Download or read book National Assessment of Educational Progress NAEP in U S History written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book NAEP 1994 U S history report card findings from the National Assessment of Educational Progress written by Alexandra S. Beatty and published by DIANE Publishing. This book was released on 1996 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book describes results from the 1994 National Assessment of Educational Progress (naep) assessment in U.S. history, conducted at grades 4, 8, and 12. Included in this report card are the results of students' achievement at each grade and within various subgroups of the general population. The report discusses the relationships between student performance and instructional and home background variables. This information gives educators a context for evaluating the U.S. history achievement of students and the results that may be used to guide reform efforts. Chapters include: (1) "naep 1994 U.S. History Assessment"; (2) "U.S. History Results for the Nation and Regions"; (3) "U.S. History Achievement Levels"; (4) "Contexts in which Students Learn History"; and (5) "What Students Know and Can Do in U.S. History." A conclusion, three appendices, 52 tables, and 13 figures complete the book. (Eh).
Download or read book National Assessment of Educational Progress NAEP in U S history written by and published by . This book was released on 2003 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Nation s Report Card written by and published by . This book was released on 2001 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book NAEP 1994 U S History written by Paul L. Williams and published by . This book was released on 1995 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report is a first look at the results of the 1994 NAEP U.S. History Assessment. It presents national findings of 4th-, 8th-, and 12-grade students' overall performance and summary data for the major demographic subpopulations in the United States. Results are reported on a 500-point scale, used to show comparisons and trends over time, and according to the achievement levels, which are in a developmental stage, established by the National Assessment Governing Board. About 60 percent of the assessment was devoted to performance exercises with the remainder to multiple-choice questions. Sample questions for grade level are provided. The preliminary results show: (1) the pattern of average scores by grade was typical of other subjects assessed by NAEP; (2) among the different regions of the United States, student scores varied by each grade level with high school seniors in the Southeast scoring a lower average than those in the Northeast and Central regions; (3) 17 percent of 4th graders, 14 percent of 8th graders, and 11 percent of 12th graders reached the proficient level which demonstrates competency in challenging subject matter; (4) 64 percent of 4th graders, 61 percent of 8th graders and 43 percent of 12th graders attained at least the basic level which demonstrates partial mastery of challenging subject matter; (5) across the three grades, 1 to 2 percent reached the advanced level showing superior performance; (6) U.S. history scores at all grade levels were higher for students whose parents had more education; (7) at grade 12, males scored higher than females in U.S. history with no differences between males and females in average scores evident at grades 4 and 8; (8) at grades 4, 8, and 12, White and Asian students had significantly higher U.S. history scores than did Black and Hispanic students; and (9) 4th-, 8th-, and 12th-grade students attending non-public schools displayed higher U.S. history scores than their counterparts attending public schools. Tables, figures, and graphs accompany the text. (EH)
Download or read book U S History Framework for the 2006 National Assessment of Educational Progress written by National Assessment Governing Board, Washington, DC. and published by . This book was released on 2006 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document provides a guide for the development of the 2006 National Assessment of Education Progress (NAEP) U.S. History Assessment. NAEP measures the U.S. history knowledge and skills of students in grades 4, 8, and 12. According to the NAEP U.S. history framework, the assessment should be organized around three dimensions: historical themes, chronological periods, and ways of knowing and thinking about U.S. history. Four historical themes, intended to cover all major branches of historical study are the core organizing structure of the framework: (1) Change and continuity in American democracy: ideas, institutions, events, key figures, and controversies; (2) Gathering and interactions of peoples, cultures, and ideas; (3) Economic and technological changes and their relation to society, ideas, and the environment; and (4) America's changing role in the world. Eight at-times overlapping chronological periods were used in developing the assessment, focusing attention on several major eras of U.S. history: (1) Beginnings to 1607; (2) Colonization, settlement, and communities (1607 to 1763); (3) Revolution and the new nation (1763 to 1815); (4) Expansion and reform (1801 to 1861); (5) Crisis of the Union: Civil War and Reconstruction (1850 to 1877); (6) Development of modern America (1865 to 1920);(7) Modern America and the World Wars (1914 to 1945); and (8) Contemporary America (1945 to present). Two cognitive domains of knowing and thinking were used as a guide to develop questions: (1) Historical knowledge and perspective: includes knowing and understanding people, events, concepts, themes, movements, contexts, and historical sources; sequencing events; recognizing multiple perspectives and seeing an era or movement through the eyes of different groups; and developing a general conceptualization of U.S. history; and (2) Historical analysis and interpretation: includes explaining issues, identifying historical patterns; establishing cause-and-effect relationships; finding value statements; establishing significance; applying historical knowledge; weighing evidence to draw sound conclusions; making defensible generalizations; and rendering insightful accounts of the past. The report contains 2 appendixes: (1) NAEP U.S. History Framework Project; and (2) Released Items from the NAEP U.S. History Assessment. (Contains 5 tables.) [Developed for the National Assessment Governing Board by the Council of Chief State School Officers with the American Historical Association, American Institutes for Research, National Council for History Education, and National Council for the Social Studies.].
Download or read book Grading the Nation s Report Card written by Committee on the Evaluation of National and State Assessments of Educational Progress and published by National Academies Press. This book was released on 1999-01-06 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the late 1960s, the National Assessment of Educational Progress (NAEP)--the nation's report card--has been the only continuing measure of student achievement in key subject areas. Increasingly, educators and policymakers have expected NAEP to serve as a lever for education reform and many other purposes beyond its original role. Grading the Nation's Report Card examines ways NAEP can be strengthened to provide more informative portrayals of student achievement and the school and system factors that influence it. The committee offers specific recommendations and strategies for improving NAEP's effectiveness and utility, including: Linking achievement data to other education indicators. Streamlining data collection and other aspects of its design. Including students with disabilities and English-language learners. Revamping the process by which achievement levels are set. The book explores how to improve NAEP framework documents--which identify knowledge and skills to be assessed--with a clearer eye toward the inferences that will be drawn from the results. What should the nation expect from NAEP? What should NAEP do to meet these expectations? This book provides a blueprint for a new paradigm, important to education policymakers, professors, and students, as well as school administrators and teachers, and education advocates.
Download or read book Improving Student Achievement written by David W. Grissmer and published by Rand Corporation. This book was released on 2000-07-19 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why do students have different achievement levels across states? Is math achievement improving across states? Differences in average achievement levels across states are mainly traceable to differing family characteristics. However, students from similar families also score differently across states. These differences are related to differences in resource levels and in how resources are spent. States with high spending per pupil, lower pupil-teacher ratios, higher participation in public prekindergarten and higher reported teacher resources have higher achievement. Disadvantaged children are the most sensitive to low resource, and additional resources could substantially their scores. Between-state, rather than within-state, differences in resources appear to be the main reason for inequitable resource levels for students of lower socioeconomic status. The conclusion is that significant math gains are occurring across most states that cannot be traced to resource changes, that the rate of gain varies significantly by state, and that reform efforts are the likely cause of these gains. The results certainly challenge the traditional view of public education as unreformable.
Download or read book National Assessment of Educational Progress written by and published by . This book was released on 1999 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Nation s Report Card U S History 2010 written by Samantha Burg and published by DIANE Publishing. This book was released on 2011 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book U S History Framework For The 1994 And 2001 National Assessment Of Educational Progress NAEP U S History Consensus Project ED444928 U S Department Of Education written by United States. Office of Educational Research and Improvement and published by . This book was released on 2001* with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research Report written by Madeline Goodman and published by Department of Education Office of Educational. This book was released on 1998 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report documents the National Assessment of Educational Progress (NAEP) special pilot study of group assessment. In 1994, NAEP administered U.S. History projects to a limited number of students. The purpose of this study was to investigate the feasibility of group assessment, and to gain practical experience in the design, development, administration, and scoring of such instruments. The report first describes the development and conduct of the study. It then discusses practical lessons learned, and makes recommendations regarding the future assessment of groups. Appendices include the testing instruments, scoring guides, and examples of student work. (Author)
Download or read book The Nation s Report Card written by and published by . This book was released on 2004 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Nation s Report Card TM written by National Center for Education Statistics (ED) and published by . This book was released on 2011 with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2010 National Assessment of Educational Progress (NAEP) U.S. history assessment measures how well fourth-, eighth-, and twelfth-graders are learning American history, and whether they can evaluate historical evidence and understand change and continuity over time. Comparing the results from the 2010 assessment to results from previous years shows how students' knowledge and skills in U.S. history at these grade levels have progressed over time. For the 2010 National Assessment of Educational Progress (NAEP) in U.S. history, students responded to questions designed to measure their knowledge of American history in the context of democracy, culture, technological and economic changes, and America's changing world role. Nationally representative samples of more than 7,000 fourth-graders, 11,000 eighth-graders, and 12,000 twelfth-graders participated. The average U.S. history score for the nation's fourth-graders did not change significantly since the last assessment in 2006; however, the score in 2010 was higher than in 1994. The score for students at the 10th percentile increased 22 points from 1994 to 2010. Gains from 1994 to 2010 for Black and Hispanic students contributed to the narrowing of the gaps between these groups and their White peers over this 16-year period. Results at grades 4, 8, and 12 are as follows. The average U.S. history score for the nation's eighth-graders was higher in 2010 than in previous assessment years. Gains from 2006 to 2010 for Black and Hispanic students contributed to the narrowing of the score gaps between these groups and their White peers. Increases were also seen since 2006 for students from both lower- and higher-income families. The average U.S. history score for the nation's twelfth-graders in 2010 was not significantly different from the score in 2006 but was higher than the score in 1994. Forty-five percent of twelfth-grade students performed at or above the Basic level in 2010, and there were no significant changes in the percentages of students at or above the Basic and Proficient levels or at the Advanced level in comparison to previous assessment years. (Contains 19 tables and 32 figures.).
Download or read book U S History Framework for the 1994 and 2001 National Assessment of Educational Progress written by and published by . This book was released on 2000 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book United States History Framework for the 1994 National Assessment of Educational Progress written by Government Printing Office Staff and published by . This book was released on 1996-12-01 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book U S History Framework for the 2010 National Assessment of Educational Progress written by and published by . This book was released on 2009 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:
