Search Results: (1-15 of 119 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2012213 | New Americans in Postsecondary Education: A Profile of Immigrant and Second-Generation American Undergraduates
This Statistics in Brief describes the characteristics and undergraduate experiences of 2007–08 undergraduates who immigrated to the United States or who had at least one immigrant parent (second-generation Americans). The analysis compares these two groups with all undergraduates (excluding foreign students) and with third- or higher generation American undergraduates whose parents were born in the United States. The findings are based on data from the 2007–08 National Postsecondary Student Aid Study (NPSAS:08), a nationally representative sample of more than 100,000 students enrolled in U.S. postsecondary institutions. |
7/17/2012 |
| NCES 2012466 | The National Indian Education Study: 2011
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 on the performance of AI/AN fourth- and eighth-graders on the 2011 National Assessment of Educational Progress in reading and mathematics and on the educational experiences of AI/AN students based on NIES survey data. Nationally representative samples of approximately 9,600 AI/AN students at grades 4 and 8 participated in the 2011 reading assessment and in the mathematics assessment. Students’ performance in 2011 is compared to earlier assessments in 2005, 2007, and 2009. Average reading and mathematics scores for AI/AN fourth- and eighth-graders in 2011 were not significantly different from the scores in either 2009 or 2005. At both grades 4 and 8, AI/AN students attending BIE schools scored lower on average in reading and mathematics than students attending public schools. Among the 12 states with samples large enough to report results for AI/AN students in both 2009 and 2011, average mathematics scores were lower in 2011 for fourth-graders in Montana and for eighth-graders in Minnesota and Utah. None of the participating states had a significant change in average reading scores from 2009 to 2011 at grade 4 or grade 8. About 10,200 AI/AN students at grade 4 and 10,300 students at grade 8 participated in the 2011 NIES survey. Surveys were also completed by students’ teachers and school administrations. Results showed how the educational experiences of AI/AN students differed based on the type of school they attended and the proportion of AI/AN students in the school. For example, AI/AN students in BIE schools were more likely to report having some or a lot of knowledge about their AI/AN history, have teachers who reported learning about AI/AN students from living and working in the AI/AN community, and attend schools where members of the AI/AN community visit the school to discuss education issues. |
7/3/2012 |
| NCES 2012468 | Science in Action: Hands-On and Interactive Computer Tasks From the 2009 Science Assessment
Interactive computer and hands-on tasks were designed to assess how well students can perform scientific investigations, draw valid conclusions, and explain their results. As a part of the 2009 science assessment, a new generation of hands-on tasks was administered during which students worked with lab materials and other equipment to perform experiments. While hands-on tasks have been used in NAEP since the 1990s, these new tasks present students with more open-ended scenarios that require a deeper level of planning, analysis, and synthesis. For the first time, the NAEP science assessment also included interactive computer tasks in science. While performing the interactive computer and hands-on tasks, students manipulate objects and perform actual experiments, offering us richer data on how students respond to scientific challenges. Several key discoveries were observed.
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6/19/2012 |
| NCES 2012465 | The Nation’s Report Card: Science 2011
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in science at grade 8. National results are based on representative samples of public and private school students from all 50 states, the District of Columbia, and Department of Defense schools. State results are reported separately for public-school students from these states and jurisdictions. Student performance is reported as average scale scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Results for student demographic groups defined by various characteristics (e.g., race/ethnicity, gender, and type of school) are included, as well as sample assessment questions with examples of student responses. Results from the 2011 assessment are compared to those from 2009. The Technical Notes provide information on NAEP samples, school and student participation rates, and the exclusion and accommodation of students with disabilities and English language learners. The overall average score for the nation at grade 8 was 2 points higher in 2011 than in 2009. Score gaps between White and Black students and White and Hispanic students narrowed from 2009 to 2011. Sixty-five percent of eighth-graders performed at or above the Basic level in 2011, 32 percent performed at or above Proficient, and 2 percent performed at the Advanced level. The percentages of students at or above Basic and at or above Proficient were higher in 2011 than in 2009. Of the 47 states/jurisdictions that participated in 2009 and 2011, public-school students in 16 states scored higher in 2011 than in 2009. In 2011, students in 29 states scored higher than the national average, and in 16 states they scored lower. |
5/10/2012 |
| NCES 2012467 | NAEP Science 2011 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2011 science assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2011 to other states/jurisdictions is also displayed. |
5/10/2012 |
| REL 2012025 | Analyzing Performance by Pennsylvania Grade 8 Hispanic Students on the 2007/08 State Assessment
The report compares performance of grade 8 Hispanic students on the Pennsylvania System of School Assessment (PSSA) English language arts and math tests with that of grade 8 White, Black, and other non-Hispanic students during school years 2002/03 to 2008/09. It also examines how grade 8 Hispanic students’ performance varies by key student and school characteristics. The study found that in 2007/08, Hispanic students in Pennsylvania had lower English language arts and math scores than did non-Hispanic students. The differences were statistically significant. |
4/25/2012 |
| NCES 2012026 | America's Youth: Transitions to Adulthood
America's Youth contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning. |
12/20/2011 |
| NCES 2012452 | The Nation’s Report Card: Trial Urban District Assessment Mathematics 2011
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 (i.e., cities with populations of 250,000 or more) overall and by race/ethnicity and eligibility for free/reduced-price school lunch. In 2011, scores for both fourth- and eighth-graders in 6 districts were higher than the scores for students in large cities, and scores for both grades were lower in 10 districts. Among the 18 districts that also participated in the 2009 assessment, scores were higher in 2011 for four districts at grade 4 and six districts at grade 8. There were no significant declines in scores from 2009 to 2011 at either grade. |
12/7/2011 |
| NCES 2012455 | The Nation’s Report Card: Trial Urban District Assessment Reading 2011
This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment (TUDA) in reading. 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 on the NAEP reading scale 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 (i.e., cities with populations of 250,000 or more) overall and by race/ethnicity and eligibility for free/reduced-price school lunch. In 2011, scores for both fourth- and eighth-graders in five districts were higher than the scores for students in large cities, and scores for both grades were lower in nine districts. Among the 18 districts that also participated in the 2009 assessment, there was no significant change from 2009 to 2011 in the scores for any of the districts at grade 4, and just one district scored higher at grade 8. Scores for students in the remaining districts did not change significantly from 2009 to 2011. |
12/7/2011 |
| NCES 2012459 | The Nation’s Report Card: Findings in Brief Reading and Mathematics 2011
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. |
11/1/2011 |
| NCES 2012457 | The Nation’s Report Card: Reading 2011
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. 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 improvement since the last assessment in students’ reading comprehension at grade 8, but no significant change at grade 4. The overall average score for fourth-graders in 2011 was unchanged from the score in 2009 but was 4 points higher than in the first assessment year in 1992. The average score for eighth-graders in 2011 was 1 point higher than in 2009 and 5 points higher than in 1992. State results for grade 4 show higher scores in 2011 than in 2009 for 4 states, and lower scores for 2 states. At grade 8, scores were higher in 2011 than in 2009 for students in 10 states, and no states had a lower score than in 2009. |
11/1/2011 |
| NCES 2012458 | The Nation’s Report Card: Mathematics 2011
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in mathematics 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. 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 higher average mathematics scores in 2011 than in the eight earlier assessment years at both grades 4 and 8. At grade 4, the average score in 2011 was 1 point higher than in 2009, and 28 points higher than the first assessment in 1990. At grade 8, the average score in 2011 was 1 point higher than in 2009, and 21 points higher than in 1990. State results for grade 4 show higher scores in 2011 than in 2009 for 9 states and jurisdictions, and a lower score for 1 state. At grade 8, scores were higher in 2011 than in 2009 for 13 states and jurisdictions, and lower for 1 state. |
11/1/2011 |
| NCES 2011457 | Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities: Results 2007-2009
This research and development report provided two measures of change in each NAEP participating state’s inclusion rate taking into consideration the prevalence of different types and severities of disabilities and the accommodations the states permits in their own testing programs compared to those allowed by NAEP to students with disabilities in 4th- and 8th- grade reading and mathematics assessments. The study reported results for all 50 states and District of Columbia and used data from the 2005, 2007, and 2009 NAEP assessments of fourth- and eighth-grade reading and mathematics. This two approach methodology—nation-based and jurisdiction-specific— analyzed the inclusion rates from different perspectives. The analysis indicates the status and change in state level inclusion rates. The report presented status of inclusion in 2009 and changes in the rates from 2007 and 2005. |
9/29/2011 |
| NCES 2011465 | The 2009 High School Transcript Study User’s Guide
This user’s 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 states’ adequate yearly progress (AYP) standards established under the Elementary and Secondary Education Act of 2001. Once mapped, the NAEP scale equivalent score representing the state’s 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 |
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