (NAEP) in geography. 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 for selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for student demographic groups defined by various characteristics (e.g., race/ethnicity, gender, and studentsí 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 1994 and 2001. 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 2001, average scores in 2010 were higher at grade 4 and not significantly different at grades 8 and 12. Gains for Black students from 1994 to 2010 contributed to a narrowing of the White Ė Black score gaps at grades 4 and 8. Gains for Hispanic students from 1994 to 2010 contributed to a narrowing of the White Ė Hispanic score gap at grade 4. The percentage of students performing at or above the Proficient level in 2010 was 21 percent at grade 4, 27 percent at grade 8, and 20 percent at grade 12.
7/19/2011
NCES 2011459 Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress
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 our previous report that provided similar information on the achievement gap between Black and White students.
6/23/2011
NCES 2011485 Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress: HIGHLIGHTS
This brochure presents highlights of the statistical analysis report, Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, and provides graphical presentation of studentsí academic achievement gaps and how their performance has changed over time at both the national and state levels.
6/23/2011
NCES 2011468 The Nationís Report Card: U.S. History 2010
This report presents results of the National Assessment of Educational Progress (NAEP) 2010 U.S. 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. Results for student demographic groups defined by various characteristics (e.g., race/ethnicity, gender, and studentsí 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 three previous assessments in 1994, 2001 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 8 and not significantly different at grades 4 and 12. At grade 4, the lowest performing students made the greatest gains from 1994 to 2010. Gains for Black students from 1994 to 2010 contributed to a narrowing of the White - Black score gaps at grades 4 and 8 while gains for Hispanic students from 1994 to 2010 contributed to a narrowing of the White - Hispanic score gap at grade 4. The percentage of students performing at or above the Proficient level in 2010 was 20 percent at grade 4, 17 percent at grade 8, and 12 percent at grade 12.
6/14/2011
NCES 2011466 The Nationís Report Card: Civics 2010
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 studentsí 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 WhiteĖHispanic 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.
5/4/2011
NCES 2011462 Americaís High School Graduates: Results of the 2009 NAEP High School Transcript Study
This report presents information about the types of courses 2009 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 twelfth-grade National Assessment of Educational Progress (NAEP) is also included. Transcripts were collected from a nationally representative sample of 37,700 high school graduates. The 2009 results are compared to the results of earlier transcript studies, and differences among graduates by race/ethnicity, gender, and other demographic characteristics are examined. In addition, the report takes a closer look at science, technology, engineering, and mathematics (STEM) coursetaking, ways in which graduates may earn more credits, and the coursetaking patterns of students with disabilities and English language learners. Additional technical notes provide information on the sample design, school and student participation rates, the inclusion/exclusion criteria for graduates, and other statistical information for interpreting the results.

Highlights of the study findings show that in 2009 graduates earned over three credits more than their 1990 counterparts, or about 420 additional hours of instruction during their high school careers. A greater percentage of 2009 graduates completed more challenging curriculum levels than 1990 or 2005 graduates. Graduates with stronger academic records earned higher NAEP scores. For example, graduates who completed who a rigorous curriculum, completed a higher level mathematics or science course in ninth grade, or who completed an Advanced Placement (AP) or International Baccalaureate (IB) mathematics or science course, had NAEP scores at the Proficient level in both mathematics and science. A larger percentage of female than male graduates completed a midlevel or rigorous curriculum in 2009. In 2009, male graduates generally had higher NAEP mathematics and science scores than female graduates completing the same curriculum level. White, Black, Hispanic, and Asian/Pacific Islander graduates earned, on average, more credits and higher grade point averages (GPAs) in 2009 than they did in 1990. Since 1990, more graduates from each racial/ethnic group completed at least a standard curriculum.
4/13/2011
NCES 2011016 Mini-Digest of Education Statistics, 2010
This publication is 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, 2010.
4/5/2011
NCES 2011452 The Nationís Report Card: Science 2009 Trial Urban District Assessment
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.
2/24/2011
NCES 2011451 The Nationís Report Card: Science 2009
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. State results are reported separately for fourth- and eighth-grade public school students from 46 states 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. Results for student demographic groups (e.g., race/ethnicity, gender, and type of school location) 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.

The NAEP science assessment 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 nationís fourth-, eighth-, and twelfth-graders know and can do in science that will serve as the basis for comparisons on future science assessments.

Highlights of the national results show that 34 percent of fourth-graders, 30 percent of eighth-graders, and 21 percent of twelfth-graders performed at or above the Proficient level, demonstrating competency over challenging subject matter. Seventy-two percent of fourth-graders, 63 percent of eighth-graders, and 60 percent of twelfth-graders performed at or above the Basic level in science in 2009, demonstrating partial mastery of the knowledge and skills fundamental for proficient work in the subject. Twelfth-graders who reported taking biology, chemistry, and physics scored higher than students taking less advanced science coursework.

Of the 47 states/jurisdictions that participated at the state level, scores for fourth-grade public school students in 24 states were higher than the score for the nation, and scores in 10 states were lower. At eighth-grade, scores for students in 25 states were higher than the score for the nation, and scores for 15 states were lower.
1/25/2011
NCES 2011455 The Nationís Report Card: Grade 12 Reading and Mathematics 2009 National and Pilot State Results
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. 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.
11/18/2010
NCES 2010462 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
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 United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Educationís Office of Indian Education. 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.

A national sample of approximately 9,300 AI/AN students at grades 4 and 8 participated in the 2009 reading assessment, and 8,900 participated in the mathematics assessment. Results from this study are compared to those from earlier studies in 2005 and 2007. The results for 12 states with relatively large populations of AI/AN students are presented in addition to the national results.

The average reading score for AI/AN fourth-graders in 2009 was not significantly different from the scores in either 2007 or 2005. The average score for AI/AN students at grade 8 was higher in 2009 than in 2007 but was not significantly different from the score in 2005. Average mathematics scores in 2009 were not significantly different from earlier assessments at either grade. Fourth- and eighth-grade AI/AN students attending BIE schools scored lower on average in reading and mathematics than students attending public schools. Among the 11 states with samples large enough to report results for AI/AN students in both 2009 and 2007, Alaska had a decrease in the reading score at grade 4, and Arizona had an increase in the reading score at grade 8. None of the participating states had a significant change in average mathematics scores since 2007 at grade 4, and South Dakota had an increase at grade 8.
6/30/2010
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