Executive Summary of the NAEP 1992 Reading Report Card for the Nation and the States. Data from the National and Trial State Assessments.

Autor/inn/en	Mullis, Ina V. S.; und weitere
Institution	National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ.
Titel	Executive Summary of the NAEP 1992 Reading Report Card for the Nation and the States. Data from the National and Trial State Assessments.
Quelle	(1993), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-16-041942-5
Schlagwörter	Educational Assessment; Elementary Secondary Education; Grade 12; Grade 4; Grade 8; Reading Ability; Reading Achievement; Reading Instruction; Reading Research; Sex Differences; Teacher Behavior; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; School year 12; 12. Schuljahr; Schuljahr 12; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Reading competence; Lesekompetenz; Leseleistung; Leseunterricht; Leseforschung; Sex difference; Geschlechtsunterschied; Teacher behaviour; Lehrerverhalten
Abstract	The National Assessment of Educational Progress' (NAEP) 1992 reading assessment was administered to nationally representative samples of fourth-, eighth-, and twelfth-grade students attending public and private schools, and to state representative public-school samples of fourth graders in 43 jurisdictions. Nearly 140,000 students were assessed in all. Data were summarized on the NAEP reading proficiency scale ranging from 0 to 500, and results were reported according to three achievement levels at each grade--basic, proficient, and advanced. Major findings were that: (1) 59% of the fourth graders, 69% of eighth graders, and 75% of twelfth graders reached the basic level or beyond; (2) 25%, 28%, and 37% of grades 4, 8, and 12 students met or exceeded the proficient level, respectively; (3) from 2% to 4% of students at any of the grade levels achieved the "advanced" performance level; (4) fourth graders within the basic level generally understood simple narratives; (5) eighth graders reading within the basic level demonstrated literal understanding of passages; (6) twelfth graders within the basic level were able to interpret aspects of the passages they read and make connections between their reading and their own knowledge; (7) students attending private schools had higher average reading proficiency than students at public schools; (8) considerable variation in performance existed within and across participating states; (9) females had higher average reading proficiency than males at all three grade levels; and (10) fourth graders appeared to be learning reading through varied instructional approaches. (Contains 19 tables and 3 figures of data.) (RS)
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