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| Autor/inn/en | Williams, Paul L.; und weitere |
|---|---|
| Institution | National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ. Center for the Assessment of Educational Progress. |
| Titel | 1994 NAEP Reading: A First Look--Findings from the National Assessment of Educational Progress. |
| Quelle | (1995), (65 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 0-16-048016-7 |
| Schlagwörter | Comparative Analysis; Elementary Secondary Education; Grade 12; Grade 4; Grade 8; National Competency Tests; Racial Differences; Reading Achievement; Reading Research; Regional Characteristics; Sex Differences; Student Evaluation; Test Results; National Assessment of Educational Progress |
| Abstract | This report presents a first look at national and state-level findings of students' overall proficiency in the National Assessment of Educational Progress (NAEP) 1994 reading assessment for grades 4, 8, and 12 and provides comparisons with the performance of their 1992 counterparts. The first chapter introduces the report, discussing topics such as the NAEP, the national sample, the trial state assessment program, the proficiency scale, achievement levels, and cautions in interpretations. The second and third chapters present a first look at the average reading proficiency and the attainment of achievement levels by America's students, discussing average national reading proficiency and average reading proficiency by region and by major reporting subgroups (race/ethnicity, gender, parents' educational level, public and nonpublic schools, and cross-state proficiency findings). Major findings include: (1) the average reading proficiency of twelfth-grade students declined significantly from 1992 to 1994; (2) across all three grade levels, female students continued to display higher reading achievement than male students; (3) reading proficiency was higher on average for students whose parents had more education; and (4) students attending nonpublic schools displayed higher average reading proficiency than their counterparts attending public schools. Appendixes present national and state sample descriptions, reporting subgroup(s) definitions, comparisons among states based on average proficiency, cross-state proficiency and achievement level tabular summaries, and state contextual background factors. Contains 7 figures and 12 tables of data. (RS) |
| Anmerkungen | U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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