The Performance of High Ability Students in the United States on National and International Tests.

Autor/in	Callahan, Carolyn M.
Titel	The Performance of High Ability Students in the United States on National and International Tests.
Quelle	(1994), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; College Entrance Examinations; Comparative Education; Degrees (Academic); Educational Assessment; Educational Objectives; Educational Trends; Elementary Secondary Education; Excellence in Education; Gifted; Higher Education; Mathematics; Outcomes of Education; Sciences; Talent; Trend Analysis; Underachievement; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Aufnahmeprüfung; Vergleichende Erziehungswissenschaft; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Bildungsentwicklung; Lernerfolg; Begabter, Hoch Begabter; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematik; Lernleistung; Schulerfolg; Science; Wissenschaft; Begabung; Hochbegabung; Trendanalyse; Performance deficiency; Leistungsschwäche
Abstract	This paper, commissioned for the development of the national report, "National Excellence: A Case for Developing America's Talent," presents data which suggest that America's top students do poorly in comparison with top students in comparable nations and that few strides have been made in significantly improving American students' performance. Specific sections of the paper address: (1) data on trends in achievement of this population; (2) trends in performance on college entrance examinations; (3) short-term measures in mathematics and science and long-term trends in the pursuit of advanced degrees and productivity; (4) the National Assessment of Educational Progress (NAEP); (5) limitations of the NAEP for evaluating high ability students; (6) international comparisons; (7) studies of the International Association for the Evaluation of Education Achievement (IEA); (8) other studies supporting the IEA studies in mathematics; and (9) school-related factors which may influence the achievement of highly able American students. The author urges that current trends must be reversed if the United States is to meet the National Education Goals set for the year 2000. An appendix provides definitions of high achievement on the NAEP scales in reading, mathematics, science, and history. Contains 35 references. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC