Reading and Mathematics Achievement in Public and Private Schools: Is There a Difference?

Institution	Education Commission of the States, Denver, CO. National Assessment of Educational Progress.
Titel	Reading and Mathematics Achievement in Public and Private Schools: Is There a Difference?
Quelle	(1981), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Comparative Analysis; Educational Assessment; Elementary Secondary Education; Mathematics; Private Schools; Public Schools; Reading Achievement; Socioeconomic Influences; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Education; assessment; Bewertungssystem; Mathematik; Private school; Privatschule; Public school; Öffentliche Schule; Leseleistung; Sozioökonomischer Faktor
Abstract	The performance of 9, 13, and 17 year old public and private school students, in reading and mathematics, was compared by analyzing data collected during the National Assessment of Educational Progress 1977-78 mathematics and 1979-80 reading assessments. Although results were averaged for the national population, separate data is available not only for the types of schools, but for region, race, sex, size and type of community. Mean national performance percentages indicate significant differences in favor of private schools in both reading and mathematics. After adjustment for the fact that schools serve unequal proportions of students from different socioeconomic background (by equating student populations for public and private schools), mean scores on the entire reading assessment differed three percentage points at age 9 and 13, and four points at 17 in favor of private schools. Differences in mathematics scores were statistically insignificant. It appears that on a national level: private schools perform better than public schools in reading and mathematics; the advantage may vary in different regions and for different student groups; and a significant portion of the advantage is accounted for by the different socioeconomic make-up of students attending private schools. Primary type of information provided by report: Results (Special Analyses). (Author/AEF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC