General Achievement Trends: South Carolina

Literaturnachweis - Detailanzeige

Trefferliste

Institution	Center on Education Policy
Titel	General Achievement Trends: South Carolina
Quelle	(2009), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Achievement Tests; Educational Legislation; Educational Trends; Effect Size; Elementary School Students; Federal Legislation; High School Students; Mathematics Achievement; Mathematics Tests; Profiles; Reading Achievement; Reading Tests; Scores; Scoring; Tables (Data); Testing; South Carolina + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsrecht; Schulgesetz; Bildungsentwicklung; Bundesrecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Charakterisierung; Profilanalyse; Leseleistung; Lesetest; Bewertung; Tabelle
Abstract	This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels--basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels--basic, proficient, and advanced--for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. Overall, South Carolina students made progress at the basic, proficient, and advanced levels. Specific results include: (1) The percentage of students performing at the basic level and above in reading grew slightly between 2002 and 2008 at the elementary and middle school grades analyzed and rose at a moderate-to-large rate between 2004 and 2008 at the high school level; during these same periods, the percentage of students at the basic level and above in math went up slightly at the elementary grade analyzed and grew at a moderate-to-large rate at the middle and high school levels; (2) In reading, the percentage of students scoring at the proficient level and above rose at a moderate-to-large rate at the elementary and high school grades analyzed and at a slight rate at the middle school level; in math, the percentage proficient grew slightly at the elementary and middle school grades analyzed and at a moderate-to-large rate at the high school level; and (3) The percentage of students reaching the advanced level in reading went up slightly at all three grades analyzed; in math, the percentage advanced increased slightly at the elementary and high school levels but stayed roughly the same in the middle school grade analyzed. (Contains 6 figures and 6 tables.) [For "State Test Score Trends through 2007-08, Part I: Is the Emphasis on 'Proficiency' Shortchanging Higher- and Lower-Achieving Students?," see ED506121. For "State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?," see ED506122.] (ERIC).
Anmerkungen	Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10