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Author: National Center for Education Statistics (ED) Publisher: ISBN: Category : Languages : en Pages : 1
Book Description
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Washington was 267. This was higher than the average score of 262 for public school students in the nation. The average score for students in Washington in 2009 (267) was not significantly different from their average score in 2007 (265) and was not significantly different from their average score in 1998 (264). In 2009, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1998 (43 points). The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 36 percent in 2009. This percentage was not significantly different from that in 2007 (34 percent) and was not significantly different from that in 1998 (32 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 78 percent in 2009. This percentage was not significantly different from that in 2007 (77 percent) and was not significantly different from that in 1998 (76 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.].
Author: National Center for Education Statistics (ED) Publisher: ISBN: Category : Languages : en Pages : 1
Book Description
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Washington was 267. This was higher than the average score of 262 for public school students in the nation. The average score for students in Washington in 2009 (267) was not significantly different from their average score in 2007 (265) and was not significantly different from their average score in 1998 (264). In 2009, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1998 (43 points). The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 36 percent in 2009. This percentage was not significantly different from that in 2007 (34 percent) and was not significantly different from that in 1998 (32 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 78 percent in 2009. This percentage was not significantly different from that in 2007 (77 percent) and was not significantly different from that in 1998 (76 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.].
Author: National Center for Education Statistics (ED) Publisher: ISBN: Category : Languages : en Pages : 1
Book Description
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Washington was 221. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Washington in 2009 (221) was not significantly different from their average score in 2007 (224) and was higher than their average score in 1994 (213). In 2009, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1994 (50 points). The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 33 percent in 2009. This percentage was not significantly different from that in 2007 (36 percent) and was greater than that in 1994 (27 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 68 percent in 2009. This percentage was not significantly different from that in 2007 (70 percent) and was greater than that in 1994 (59 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.].
Author: National Center for Education Statistics (ED) Publisher: ISBN: Category : Languages : en Pages : 1
Book Description
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Washington was 268. This was higher than the average score of 264 for public school students in the nation. The average score for students in Washington in 2011 (268) was not significantly different from their average score in 2009 (267) and was higher than their average score in 1998 (264). In 2011, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1998 (43 points). The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 37 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent) and was greater than that in 1998 (32 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was not significantly different from that in 1998 (76 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.].
Author: National Center for Education Statistics (ED) Publisher: ISBN: Category : Languages : en Pages : 1
Book Description
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of fourth-grade students in Washington was 221. This was not significantly different from the average score of 220 for public school students in the nation. The average score for students in Washington in 2011 (221) was not significantly different from their average score in 2009 (221) and was higher than their average score in 1994 (213). In 2011, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1994 (50 points). The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was greater than that in 1994 (27 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 67 percent in 2011. This percentage was not significantly different from that in 2009 (68 percent) and was greater than that in 1994 (59 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.].
Author: National Research Council Publisher: National Academies Press ISBN: 0309373832 Category : Education Languages : en Pages : 249
Book Description
An Evaluation of the Public Schools of the District of Columbia is a comprehensive five-year summative evaluation report for Phase Two of an initiative to evaluate the District of Columbia's public schools. Consistent with the recommendations in the 2011 report A Plan for Evaluating the District of Columbia's Public Schools, this new report describes changes in the public schools during the period from 2009 to 2013. An Evaluation of the Public Schools of the District of Columbia examines business practices, human resources operations and human capital strategies, academic plans, and student achievement. This report identifies what is working well seven years after legislation was enacted to give control of public schools to the mayor of the District of Columbia and which areas need additional attention.
Author: David K. Cohen Publisher: Harvard University Press ISBN: 9780674053649 Category : Education Languages : en Pages : 344
Book Description
American schools have always been locally created and controlled. But ever since the Title I program in 1965 appropriated nearly one billion dollars for public schools, federal money and programs have been influencing every school in America. What has been accomplished in this extraordinary assertion of federal influence? What hasn't? Why not? With incisive clarity and wit, David Cohen and Susan Moffitt argue that enormous gaps existed between policies and programs, and the real-world practices that they attempted to change. Learning and teaching are complicated and mysterious. So the means to achieve admirable goals are uncertain, and difficult to develop and sustain, particularly when teachers get little help to cope with the blizzard of new programs, new slogans, new tests, and new rules. Ironically, as the authors observe, the least experienced and least well-trained teachers are often in the most needy schools, so federal support is compromised by the inequality it is intended to ameliorate. If new policies and programs don't include means to create the capability they require, they cannot succeed. We don't know what we need to enable states, school systems, schools, teachers, and students to use the resources that programs offer. The trouble with standards-based reform is that standards and tests still don't teach you how to teach.
Author: Education Department Publisher: ISBN: 9781636710129 Category : Languages : en Pages : 346
Book Description
The Condition of Education 2020 summarizes important developments and trends in education using the latest available data. The report presentsnumerous indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.
Author: Education Department Publisher: Bernan Press ISBN: 9781641433877 Category : Education Languages : en Pages : 345
Book Description
The Condition of Education 2018 summarizes important developments and trends in education using the latest available data. The report presents 47 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.
Author: National Center for Education Statistics (ED)
Author: National Center for Education Statistics (ED)
Author: National Center for Education Statistics (ED)
Author: National Center for Education Statistics (ED)
Author: National Center for Education Statistics (ED)
Author: National Research Council
Author: David K. Cohen
Author: 
Author: 
Author: Education Department
Author: Education Department