NAEP Trends in Academic Progress. Achievement of U.S. Students in Science, 1969 to 1992--Mathematics, 1973 to 1992--Reading, 1971 to 1992--Writing, 1984 to 1992. Report in Brief.

Autor/inn/en	Mullis, Ina V. S.; und weitere
Institution	National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ. Center for the Assessment of Educational Progress.
Titel	NAEP Trends in Academic Progress. Achievement of U.S. Students in Science, 1969 to 1992--Mathematics, 1973 to 1992--Reading, 1971 to 1992--Writing, 1984 to 1992. Report in Brief.
Quelle	(1994), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-16-045132-9
Schlagwörter	Academic Achievement; Achievement Gains; Educational Trends; Elementary Secondary Education; Mathematics Achievement; National Surveys; Private Schools; Public Schools; Reading Achievement; Science Achievement; Science Education; Trend Analysis; Writing Achievement; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Bildungsentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Private school; Privatschule; Public school; Öffentliche Schule; Leseleistung; Naturwissenschaftliche Bildung; Trendanalyse
Abstract	Since its inception in 1969, the National Assessment of Educational Progress (NAEP) has been regularly assessing the nation's students in public and private schools, serving as a barometer of educational attainment. This report in brief is excerpted from "NAEP 1992 Trends in Academic Progress," which presents trend data in science, mathematics, reading, and writing. Approximately 31,000 students were involved in NAEP's 1992 trend assessments. Student performance is characterized at five levels along the proficiency scales, and percentages of students reaching each level are presented. For reading and writing, results are also presented for individual tasks. In general, trends in science and mathematics show noteworthy improvements since 1983, while trends for reading show slow declines for the same period. Writing performance has been relatively stable for grades 11 and 4, with a recent improvement for grade 8 that awaits support in subsequent years. Eleven tables and four figures present trend data in brief form. (SLD)
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