2013 NAEP: How Does Indiana Compare? Education Policy Brief. Volume 12, Number 1, Winter 2014

Autor/inn/en	Roach, Michael; Kloosterman, Peter
Institution	Indiana University, Center for Evaluation and Education Policy
Titel	2013 NAEP: How Does Indiana Compare? Education Policy Brief. Volume 12, Number 1, Winter 2014
Quelle	(2014), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	National Competency Tests; Comparative Analysis; Mathematics Tests; Mathematics Achievement; Reading Tests; Reading Achievement; Achievement Gains; Scores; Grade 4; Grade 8; Economically Disadvantaged; African American Students; White Students; Hispanic American Students; State Policy; Indiana; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesetest; Leseleistung; Achievement gain; Leistungssteigerung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Known as "the Nation's Report Card," the National Assessment of Educational Progress (NAEP) is the U. S. Government assessment used since the late 1960s to measure student achievement in many subject areas, including mathematics, reading, science, and United States history. Different subject areas are assessed each year, and data have been available for all states plus the District of Columbia and Department of Defense Schools since the mid 1990s. The 2013 NAEP assessed mathematics and reading performance. Indiana ranked in the top four for increase in average scale scores from 2011 to 2013 for grade 4 mathematics (with Tennessee, the District of Columbia, and Arizona) and grade 4 reading (with Tennessee, the District of Columbia, and Minnesota). The increase in grade 8 scores was less impressive, but Indiana's improvement was still strong, ranking in the top 8 for mathematics and the top 15 for reading. Indiana has a history of doing reasonably well on national and international assessments. Credit for Indiana's success in assessments has been attributed to Indiana's work to raise standards and target teacher effectiveness. Despite claims that the jump in Indiana's 2013 NAEP results were due to state-level policy changes, the data show that the gains are not that much different from those of past years. Rather than recent changes in state policy, it is likely that teachers, parents, better curricula, and higher standards--factors that have been important for a long time--are the drivers of these trends. This report provides details of the 2013 Indiana NAEP results followed by commentary on the extent to which state-level policies and priorities had an impact on those results. A list of web resources is included. (ERIC).
Anmerkungen	Center for Evaluation and Education Policy. 1900 East Tenth Street, Bloomington, IN 47406-7512. Tel: 800-511-6575; Tel: 812-855-4438; Fax: 812-856-5890; e-mail: ceep@indiana.edu; Web site: http://www.indiana.edu/~ceep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01