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Author: Paul L. Williams Publisher: DIANE Publishing ISBN: 078812448X Category : Languages : en Pages : 70
Book Description
Assesses and reports the educational progress of students at grades 4, 8 and 12. National results are provided that describe students' reading achievement at each grade and within various subgroups (race/ethnicity, gender, parents' education level, public and nonpublic schools, and cross-state proficiency findings) of the general population. In addition, results are reported for individual states that choose to participate. This assessment includes a state-by-state component at Grade 4, as well as the national component at all 3 grades. Charts and tables.
Author: Paul L. Williams Publisher: DIANE Publishing ISBN: 078812448X Category : Languages : en Pages : 70
Book Description
Assesses and reports the educational progress of students at grades 4, 8 and 12. National results are provided that describe students' reading achievement at each grade and within various subgroups (race/ethnicity, gender, parents' education level, public and nonpublic schools, and cross-state proficiency findings) of the general population. In addition, results are reported for individual states that choose to participate. This assessment includes a state-by-state component at Grade 4, as well as the national component at all 3 grades. Charts and tables.
Author: Paul L. Williams Publisher: ISBN: Category : Government publications Languages : en Pages : 72
Book Description
This report presents a first look at national and state-level findings of students' overall proficiency in the National Assessment of Educational Progress (NAEP) 1994 reading assessment for grades 4, 8, and 12 and provides comparisons with the performance of their 1992 counterparts. The first chapter introduces the report, discussing topics such as the NAEP, the national sample, the trial state assessment program, the proficiency scale, achievement levels, and cautions in interpretations. The second and third chapters present a first look at the average reading proficiency and the attainment of achievement levels by America's students, discussing average national reading proficiency and average reading proficiency by region and by major reporting subgroups (race/ethnicity, gender, parents' educational level, public and nonpublic schools, and cross-state proficiency findings). Major findings include: (1) the average reading proficiency of twelfth-grade students declined significantly from 1992 to 1994; (2) across all three grade levels, female students continued to display higher reading achievement than male students; (3) reading proficiency was higher on average for students whose parents had more education; and (4) students attending nonpublic schools displayed higher average reading proficiency than their counterparts attending public schools. Appendixes present national and state sample descriptions, reporting subgroup(s) definitions, comparisons among states based on average proficiency, cross-state proficiency and achievement level tabular summaries, and state contextual background factors. Contains 7 figures and 12 tables of data. (RS)
Author: Jay R. Campbell Publisher: DIANE Publishing ISBN: 1428989862 Category : Reading (Elementary) Languages : en Pages : 199
Book Description
This report describes students' reading achievements at grades 4, 8, and 12 and within various subgroups of the general population. State-level results are presented for individual states that chose to participate in the 1994 Trial State Assessment. Chapter 1 presents an overview of the 1994 NAEP reading assessment and sample questions and responses. Chapter 2 provides overall average proficiency results for the nation, regions, subgroups of students, and jurisdictions participating in the Trial State Assessment. Chapter 3 describes students' reading performance in terms of achievement levels. Chapter 4 focuses on cross-state comparisons of proficiency results from the state-by-state assessment at grade 4. Chapter 5 describes contextual factors related to students' reading achievement. Chapter 6 describes specific abilities demonstrated by students in the NAEP reading assessment and reports student performance when reading for different purposes. The "most striking" finding from the 1994 assessment is that the average reading proficiency of 12th-grade students declined significantly from 1992 to 1994. Other major findings include: (1) the decline in average proficiency among 12th-graders between 1992 and 1994 was concentrated among lower performing students; (2) reading proficiency at all three grade levels was higher on average for students whose parents had more education; (3) at all three grade levels, female students had higher average reading proficiencies than male students; and (4) students who reported having a greater array of literacy materials in their homes displayed higher average reading achievement. Contains 38 tables and 23 figures of data. Appendixes provide an overview of procedures used in the 1994 assessment and describe students' reading performance; cross-state proficiency and achievement level results; and sample texts and questions. (RS)
Author: Karen E. Miller Publisher: Department of Education ISBN: Category : Education Languages : en Pages : 176
Book Description
Intended as a companion document to the "NAEP 1994 Reading Report Card for the Nation and States" and the "NAEP 1994 Reading State Report," this compendium presents fourth-grade cross-state results of the National Assessment in Educational Process (NAEP) 1994 Trial State Assessment in reading--no interpretations of the data are made. Chapter 1 presents the results for the nation; results for each of the four regions; and each of the participating jurisdictions in the context of the overall average reading proficiency, reading proficiency by the two purposes of reading, and the NAEP reading achievement levels. Chapter 2 presents similar information for selected subpopulations: race/ethnicity, gender, type of location, parents' education level, Title 1 participation, and type of school. School and classroom characteristics and methods of reading instruction are examined in chapters 3 and 4. Chapter 5 contains teachers' reports on their professional development; chapter 6 deals with students' reports of their independent reading behaviors. Contains 65 tables of data. Appendixes provide a summary of participation rates, reporting subgroup(s) definitions, advice on drawing inferences from the results, and revisions to the 1992 and 1994 findings. (RS)
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1994, TSA was expanded to include non-public school students. The 1994 reading assessment considered students' proficiency in situations that involved reading different kinds of materials for different purposes. The fourth-grade assessment measured two global purposes for reading--reading for literary experience and reading to gain information. In Missouri, 2,670 students in 105 public schools and 372 students in 19 non-public schools were assessed. This report describes the reading proficiency of Missouri fourth-graders and compares their overall performance to students in the Central region of the United States and the nation (using data from the NAEP national assessments). The distribution of reading results and reading achievement level results are provided for subpopulations of students (race/ethnicity, type of location, parents, educational level, and gender). Reading proficiency and achievement of non-public school students are separately reported and compared to public school students. To provide a context for the assessment data, participating public school students, their reading teachers, and principals completed questionnaires which focused on: policies and practices related to reading (time for instructional activities and instructional resources for reading); delivery of reading instruction (instructional materials and activities, workbooks/ worksheets/writing, discussion and group activities, time to read, reading and use of libraries, assessing progress in reading); reading instructors (preparation, experience and professional development); students' home support for literacy (reading outside of school and in the home and hours of television watched per day). The average reading proficiency of public school students in Missouri on the NAEP reading scale was 217 compared to 212 nationwide. (SR).
Author: Publisher: ISBN: Category : Languages : en Pages :
Book Description
In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1994, TSA was expanded to include non-public school students. The 1994 reading assessment considered students' proficiency in situations that involved reading different kinds of materials for different purposes. The fourth-grade assessment measured two global purposes for reading--reading for literary experience and reading to gain information. In Louisiana, 2,713 students in 103 public schools and 457 students in 19 non-public schools were assessed. This report describes the reading proficiency of Louisiana fourth-graders and compares their overall performance to students in the Southeast region of the United States and the nation (using data from the NAEP national assessments). The distribution of reading results and reading achievement level results are provided for subpopulations of students (race/ethnicity, type of location, parents, educational level, and gender). Reading proficiency and achievement of non-public school students are separately reported and compared to public school students. To provide a context for the assessment data, participating public school students, their reading teachers, and principals completed questionnaires which focused on: policies and practices related to reading (time for instructional activities and instructional resources for reading); delivery of reading instruction (instructional materials and activities, workbooks/ worksheets/writing, discussion and group activities, time to read, reading and use of libraries, assessing progress in reading); reading instructors (preparation, experience and professional development); students' home support for literacy (reading outside of school and in the home and hours of television watched per day). The average reading proficiency of fourth-grade public school students in Louisiana on the NAEP reading scale was 197 compared to 212 nationwide. (SR).
Author: Paul L. Williams
Author: Paul L. Williams
Author: Paul L. Williams
Author: Jay R. Campbell
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Author: John Mazzeo
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Author: Karen E. Miller
Author: John Mazzeo
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