NAEP 1996 Trends in Academic Progress. Achievement of U.S. Students in Science, 1969 to 1996; Mathematics, 1973 to 1996; Reading, 1971 to 1996; Writing, 1984 to 1996.

Autor/inn/en	Campbell, Jay R.; Voelkl, Kristin E.; Donahue, Patricia L.
Institution	Educational Testing Service, Princeton, NJ.
Titel	NAEP 1996 Trends in Academic Progress. Achievement of U.S. Students in Science, 1969 to 1996; Mathematics, 1973 to 1996; Reading, 1971 to 1996; Writing, 1984 to 1996.
Quelle	(1997), (350 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Educational Trends; Elementary Secondary Education; Mathematics Achievement; Measurement Techniques; National Surveys; Outcomes of Education; Racial Differences; Reading Achievement; Science Education; Sex Differences; Student Characteristics; Tables (Data); Trend Analysis; Writing (Composition); National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsentwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Messtechnik; Lernleistung; Schulerfolg; Rassenunterschied; Leseleistung; Naturwissenschaftliche Bildung; Sex difference; Geschlechtsunterschied; Tabelle; Trendanalyse; Schreibübung
Abstract	Measuring students' progress toward higher achievement has been the purpose of the National Assessment of Educational Progress (NAEP) since its inception in 1969. Students in public and nonpublic schools have been assessed in various subject areas on a regular basis, and the NAEP has also collected information about background variables that provide a context for interpreting assessment results and documenting the implementation of educational reform. Sections of this report present the results of science, mathematics, reading, and writing trend assessments, charting trends back to the first year in which each assessment was given. Trends in average performance over these time periods are discussed for students at ages 9, 13, and 17 for science, mathematics, and reading assessments, and for students in grades 4, 8, and 11 for the writing assessment. Trends in average performance differences between White and Black students, White and Hispanic students, and male and female students are also discussed. The overall pattern of science performance is one of early decline followed by recent improved performance. Nevertheless, the average 1996 score remains lower than that of 1969. In mathematics, trends indicate overall improvement across the assessment years, while in reading the pattern of average increases from 1971 through 1988 has not been sustained into the 1990s. In writing, the eleventh-grade trend has been downward, while eighth-grade scores have shown little consistency, and fourth-grade scores have changed little across the assessment years. A procedural appendix and data appendixes for each of the subject areas are attached. (Contains 40 figures and 42 tables.) (SLD)
Anmerkungen	National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, N.W., Washington, DC 20208-5641; phone: 800-424-1616; World Wide Web: http://www.ed.gov/NCES/naep.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC