The 2015 Brown Center Report on American Education: How Well Are American Students Learning? With Sections on the Gender Gap in Reading, Effects of the Common Core, and Student Engagement. Volume 3, Number 4

Autor/in	Loveless, Tom
Institution	Brookings Institution, Brown Center on Education Policy
Titel	The 2015 Brown Center Report on American Education: How Well Are American Students Learning? With Sections on the Gender Gap in Reading, Effects of the Common Core, and Student Engagement. Volume 3, Number 4
Quelle	(2015), (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Common Core State Standards; Academic Achievement; Gender Differences; Reading Achievement; Student Participation; Learner Engagement; Language Arts; Achievement Gap; Reading Tests; International Assessment; Educational Policy; Policy Formation; Outcome Measures; Research Reports; Scores; Comparative Education; Reading Attitudes; Policy Analysis; Mathematics Achievement; Student Motivation; Statistical Analysis; Achievement Tests; Foreign Countries; Secondary School Students; National Competency Tests; National Assessment of Educational Progress; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Schulleistung; Geschlechterkonflikt; Leseleistung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sprachkultur; Lesetest; Politics of education; Bildungspolitik; Politische Betätigung; Research report; Forschungsbericht; Vergleichende Erziehungswissenschaft; Reading behavior; Rading behaviour; Leseverhalten; Politikfeldanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Statistische Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler
Abstract	This 2015 Brown Center Report (BCR) represents the fourteenth edition of the series since the first issue was published in 2000. It includes three studies. Like all previous BCRs, the studies explore independent topics but share two characteristics: they are empirical and based on the best evidence available. The studies in this edition are on the gender gap in reading, the impact of the Common Core State Standards--English Language Arts on reading achievement, and student engagement. The report is composed of three parts as follows: Part 1 examines the gender gap in reading. Girls outscore boys on practically every reading test given to a large population--and they have for a long time. The gap is not confined to the U.S. Reading tests administered as part of the Progress in International Reading Literacy Study (PIRLS) and the Program for International Student Assessment (PISA) reveal that the gender gap is a worldwide phenomenon. In more than sixty countries participating in the two assessments, girls are better readers than boys. Part 2 covers reading achievement also. More specifically, it is about reading and the English Language Arts standards of the Common Core (CCSS-ELA). It's also about an important decision that policy analysts must make when evaluating public policies--the determination of when a policy begins. Part 3 covers student engagement. PISA tests fifteen-year-olds on three subjects--reading, math, and science--every three years. It also collects a wealth of background information from students, including their attitudes toward school and learning. Additionally, a secondary analysis of several dimensions of engagement found in the PISA report are reported, such as intrinsic motivation, that internal reward that encourages students to learn and is an important component of student engagement. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06