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Author: National Center for Education Statistics (ED) Publisher: ISBN: Category : Languages : en Pages : 1
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 Atlanta was 255. This was lower than the average score of 258 for public school students in large cities. The average score for students in Atlanta in 2013 (255) was not significantly different from their average score in 2011 (253) and was higher than their average score in 2002 (236). The score gap between higher performing students in Atlanta (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 2002 (45 points). The percentage of students in Atlanta who performed at or above the NAEP "Proficient" level was 22 percent in 2013. This percentage was greater than that in 2011 (17 percent) and in 2002 (8 percent). The percentage of students in Atlanta who performed at or above the NAEP "Basic" level was 63 percent in 2013. This percentage was not significantly different from that in 2011 (63 percent) and was greater than that in 2002 (42 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
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 Atlanta was 255. This was lower than the average score of 258 for public school students in large cities. The average score for students in Atlanta in 2013 (255) was not significantly different from their average score in 2011 (253) and was higher than their average score in 2002 (236). The score gap between higher performing students in Atlanta (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 2002 (45 points). The percentage of students in Atlanta who performed at or above the NAEP "Proficient" level was 22 percent in 2013. This percentage was greater than that in 2011 (17 percent) and in 2002 (8 percent). The percentage of students in Atlanta who performed at or above the NAEP "Basic" level was 63 percent in 2013. This percentage was not significantly different from that in 2011 (63 percent) and was greater than that in 2002 (42 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
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 Atlanta was 214. This was not significantly different from the average score of 212 for public school students in large cities. The average score for students in Atlanta in 2013 (214) was not significantly different from their average score in 2011 (212) and was higher than their average score in 2002 (195). The score gap between higher performing students in Atlanta (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 52 points in 2013. This performance gap was not significantly different from that in 2002 (48 points). The percentage of students in Atlanta who performed at or above the NAEP "Proficient" level was 27 percent in 2013. This percentage was not significantly different from that in 2011 (24 percent) and was greater than that in 2002 (12 percent). The percentage of students in Atlanta who performed at or above the NAEP "Basic" level was 57 percent in 2013. This percentage was not significantly different from that in 2011 (54 percent) and was greater than that in 2002 (35 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
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 Atlanta was 267. This was lower than the average score of 276 for public school students in large cities. The average score for students in Atlanta in 2013 (267) was not significantly different from their average score in 2011 (266) and was higher than their average score in 2003 (244). The score gap between higher performing students in Atlanta (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 2003 (47 points). The percentage of students in Atlanta who performed at or above the NAEP Proficient level was 17 percent in 2013. This percentage was not significantly different from that in 2011 (16 percent) and was greater than that in 2003 (6 percent). The percentage of students in Atlanta who performed at or above the NAEP Basic level was 54 percent in 2013. This percentage was not significantly different from that in 2011 (54 percent) and was greater than that in 2003 (30 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
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 Atlanta was 233. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in Atlanta in 2013 (233) was higher than their average score in 2011 (228) and in 2003 (216). The score gap between higher performing students in Atlanta (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was wider than that in 2003 (39 points). The percentage of students in Atlanta who performed at or above the NAEP "Proficient" level was 31 percent in 2013. This percentage was greater than that in 2011 (25 percent) and in 2003 (13 percent). The percentage of students in Atlanta who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was greater than that in 2011 (66 percent) and in 2003 (50 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.].
Author: David Whitman Publisher: ISBN: Category : Academic achievement Languages : en Pages : 390
Book Description
This book tells the story of six secondary schools that have succeeded in eliminating or dramatically shrinking the achievement gap between whites and disadvantaged black and Hispanic students. It recounts the stories of the University Park Campus School (UPCS) in Worcester, the American Indian Public Charter School in Oakland, Amistad Academy in New Haven, the Cristo Rey Jesuit High School in Chicago, the KIPP Academy in the Bronx, and the SEED school in Washington, D.C.
Author: Gene Bottoms Publisher: ASCD ISBN: 1416630880 Category : Education Languages : en Pages : 233
Book Description
How do some high schools produce graduates that consistently achieve at high levels? Would you believe there's a set of proven strategies that could help you deliver similar impressive results and better prepare students for the world after high school? High schools in the United States face a startling reality: many graduates are unprepared for success in postsecondary studies or for high-demand, well-paying jobs in a rapidly changing economy. Although this situation is alarming, the high schools that have embraced new ways of learning show us what is possible. Drawing from his experience with the High Schools That Work initiative, Gene Bottoms offers educators a path forward by urging them to pursue bold goals and outlining bold actions for achieving those goals. His vision is clear: replace the traditional model of secondary education with one that engages students in a rigorous curriculum that combines a solid academic core with intellectually demanding career pathway courses. The notion that nearly all students can achieve at high levels is borne out by numerous examples of high schools—including those with traditionally underperforming student populations—that have used key strategies to help all students realize their potential. Bottoms explains the root causes of the current shortcomings in high school education and then specifies critical components of successful transformation: * Shared leadership; * Powerful assignments—especially in math, literacy, and career/technical education—planned and executed by academic and career pathway teachers working together; * Strengthened connections between middle school and high school; * A redesigned senior year; and * Comprehensive counseling and advisory programs. Provocative and persuasive in its sense of urgency, Tomorrow's High School offers proven and practical solutions to finally make high schools a rich and rewarding experience for all students, whatever their future college and career goals may be. This book is a copublication of ASCD and SREB. It includes access to nine downloadable appendixes.
Author: Committee on Physical Activity and Physical Education in the School Environment Publisher: National Academies Press ISBN: 0309283140 Category : Medical Languages : en Pages : 503
Book Description
Physical inactivity is a key determinant of health across the lifespan. A lack of activity increases the risk of heart disease, colon and breast cancer, diabetes mellitus, hypertension, osteoporosis, anxiety and depression and others diseases. Emerging literature has suggested that in terms of mortality, the global population health burden of physical inactivity approaches that of cigarette smoking. The prevalence and substantial disease risk associated with physical inactivity has been described as a pandemic. The prevalence, health impact, and evidence of changeability all have resulted in calls for action to increase physical activity across the lifespan. In response to the need to find ways to make physical activity a health priority for youth, the Institute of Medicine's Committee on Physical Activity and Physical Education in the School Environment was formed. Its purpose was to review the current status of physical activity and physical education in the school environment, including before, during, and after school, and examine the influences of physical activity and physical education on the short and long term physical, cognitive and brain, and psychosocial health and development of children and adolescents. Educating the Student Body makes recommendations about approaches for strengthening and improving programs and policies for physical activity and physical education in the school environment. This report lays out a set of guiding principles to guide its work on these tasks. These included: recognizing the benefits of instilling life-long physical activity habits in children; the value of using systems thinking in improving physical activity and physical education in the school environment; the recognition of current disparities in opportunities and the need to achieve equity in physical activity and physical education; the importance of considering all types of school environments; the need to take into consideration the diversity of students as recommendations are developed. This report will be of interest to local and national policymakers, school officials, teachers, and the education community, researchers, professional organizations, and parents interested in physical activity, physical education, and health for school-aged children and adolescents.
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: Sandwich Public Schools (Sandwich, Mass.)
Author: David Whitman
Author: Gene Bottoms
Author: Salem Public Schools (Salem, Mass.)
Author: Committee on Physical Activity and Physical Education in the School Environment
Author: Ellen L. Bassuk