Stability and Instability in Academic Growth--A Compilation of Longitudinal Data. Final Report.

Autor/inn/en	Hilton, Thomas L.; und weitere
Institution	Educational Testing Service, Princeton, NJ.
Titel	Stability and Instability in Academic Growth--A Compilation of Longitudinal Data. Final Report.
Quelle	(1971), (394 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Records; Adolescents; Data Analysis; Educational Research; Educational Theories; Elementary Education; Longitudinal Studies; Models; Public Schools; Secondary Education; Statistical Data; Tables (Data); United States + Suchen Sie Ihr Suchwort? Schulleistung; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Auswertung; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Elementarunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Public school; Öffentliche Schule; Sekundarbereich; Tabelle; USA
Abstract	This volume constitutes the final report of Phase I of the Analysis of Student Growth and Its Implications for Educational Policy, an investigation undertaken at the Educational Testing Service (ETS). The investigation was based on data from the Growth Study, a nationwide longitudinal study of academic growth. This first phase has been referred to as the Stability Study since its focus has been on describing the stability or instability of academic growth from Grade 5 to Grade 11 of a sample of U.S. public school students. The present descriptive findings are viewed as a critical first step in the building of a theoretical model of the structure of academic achievement and the way in which this structure changes from the elementary school years to the secondary school years. The findings are presented in the interest of such theory development and for the purposes of educational researchers and practitioners faced with the need for reliable data on the academic growth of a large sample of U.S. adolescents. (Author/CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC