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 Pub Number  Title  Date
NCES 2011469 2008 Arts restricted-use data CD-ROM
This CD-ROM contains data and documentation files for the NAEP 2008 arts assessment in music and visual arts for use in the analysis of NAEP data by licensed researchers. The national arts assessments were conducted at grade 8 only. 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 students' 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 visual arts portion of the assessment included questions that measured students’ 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. A Data Companion is provided on this CD-ROM in portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment 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.
3/11/2011
NCES 2009488 The Nation's Report Card: Arts 2008
This report presents the results of the 2008 National Assessment of Educational Progress (NAEP) arts assessment. It was administered 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 students' 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. The visual arts portion of the assessment included questions that measured students’ 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. For example, students were asked to describe specific differences in how certain parts of an artist's self-portrait were drawn. The average responding score for visual arts was reported on a NAEP scale of 0 to 300. Creating questions required students to create works of art and design of their own. For example, students were asked to create a self-portrait that was scored for identifying detail, compositional elements, and use of materials. 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. Results are also reported for student performance by various demographic characteristics such as race/ethnicity, gender, and eligibility for the National School Lunch Program. Although the results for music and visual arts are reported separately and cannot be compared, some general patterns in differences between student groups were similar in the two disciplines. The average responding scores in both music and visual arts were 22 to 32 points higher for White and Asian/Pacific Islander students than for Black and Hispanic students. The creating task scores in visual arts were also higher for White and Asian/Pacific Islander students than for their Black and Hispanic peers. The average responding scores for female students were 10 points higher than for male students in music and 11 points higher in visual arts. Female students also outperformed male students in creating visual art.
6/15/2009
NCES 2009494 The Nation's Report Card: Highlights Arts 2008
This report presents a broad summary of the results of the 2008 National Assessment of Educational Progress (NAEP) arts assessment. Brief information about the assessment is provided, including what the assessment measured and what student populations were assessed. Results for eighth-graders in music and visual arts are reported for students overall and by various demographic characteristics such as race/ethnicity, gender, and eligibility for the National School Lunch Program.
6/15/2009
NCES 2007483 NAEP 1997 National Arts Assessment (Grade 8)–Restricted Use Data File
This CD-ROM contains data and documentation files for the NAEP 1997 Arts assessment for use in the analysis of NAEP data by secondary researchers. The national assessment was conducted at grade 8 in the arts disciplines of music, theatre and visual arts. 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 assessment design and its implications for analysis. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
5/24/2007
NCES 2006099 Arts Instruction of Public School Students in the First and Third Grades
This Issue Brief uses the First- and Third-Grade Spring Teacher Questionnaires of the ECLS-K to examine the changes over time from first to third grade in how often young children are exposed to arts education in the general classroom. The Brief also looks at differences in these characteristics by level of poverty and/or urbanicity of the school. In both first and third grade, most public school students received weekly instruction in music and art at least weekly, while weekly instruction in dance and theater occurred less often within each year. About 32 percent of students in high poverty public schools never received theater instruction in either grade compared with 24 percent of students in low poverty public schools. Of the students who received music instruction in either first or third grade, 29 percent of students in urban public schools received weekly music instruction less often in third grade than in first compared with 20 percent of students in suburban public schools and 22 percent in rural public schools.
7/18/2006
NCES 2002609 Education Statistics Quarterly-Vol. 4 Issue 2
The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES.
9/26/2002
NCES 2002131 Arts Education in Public Elementary and Secondary Schools: 1999-2000
This report provides national data on arts education in public elementary and secondary schools during 1999–2000. Five surveys were employed in order to gain a more comprehensive understanding of the state of arts education. The first two surveys captured information from elementary and secondary school principals on a wide variety of topics related to how the arts were delivered in the nation’s regular public schools, such as: the availability and characteristics of instructional programs in music, visual arts, dance, and drama/theatre; staffing; space for arts instruction; and funding sources. Other topics included supplemental programs and activities in the arts, administrative support, and the perceived status of the arts among school staff and parents. As a complement to the elementary school survey, the elementary school music specialist, visual arts specialist, and self-contained classroom teacher surveys provided data on a broad range of topics regarding how the arts were taught in the nation’s public elementary schools in 1999–2000. Topics included: the educational backgrounds (e.g., degrees, certification, years of experience) of music specialists, visual arts specialists, and classroom teachers; participation in professional development activities; teaching load; teaching practices; collaboration and integration of the arts into other areas of the curriculum; and teacher involvement in arts-related activities outside of school.
5/15/2002
NCES 2000453 Student Subgroup Achievement on the NAEP 1997 Arts Assessment
Data from the National Assessment of Educational Progress (NAEP) Arts Assessment for eighth-grade students show that female students outperformed male students in every category of assessment for all three arts forms assessed--music, theatre, and visual arts. In contrast to assessments in other subjects, private school students rarely outperformed public school students. Asian and white students had higher scores than black and Hispanic students in many but not all categories of the assessment.
1/26/2001
NCES 2000454 Student Musical Activities and Achievement in Music: NAEP 1997 Arts Assessment
Data from the National Assessment of Educational Progress (NAEP) 1997 Arts Assessment in Music, which covered eighth-grade students only, regardless of whether they had received instruction in music, show that student involvement in a variety of musical activities--playing an instrument in particular--is positively related to student music achievement.
1/26/2001
NCES 2000510 Frequency of Arts Instruction for Students
Data from the National Assessment of Educational Progress (NAEP) 1997 Arts Assessment, which assessed eighth-grade students only, indicate that public and private schools in the United States are far more likely to offer extensive instruction in musi and the visual arts than in either dance or theatre.
1/26/2001
NCES 1999486 The NAEP 1997 Arts Report Card: Eighth Grade Findings From the National Assessment of Educational Progress
The 1997 National Assessment of Educational Progress (NAEP) Arts assessment measured students' literacy in the arts through their knowledge and skill in creating, performing, and responding to challenging, innovative test exercises. This report provides a variety of findings from that assessment. Readers should note that this report is intended to be used with a CD-ROM (NCES 1999-485) that contains the complete text of the report, as well as many more examples of student responses to assessment exercises.
11/10/1998
NCES 98455 Arts Education: Highlights of the NAEP 1997 Arts Assessment Report Card
This brief report provides samples and highlights from the 1997 National Assessment of Educational Progress (NAEP) Arts assessment. This assessment measured students' literacy in the arts through their knowledge and skill in creating, performing, and responding to challenging, innovative test exercises.
11/10/1998
NCES 98459 Focus on NAEP: NAEP and Dance: Framework and Field Tests
The NAEP Arts Education Framework set new standards for assessment of students' dance achievement. The dance framework, and the field testing of dance assessment tasks developed in response to the framework, provide significant new information for schools, dance organizations, and dance studios charged with developing their own dance education programs and assessments.
8/13/1998
NCES 98526 Focus on NAEP: NAEP and the Visual Arts: Framework, Field Test, and Assessment
NAEP has developed a new generation of assessment tasks for student achievement in the visual arts. These tasks draw upon the concepts, skills, and processes used to create and understand visual images from a variety of world cultures and historical periods, using both paper-and-pencil and performance formats.
8/13/1998
NCES 98527 Focus on NAEP: The NAEP 1997 Arts Education Assessment: An Overview
The NAEP 1997 Arts Education Assessment represents the first comprehensive approach on a national level to the development of methods for assessing student performance in dance, music, theatre, and the visual arts. This Focus on NAEP, the first in a series of five publications, gives an overview of that effort.
8/13/1998
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