The Nation's Report Card Reading 2011 Trial Urban District Snapshot Report. Hillsborough County Public Schools. Grade 4, Public Schools PDF Download

Author: National Center for Education Statistics (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1

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Book Description
This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of fourth-grade students in Hillsborough County was 231. This was higher than the average score of 211 for public school students in large cities. The percentage of students in Hillsborough County who performed at or above the NAEP (National Assessment of Educational Progress) "Proficient" level was 44 percent in 2011. This percentage was greater than large cities (24 percent). The percentage of students in Hillsborough County who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was greater than large cities (55 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.].

Author: National Center for Education Statistics (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1

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Book Description
This one-page report presents overall results, achievement level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups (school race, gender, and eligibility for National School Lunch Program) in 2011, and score gaps for student groups. In 2011, the average score of eighth-grade students in Hillsborough County was 264. This was higher than the average score of 255 for public school students in large cities. The percentage of students in Hillsborough County who performed at or above the NAEP "Proficient" level was 32 percent in 2011. This percentage was greater than large cities (23 percent). The percentage of students in Hillsborough County who performed at or above the NAEP "Basic" level was 75 percent in 2011. This percentage was greater than large cities (65 percent). [For the main report, "The Nation's Report Card: Reading 2011. Trial Urban District Assessment Results at Grades 4 and 8. NCES 2012-455," see ED527171.].

Author: National Center for Education Statistics (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1

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Book Description
The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Hillsborough County was 228. This was higher than the average score of 212 for public school students in large cities. The average score for students in Hillsborough County in 2013 (228) was not significantly different from their average score in 2011 (231). The score gap between higher performing students in Hillsborough County (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 42 points in 2013. This performance gap was not significantly different from that in 2011 (43 points). The percentage of students in Hillsborough County who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (44 percent). The percentage of students in Hillsborough County who performed at or above the NAEP "Basic" level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (77 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.].

Author: National Center for Education Statistics (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1

View

Book Description
The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Hillsborough County was 267. This was higher than the average score of 258 for public school students in large cities. The average score for students in Hillsborough County in 2013 (267) was not significantly different from their average score in 2011 (264). The score gap between higher performing students in Hillsborough County (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 2011 (44 points). The percentage of students in Hillsborough County who performed at or above the NAEP "Proficient" level was 35 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent). The percentage of students in Hillsborough County who performed at or above the NAEP "Basic" level was 77 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.].

Author: National Center for Education Statistics (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1

View

Book Description
The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Hillsborough County was 243. This was higher than the average score of 235 for public school students in large cities. The average score for students in Hillsborough County in 2013 (243) was not significantly different from their average score in 2011 (243). The score gap between higher performing students in Hillsborough County (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was not significantly different from that in 2011 (37 points). The percentage of students in Hillsborough County who performed at or above the NAEP "Proficient" level was 43 percent in 2013. This percentage was not significantly different from that in 2011 (43 percent). The percentage of students in Hillsborough County who performed at or above the NAEP "Basic" level was 85 percent in 2013. This percentage was not significantly different from that in 2011 (86 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.].

Author: National Center for Education Statistics (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1

View

Book Description
The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Hillsborough County was 284. This was higher than the average score of 276 for public school students in large cities. The average score for students in Hillsborough County in 2013 (284) was not significantly different from their average score in 2011 (282). The score gap between higher performing students in Hillsborough County (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 2011 (49 points). The percentage of students in Hillsborough County who performed at or above the NAEP Proficient level was 34 percent in 2013. This percentage was not significantly different from that in 2011 (32 percent). The percentage of students in Hillsborough County who performed at or above the NAEP Basic level was 73 percent in 2013. This percentage was not significantly different from that in 2011 (72 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.].

Author: Thomas Kane
Publisher: John Wiley & Sons
ISBN: 1118837185
Category : Education
Languages : en
Pages : 604

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Book Description
WHAT IS EFFECTIVE TEACHING? It’s not enough to say “I know it when I see it” – not when we’re expecting so much more from students and teachers than in the past. To help teachers achieve greater success with their students we need new and better ways to identify and develop effective teaching. The Measures of Effective Teaching (MET) project represents a groundbreaking effort to find out what works in the classroom. With funding by the Bill & Melinda Gates Foundation, the MET project brought together leading academics, education groups, and 3,000 teachers to study teaching and learning from every angle. Its reports on student surveys, observations, and other measures have shaped policy and practice at multiple levels. This book shares the latest lessons from the MET project. With 15 original studies, some of the field’s most preeminent experts tap the MET project’s unprecedented collection of data to offer new insights on evaluation methods and the current state of teaching in our schools. As feedback and evaluation methods evolve rapidly across the country, Designing Teacher Evaluation Systems is a must read and timely resource for those working on this critical task. PRAISE FOR DESIGNING TEACHER EVALUATION SYSTEMS “This book brings together an all-star team to provide true data-driven, policy-relevant guidance for improving teaching and learning. From student achievement to student perceptions, from teacher knowledge to teacher practices, the authors address key issues surrounding the elements of a comprehensive teacher evaluation and improvement system. Highly recommended for anyone seriously interested in reform.” —PETE GOLDSCHMIDT, Assistant Secretary, New Mexico Public Education Department “This book is an invaluable resource for district and state leaders who are looking to develop growth and performance systems that capture the complexity of teaching and provide educators with the feedback needed to develop in their profession.” —TOM BOASBERG, Superintendent, Denver Public Schools “A rare example of practical questions driving top quality research and a must read for anyone interested in improving the quality of teaching.” —ROBERT C. GRANGER, Former President (Ret.), The William T. Grant Foundation “This will be the ‘go to’ source in years to come for those involved in rethinking how teachers will be evaluated and how evaluation can and should be used to increase teacher effectiveness. The superb panel of contributors to this book presents work that is incisive, informative, and accessible, providing a real service to the national efforts around teacher evaluation reform.” —JOHN H. TYLER, Professor of Education, Brown University

Author: John Bailey
Publisher: Digital Learning Now!
ISBN:
Category : Education
Languages : en
Pages : 270

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Book Description
Our nation’s schools stand at an important “inflection point” in the history of education. Taken together, the implementation of common college and career standards, the shift to next generation assessments, the availability of affordable devices, and the growing number of high-quality digital instructional tools create an unprecedented opportunity to fundamentally shift the education system to personalize learning around the individual needs of every student. Digital Learning Now! (DLN), a national initiative under the Foundation for Excellence in Education (ExcelinEd), in association with Getting Smart, brings “Navigating the Digital Shift: Implementation Strategies for Blended and Online Learning” to readers interested in exploring the implementation challenges at the intersection of these shifts. Co-authored by John Bailey, Carri Schneider, and Tom Vander Ark, “Navigating the Digital Shift” offers updated versions of the eight papers originally released in the “DLN Smart Series” including contributions from 11 additional co-authors representing leading organizations such as Public Impact, the International Association for K-12 Online Learning (iNACOL) and The Learning Accelerator. Topics include: blended learning implementation, teaching conditions and careers, competency-based learning, student data, online learning myths, and student-based funding. Jeb Bush, Governor of Florida from 1999-2007 and Chairman of ExcelinEd, contends that the book “provides policymakers and education leaders the tools they need to use digital learning as a catalyst for improved student achievement.” AASA 2013 Superintendent of the Year Dr. Mark Edwards believes the collection “provides meaningful, practical, and poignant advice as well as commentary regarding the move to college and career ready standards associated with the shift to personal online learning and digital resources.” Rhode Island’s Commissioner of Elementary and Secondary Education Deborah Gist describes the book as an “invaluable resource that will help educators re-imagine what our schools can look like and what our students can accomplish.”

Author:
Publisher:
ISBN: 9780882103532
Category : Administration scolaire - États-Unis
Languages : en
Pages : 219

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Book Description

Author: Anthony J. Shinkfield
Publisher: Springer Science & Business Media
ISBN: 9400917961
Category : Education
Languages : en
Pages : 406

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Book Description
Teacher Evaluation: Guide to Professional Practice is organized around four dominant, interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. The book draws heavily on research and development conducted by the Federally funded national Center for Research on Educational Accountability and Teacher Evaluation (CREATE). The reader will come to grasp the essence of sound teacher evaluation and will be able to apply its principles, facts, ideas, processes, and procedures. Finally, the book invites and assists school professionals and other readers to examine the latest developments in teacher evaluation.