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

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. Addendum. Achievement of U.S. Students in Science, 1969 to 1996; Mathematics, 1973 to 1996; Reading, 1971 to 1996; Writing, 1984 to 1996. Revised.
Quelle	(1998), (105 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Achievement Tests; Educational Trends; Elementary School Students; Elementary Secondary Education; Longitudinal Studies; Mathematics Achievement; National Surveys; Outcomes of Education; Racial Differences; Reading Achievement; Science Education; Science Tests; Sciences; Secondary School Students; 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; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Rassenunterschied; Leseleistung; Naturwissenschaftliche Bildung; Science; Wissenschaft; Sekundarschüler; Sex difference; Geschlechtsunterschied; Tabelle; Trendanalyse; Schreibübung
Abstract	The National Assessment of Educational Progress (NAEP) has measured students' progress toward higher achievement since 1969, assessing students in public and nonpublic schools in various subject areas on a regular basis. The NAEP has also collected background information about students to provide a context for interpreting assessment results and documenting the implementation of educational reform. This addendum is a revision and full reprint of sections of the report: (1) the Executive Summary; (2) Chapter 1; (3) Chapter 2; and (4) Appendix A of "NAEP 1996 Trends in Academic Progress" (NCES 97-985). It contains revisions to the text, tables, and figures of the Long Term Trend Science results. The material in this addendum replaces the corresponding sections of the original report. The original report presented the results of science, mathematics, reading, and writing trend assessment, charting them back to the year in which the assessment was first given. Trends are discussed for students at ages 9, 13, and 17, in grades 4, 8, and 11. Trends in average performance differences between White and Black, White and Hispanic, and male and female students are also discussed. The overall pattern of science performance has been one of decline followed by recent improved performance. The long-term science trend assessment contains a content dimension and a cognitive dimension. Because it represents educational objectives that were established in 1969 for 17-year-olds and 1970 for 9- and 13-year-olds, the long-term science trend assessment may represent a more constrained view than the 1996 main science assessment, as this addendum clarifies. (Contains 9 figures and 18 tables.) (SLD)
Anmerkungen	ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll-Free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC