General Achievement Trends: Arizona

Literaturnachweis - Detailanzeige

Trefferliste

Institution	Center on Education Policy
Titel	General Achievement Trends: Arizona
Quelle	(2009), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Profiles; Educational Trends; Elementary School Students; Middle School Students; High School Students; Reading Achievement; Mathematics Achievement; Achievement Gains; Achievement Tests; Testing; Scores; Effect Size; Tables (Data); Educational Legislation; Federal Legislation; Mathematics Tests; Reading Tests; Scoring; Arizona + Suchen Sie Ihr Suchwort? Schulleistung; Charakterisierung; Profilanalyse; Bildungsentwicklung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Tabelle; Bildungsrecht; Schulgesetz; Bundesrecht; Lesetest; Bewertung
Abstract	This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels--basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels--basic, proficient, and advanced--for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. In general, Arizona students made gains at the basic and proficient achievement levels. Results were mixed at the advanced level. Specific results include: (1) Between 2005 and 2008, the percentage of students performing at the basic level and above in reading increased slightly at the elementary and high school levels and remained stable at the middle school level; in math, the percentage basic and above rose slightly at all three grade levels analyzed; (2) The percentage of students scoring at the proficient level and above in reading went up at a moderate-to-large rate at the elementary and middle school grades analyzed and increased slightly at the high school level; in math, the percentage proficient grew at a moderate-to-large rate at the elementary level, but remained relatively flat at the middle and high school levels; and (3) The percentage of students reaching the advanced level in reading rose slightly at the middle school grade analyzed but dropped slightly at the elementary and high school levels. In math, Arizona made moderate-to-large gains in the percentage scoring advanced at the elementary level but saw a moderate-to-large decrease at the high school level. (Contains 6 figures and 6 tables.) [For "State Test Score Trends through 2007-08, Part I: Is the Emphasis on 'Proficiency' Shortchanging Higher- and Lower-Achieving Students?," see ED506121. For "State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?," see ED506122.] (ERIC).
Anmerkungen	Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10