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Download full textLutkus, A.; Grigg, W.; Donahue, P. – National Center for Education Statistics, 2007
The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. The results from…
Descriptors: Public Schools, Achievement, National Competency Tests, Measures (Individuals)
Johnson, Matthew S.; Jenkins, Frank – ETS Research Report Series, 2005
Large-scale educational assessments such as the National Assessment of Educational Progress (NAEP) sample examinees to whom an exam will be administered. In most situations the sampling design is not a simple random sample and must be accounted for in the estimating model. After reviewing the current operational estimation procedure for NAEP, this…
Descriptors: Bayesian Statistics, Hierarchical Linear Modeling, National Competency Tests, Sampling
Sinharay, Sandip; von Davier, Matthias – ETS Research Report Series, 2005
The reporting methods used in large scale assessments such as the National Assessment of Educational Progress (NAEP) rely on a "latent regression model." The first component of the model consists of a "p"-scale IRT measurement model that defines the response probabilities on a set of cognitive items in "p" scales…
Descriptors: National Competency Tests, Regression (Statistics), Predictor Variables, Student Characteristics
National Center for Education Statistics, 2002
This document highlights National Assessment of Educational Progress (NAEP) related milestone events, meetings, and publication dates in the year 2001. This is followed by a brief description of important aspects of "No Child Left Behind" relevant to NAEP participation. Next, a tally of 2001 NAEP assessment booklets processed, items…
Descriptors: National Competency Tests, Academic Achievement, Federal Legislation, Educational Legislation
Lurkus, A. D.; Rampey, B. D.; Donahue, P. – National Center for Education Statistics, 2006
This report presents results for three years of trial school-district-level reading assessments in NAEP at grades 4 and 8. Five urban public-school districts voluntarily participated in NAEP in 2002 and 2003: Atlanta City, City of Chicago School District 299, Houston ISD, Los Angeles Unified, and New York City Public Schools. In 2003 four…
Descriptors: Grade 8, English (Second Language), Limited English Speaking, Urban Schools
Jakwerth, Pamela R.; Stancavage, Frances B.; Reed, Ellen D. – National Center for Education Statistics, 2003
Over the past decade, developers of the National Assessment of Educational Progress (NAEP) have changed substantially the mix of item types on the NAEP assessments by decreasing the numbers of multiple-choice questions and increasing the numbers of questions requiring short- or extended-constructed responses. These changes have been motivated…
Descriptors: National Competency Tests, Response Style (Tests), Test Validity, Qualitative Research
Lee, J.; Grigg, W.; Dion, G. – National Center for Education Statistics, 2007
The 2007 National Assessment of Educational Progress (NAEP) evaluated students' understanding of mathematics concepts and their ability to apply mathematics to everyday situations. Students demonstrated their knowledge of these critical skills by responding to questions about number properties and operations, measurement, geometry, data analysis…
Descriptors: Grade 8, Grade 4, Probability, Data Analysis
Direct linkBeckner, Gary, Ed. – Association of American Educators, 2007
"Education Matters" is the monthly newsletter of the Association of American Educators (AAE), an organization dedicated to advancing the American teaching profession through personal growth, professional development, teacher advocacy and protection. This issue of the newsletter includes: (1) Are They Ready? National Study Reveals Civics…
Descriptors: Civics, Merit Pay, Teacher Salaries, Preschool Education
Webb, Norman L.; Kane, Janet; Yang, Jung-Ho; Kaufman, Darwin; Cohen, Allen; Kang, Taehoon; Park, Chanho; Wilson, Linda – Wisconsin Center for Education Research (NJ1), 2003
This document represents the second of two volumes presented in "Study of the Impact of the Statewide Systemic Initiatives Program" (Norman L. Webb and Iris R. Weiss). In an effort to evaluate the impact of the Statewide Systemic Initiatives (SSIs) on student achievement and the lessons that could be learned from the National Science Foundation's…
Descriptors: State Programs, Educational Change, Mathematics Education, Science Education
Diket, Read M.; Sabol, F. Robert; Burton, David – Online Submission, 2001
A visual arts group of researchers formed in 1999 to study statistical data from the 1997 [National Assessment of Educational Progress] NAEP Arts, responding to an open invitation at the National Art Education conference in Washington, DC to compete for funding under a secondary analysis grant. The Department of Education funded three…
Descriptors: National Competency Tests, Visual Arts, Art Education, Factor Analysis
Peterson, Paul E.; Hess, Frederick M. – Education Next, 2005
It turns out that in complying with the requirements of No Child Left Behind (NCLB), some states have decided to be a whole lot more generous than others in determining whether students are proficient at math and reading. Because each state selects its own testing system and sets its own passing scores, there is no direct way to compare the…
Descriptors: Federal Legislation, Grade 8, National Competency Tests, State Standards
Grissmer, David W.; Flanagan, Ann – Brookings Papers on Education Policy, 2001
States are the primary policymakers in several important areas of K-12 education. Given their dominant role in educational funding and regulation, states not surprisingly have been the primary initiators of the latest wave of educational reform starting in the mid-1980s. In this paper, the authors sought to test indirectly for the effects of…
Descriptors: Elementary Secondary Education, Mathematics Achievement, Academic Achievement, National Competency Tests
Gaudelli, William – Social Studies, 2002
In early May 2002, the National Assessment of Educational Progress (NAEP) released a study of U.S. history achievement among fourth, eight, and twelfth graders, finding that nearly 60 percent of high school senior test-takers failed to demonstrate basic knowledge of U.S. history. Although the hand-wringing has begun about what "must be done" to…
Descriptors: Cultural Pluralism, High School Seniors, History, Grade 12
Amos, Jason, Ed. – Alliance for Excellent Education, 2006
"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) House Passes Budget Resolution: Prospects of a Compromise with the Senate Appear Dim; (2) Older Students' Science…
Descriptors: Exit Examinations, Public Education, High School Students, Reading Achievement
Lutkus, A. D.; Lauko, M.; Brockway, D. – National Center for Education Statistics, 2006
This report presents results for the first trial school-district-level science assessment in NAEP at grades 4 and 8. Ten urban public-school districts voluntarily participated: Atlanta City, Austin Independent School District, Boston School District, Charlotte-Mecklenburg Schools, City of Chicago School District 299, Cleveland City School…
Descriptors: Grade 8, Measures (Individuals), Grade 4, Science Tests
