The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Charlotte-Mecklenburg Schools. Grade 8, Public Schools PDF Download
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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 Charlotte was 266. This was higher than the average score of 258 for public school students in large cities. The average score for students in Charlotte in 2013 (266) was not significantly different from their average score in 2011 (265) and was higher than their average score in 2003 (262). The score gap between higher performing students in Charlotte (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 2003 (48 points). The percentage of students in Charlotte who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and was greater than that in 2003 (30 percent). The percentage of students in Charlotte who performed at or above the NAEP "Basic" level was 76 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent) and was greater than that in 2003 (71 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 Charlotte was 266. This was higher than the average score of 258 for public school students in large cities. The average score for students in Charlotte in 2013 (266) was not significantly different from their average score in 2011 (265) and was higher than their average score in 2003 (262). The score gap between higher performing students in Charlotte (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 2003 (48 points). The percentage of students in Charlotte who performed at or above the NAEP "Proficient" level was 36 percent in 2013. This percentage was not significantly different from that in 2011 (34 percent) and was greater than that in 2003 (30 percent). The percentage of students in Charlotte who performed at or above the NAEP "Basic" level was 76 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent) and was greater than that in 2003 (71 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 Charlotte was 226. This was higher than the average score of 212 for public school students in large cities. The average score for students in Charlotte in 2013 (226) was not significantly different from their average score in 2011 (224) and was higher than their average score in 2003 (219). The score gap between higher performing students in Charlotte (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 2003 (48 points). The percentage of students in Charlotte who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (36 percent) and was greater than that in 2003 (31 percent). The percentage of students in Charlotte who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was not significantly different from that in 2011 (70 percent) and was greater than that in 2003 (64 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 Charlotte was 289. This was higher than the average score of 276 for public school students in large cities. The average score for students in Charlotte in 2013 (289) was higher than their average score in 2011 (285) and in 2003 (279). The score gap between higher performing students in Charlotte (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 55 points in 2013. This performance gap was not significantly different from that in 2003 (55 points). The percentage of students in Charlotte who performed at or above the NAEP Proficient level was 40 percent in 2013. This percentage was not significantly different from that in 2011 (37 percent) and was greater than that in 2003 (32 percent). The percentage of students in Charlotte who performed at or above the NAEP Basic level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (72 percent) and was greater than that in 2003 (67 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 Charlotte was 247. This was higher than the average score of 235 for public school students in large cities. The average score for students in Charlotte in 2013 (247) was not significantly different from their average score in 2011 (247) and was higher than their average score in 2003 (242). The score gap between higher performing students in Charlotte (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 38 points in 2013. This performance gap was not significantly different from that in 2003 (38 points). The percentage of students in Charlotte who performed at or above the NAEP "Proficient" level was 50 percent in 2013. This percentage was not significantly different from that in 2011 (48 percent) and was greater than that in 2003 (41 percent). The percentage of students in Charlotte who performed at or above the NAEP "Basic" level was 87 percent in 2013. This percentage was not significantly different from that in 2011 (88 percent) and in 2003 (84 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.].
Author: Jeni Klugman Publisher: World Bank Publications ISBN: 1464803609 Category : Business & Economics Languages : en Pages : 239
Book Description
Despite recent advances in important aspects of the lives of girls and women, pervasive challenges remain. These challenges reflect widespread deprivations and constraints and include epidemic levels of gender-based violence and discriminatory laws and norms that prevent women from owning property, being educated, and making meaningful decisions about their own lives--such as whether and when to marry or have children. These often violate their most basic rights and are magnified and multiplied by poverty and lack of education. This groundbreaking book distills vast data and hundreds of studies to shed new light on deprivations and constraints facing the voice and agency of women and girls worldwide, and on the associated costs for individuals, families, communities, and global development. The volume presents major new findings about the patterns of constraints and overlapping deprivations and focuses on several areas key to women s empowerment: freedom from violence, sexual and reproductive health and rights, ownership of land and housing, and voice and collective action. It highlights promising reforms and interventions from around the world and lays out an urgent agenda for governments, civil society, development agencies, and other stakeholders, including a call for greater investment in data and knowledge to benchmark progress.
Author: Elena Bodrova Publisher: Taylor & Francis ISBN: 1040005438 Category : Education Languages : en Pages : 283
Book Description
Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
Author: Steven Waldman Publisher: DIANE Publishing ISBN: 1437987265 Category : Technology & Engineering Languages : en Pages : 478
Book Description
In 2009, a bipartisan Knight Commission found that while the broadband age is enabling an info. and commun. renaissance, local communities in particular are being unevenly served with critical info. about local issues. Soon after the Knight Commission delivered its findings, the FCC initiated a working group to identify crosscurrent and trend, and make recommendations on how the info. needs of communities can be met in a broadband world. This report by the FCC Working Group on the Info. Needs of Communities addresses the rapidly changing media landscape in a broadband age. Contents: Media Landscape; The Policy and Regulatory Landscape; Recommendations. Charts and tables. This is a print on demand report.
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: Jeni Klugman
Author: 
Author: Elena Bodrova
Author: Steven Waldman
Author: 
Author: John Rury