The National Assessment of Educational Progress in Civics. ERIC Digest.

Autor/in	Patrick, John J.
Institution	ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN.
Titel	The National Assessment of Educational Progress in Civics. ERIC Digest.
Quelle	(2000), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Citizenship Education; Civics; Elementary Secondary Education; Grade 12; Grade 4; Grade 8; National Competency Tests; Norm Referenced Tests; Social Studies; Standardized Tests; Student Evaluation; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Staatsbürgerkunde; School year 12; 12. Schuljahr; Schuljahr 12; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Gemeinschaftskunde; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung
Abstract	This Digest describes the development of the 1998 National Assessment of Educational Progress for civics, and the results from that examination of civic knowledge and intellectual skills of students in grades four, eight, and twelve. The assessment format utilized multiple-choice and constructed-response questions. Results were reported by the achievement levels of basic (46% of students at grade four, 48% of students at grade eight, and 39% of students at grade twelve), proficient (21% of students at grade four, 21% of students at grade eight, and 22% of students at grade twelve), and advanced (2% of students at grade four, 2% of students at grade eight, and 4% at grade twelve). NAEP Civics performances also revealed that: (1) at all grades students identified as white or Asian/Pacific Islander tended to have higher test scores than those identified as black or Hispanic; (2) the higher the level of formal education students' parents had attained, the better the students performed on this assessment; (3) students in nonpublic schools tended to score higher than students in public schools, with those in Catholic schools reaching even higher levels of achievement; and (4) students who qualified for the federally funded free or reduced-price school lunch program tended to score lower than students not eligible for this program. (LB)
Anmerkungen	ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://www.indiana.edu/~ssde/eric_chess.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC