Summarizes National Assessment of Educational Progress findings regarding the reading proficiency of students in Catholic and public schools in fourth, eighth, and eleventh grades. Contrasts results in terms of family background and social status, school characteristics, and behavior associated with academic performance. (DMM)

Viewed as a first step in the development of a consensus framework for the 1998 National Assessment of Educational Progress (NAEP) in civic education, this paper focuses on the major questions that should be considered in designing a civics assessment. The paper aims to bring major questions of designing a civic education assessment tool to the…

Following passage of the Massachusetts Education Reform Act in 1993, comprehensive statewide assessments to evaluate students' mastery of required content and skills were developed in the core academic areas of mathematics, language arts, science, and history and social science. By 1998, the state had established assessments at the fourth, eighth,…

The National Assessment Governing Board (NAGB) was created by Congress to formulate policy for the National Assessment of Educational Progress (NAEP). Among the Board's responsibilities are developing objectives and test specifications and designing the assessment methodology for NAEP. This document provides the framework to guide the development…

Although self-esteem and locus of control orientation differ for American Indian and White children at all educational levels, internality increases with age and is positively related to self-esteem for both groups. American Indian students have a more external orientation and lower self-esteem than White students. (SB)

It was hypothesized that (1) classroom conduct problems decline with increasing moral maturity, and (2) Stage 1 and Stage 3 levels of moral reasoning are associated with fewer conduct problems. In a study involving fourth and eighth graders, children with moral reasoning at Stage 1 and Stage 3 had fewer conduct problems than other children. (LB)

Over the last fifteen years, many states have implemented high-stakes tests as part of an effort to strengthen accountability for schools, teachers, and students. Predictably, there has been vigorous disagreement regarding the contributions of such policies to increasing test scores and, more importantly, to improving student learning. A recent…

African American and European American 4th, 6th, and 8th graders rated the competence of rich and poor children in academics (i.e., math, science, reading, writing, school grades, smartness), sports, and music. In contrast to middle school students, 4th graders favored the rich in all 3 domains. Youth of both races reported that the rich were more…

This study explores differences in mathematics assessment results between American Indian students in Western New York and their Anglo peers. The sample consisted of 2,256 fourth grade students (Native = 323 Anglo = 1933) and 2,475 eighth grade students (Native = 353 Anglo = 2122). Scores from New York State's Fourth and Eighth Grade Math…

The present study tried to find out whether Saudi history textbooks for grades 4-12 contain global themes, in which grade levels global themes are introduced, the percentage of global themes, local history themes and Islamic history themes, and which global history themes are taught. A checklist of global history themes was developed. Those are:…

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the…

Jeb Bush campaigned for Governor on a clear and bracing set of education reforms in 1998. Having won office, he immediately pursued a dual track strategy of education reform: standards and accountability for public schools, choice options for dissatisfied parents. Florida lawmakers followed these reforms with additional measures, including…

Eighty-five fourth- and eighth-grade learning disabled students whose individualized education plans specified untimed achievement testing were tested with the Reading Comprehension subtest of the Iowa Tests of Basic Skills, either according to the publisher's 40-minute time limit or with an extended time limit of 2 hours, 30 minutes. Results were…

This report of the National Assessment of Educational Progress (NAEP) focuses on students' and teachers' reports about the classroom contexts for learning school mathematics in the top-performing one-third of schools compared to the bottom performing one-third. In 1990, 26,652 students from 1,237 schools participated in the study, while in 1992,…

In spring 1994, the National Assessment of Educational Progress (NAEP) collected information on student achievement in reading, U.S. history, and geography at grades 4, 8, and 12. To provide a context for interpreting NAEP findings, the project collected background information from students, teachers, and school administrators using separate…