Author: Deborah Sherman SedlacekPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 144
Book Description
National Assessment of Educational Progress, 1985-86
Author: Deborah Sherman SedlacekPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 144
Book Description
National Assessment of Educational Progress, 1985-86
Author: D. S. SedlacekPublisher:
ISBN: 9780160264092
Category :
Languages : en
Pages : 134
Book Description
National Assessment of Educational Progress
Author: National Assessment of Educational Progress, 1985-86
Author: Ching C. YuPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 28
Book Description
National Assessment of Educational Progress
Author: National Assessment of Educational Progress
Author: School Effects on Educational Achievement in Mathematics and Science, 1985-86
Author: Carolyn L. ArnoldPublisher: Department of Education Office of Educational
ISBN:
Category : Education
Languages : en
Pages : 132
Book Description
This report examines the effects of both student and school characteristics on mathematics and science achievement levels in the third, seventh, and eleventh grades using data from the 1985-86 National Assessment of Educational Progress (NAEP). Analyses feature hierarchical linear models (HLM), a regression-like statistical technique that addresses the problem of students nested within schools by directly modeling within- and between-schools variation in achievement. Additionally, HLM allows examination of the impact of school characteristics on the relationship between student characteristics and achievement within schools. Following an executive summary, this report contains: (1) an introduction including information on the background and purpose of the study, a description of data sources and variables used in the analyses, and an outline of the methodological approach utilized; (2) a summary of the effects of school characteristics on mathematics achievement for each of the three grades with respect to the within-school model and the five between-school models; (3) a summary of the effects of school characteristics on science achievement for each of the three grades with respect to the within-school model and the five between-school models, enlarged with a comparison of mathematics and science results; (4) an extensive discussion of the findings in relation to methodological goals, grade level differences, school size, disassociation of socio-economic influences from race-ethnicity, tracking, gender differences, and teacher characteristics; and (5) appendices that include technical notes for the variables and the HLM methodology, descriptive statistics for selected characteristics, and supporting tables for the HLM results. In general, the school characteristics examined in the analyses provided better explanations for average achievement between schools than they did for the effects of gender, race-ethnicity, and socioeconomic status on achievement. (JJK)
National Assessment of Educational Progress, 1985-86
Author: Science Objectives for 1985-86 Assessment
Author: National Assessment of Educational ProgressPublisher:
ISBN:
Category : Science
Languages : en
Pages : 0
Book Description
Science Objectives, 1985-86 Assessment
Author: Publisher:
ISBN: 9780886850401
Category : Science
Languages : en
Pages : 40
Book Description
In 1985-86, the National Assessment of Educational Progress (NAEP) will undertake the fifth national assessment of science knowledge, skills, and attitudes in 9-, 13-, and 17-year old Americans. The science objectives have been developed and reviewed by committees of scientists and educators. The objectives presented in this document are grouped into three categories: (1) content--life sciences; physics; chemistry; earth and space sciences; history of science; and nature of science; (2) context--scientific; personal; societal; and technological; (3) cognition--knowledge; application; and integration; and (4) attitudes--toward science classes; career and educational objectives; socioscientific responsibility; science as a personal tool; value of science; societal issues; and experiences in science. A number of topics are presented with an indication of their appropriateness for testing students aged 9, 13, or 17. Ten sample questions are also appended. (GDC)