Literaturnachweis - Detailanzeige
| Institution | National Association for Gifted Children |
|---|---|
| Titel | Accountability for Gifted and Talented Student Learning. Position Statement |
| Quelle | (2014), (2 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academically Gifted; Accountability; Academic Achievement; Socioeconomic Status; Racial Differences; Ethnicity; Evaluation Methods; Student Evaluation |
| Abstract | Nationally, results on the National Assessment of Educational Progress (NAEP; NCES, 2013) exams in mathematics and reading indicate no significant improvement over time in the percentage of students scoring at advanced levels in any age group. While progress is being made in raising the achievement of students in the lowest 10%, the achievement of students in the top 10% is languishing. Large gaps persist at the advanced level of achievement on NAEP and on state assessments between socio-economic and racial subgroups. The National Association for Gifted Children (NAGC) promotes accountability systems that support the adequate measurement and reporting of the learning growth of gifted learners from all socioeconomic, racial, and ethnic backgrounds. These accountability systems must include assessments that measure above-grade level achievement equitably and accurately, which can be used to better match curriculum and instruction to gifted students' needs, design programs and services, and inform professional development for educational personnel. (ERIC). |
| Anmerkungen | National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: nagc@nagc.org; Web site: http://www.nagc.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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