Education Statistics Quarterly最新文献

{"title":"Schools' Use of Assessments for Kindergarten Entrance and Placement: 1998-99","authors":"N. Prakash, J. West, Kristin Denton","doi":"10.1037/e610352011-008","DOIUrl":"https://doi.org/10.1037/e610352011-008","url":null,"abstract":"Many schools across the nation administer entrance and placement tests to young children as they enter or are about to enter kindergarten, and schools use this information for several different purposes. They use this information from tests, along with the child’s age, to decide whether a child is ready to begin kindergarten. The information from tests may also be used to support a decision on whether to admit a child who is old enough, or who is too young, according to the age cut-off set by the state, school district, or school. Test information is also used to help structure instruction to meet the needs of individual children or groups of children and to identify children who may need additional evaluation and testing.","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121108833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Young Children's Access to Computers in the Home and at School in 1999 and 2000.","authors":"Amy Rathbun, J. West, E. G. Hausken","doi":"10.1037/e610352011-006","DOIUrl":"https://doi.org/10.1037/e610352011-006","url":null,"abstract":"The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to: Or call toll free 1–877–4ED–Pubs Content Contact: Jerry West (202) 502–7335 Jerry.West@ed.gov iii Acknowledgments We wish to recognize the 20,000 parents and the more than 8,000 kindergarten teachers and first-grade teachers who participated during the first 2 years of the study. We would like to thank the administrators of the more than 1,200 schools we visited across the United States for allowing us to work with their children, teachers and parents, and for providing us with information about their schools. We are especially appreciative of the assistance we received from the Chief State School Officers, district superintendents and staff, and private school officials. We would like to thank John Bailey at the U.S. Department of Education's Office of Educational Technology for his support during the planning and preparation of this report. Special thanks go to Sarah Kaffenberger of the Education Statistics Services Institute (ESSI) and Thea Kruger (formerly with ESSI) for their review of the existing literature on children's computer access, and to Andrea Timashenka of Pennsylvania State University at University Park for her quality control review of the report. (formerly with ESSI) for their hard work and dedication in supporting all aspects of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K) program. We appreciate the technical review comments provided by Bill Hussar (NCES) and (ESSI). We would also like to recognize the input we received from NCES staff members and the Educational Testing Service, under the direction of NCES—conducted the base-year and first-grade …","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132760442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Invited Commentary: First Publications from the Schools and Staffing Survey, 1999-2000.","authors":"Daniel P. Mayer","doi":"10.1037/e492172006-004","DOIUrl":"https://doi.org/10.1037/e492172006-004","url":null,"abstract":"Notes the importance of these new data and reports for the education field in studying schools, administrators, and teachers, particularly in light of changes in teacher training in the past two decades. Also discusses the rising profile of this survey in the coming years, as teacher training policies of the federal government and the states take center stage in education debates.","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130293822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2000-01.","authors":"Beth Aronstamm Young","doi":"10.1037/e492172006-010","DOIUrl":"https://doi.org/10.1037/e492172006-010","url":null,"abstract":"","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"15 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130834146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Nation's Report Card: Geography, 2001.","authors":"A. Weiss, A. Lutkus, Barbara S. Hildebrant, Matthew S. Johnson","doi":"10.1037/e492172006-005","DOIUrl":"https://doi.org/10.1037/e492172006-005","url":null,"abstract":"In 2001, the National Assessment of Educational Progress (NAEP) conducted a geography assessment of the nation's fourth-, eighth-, and twelfth-grade students. This report presents the results of that assessment. Results in 2001 are compared to results of 1994's NAEP geography assessment, which was the preceding NAEP geography assessment and the only other geography assessment conducted under the current framework. Students' performance on the assessment is described in terms of average scores on a 0-500 scale and of percentage of students attaining three achievement levels: (1) basic; (2) proficient; and (3) advanced. Average geography scores for fourth and eighth graders were higher in 2001 than in 1994, while the performance of twelfth graders was not significantly different. At both grades 4 and 8, score increases occurred among the lower-performing students. The 2001 assessment showed that 21% of fourth graders, 30% of eighth graders, and 25% of twelfth graders performed at or above the proficient level for their respective grades. These levels are identified as those at which all students should perform. Both grades 4 and 8 showed an increase from 1994 to 2001 in the percentage of students at or above basic. No significant changes occurred in the percentage at or above \"Proficient\" at any grade. In addition to overall results, the report provides data on the performance of various subgroups of students and information about the contexts for learning by administering questionnaires to assessed students, their teachers, and their school administrators. The report contains six chapters, each of which Reproductions supplied by EDRS are the best that can be made from the original document. includes extensive figures and tables. Appended are additional data and an overview of procedures used for the assessment. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. The Nation's Report Card: Geography, 2001 Andrew R. Weiss Anthony D. Lutkus Barbara S. Hildebrant Matthew S. Johnson In collaboration with Scott Davis Wendy S. Grigg Mei-Jang Lin Frank Jenkins Yuxin Tang National Center for Education Statistics U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION x CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. E Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 BEST COPY AVAILABLE National Center for Education Statistics liarlment of Office0EdQ 1.0 :of -4 /,ation NW-2002484 What is The Nation's Report Card? THE NATION'S REPORT CARD, the National Assessment of Educational Progress (NAEP), is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. Since 1969, assessments have been conducted periodically","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132065746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Nation's Report Card: U.S. History 2001.","authors":"Michael S. Lapp, W. Grigg, B. Tay-lim","doi":"10.1037/e610732011-006","DOIUrl":"https://doi.org/10.1037/e610732011-006","url":null,"abstract":"","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127075385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools. E.D. Tabs.","authors":"Kerry J. Gruber, Susan D. Wiley, Stephen P. Broughman, Gregory A. Strizek, Marisa Burian-Fitzgerald","doi":"10.1037/e492172006-002","DOIUrl":"https://doi.org/10.1037/e492172006-002","url":null,"abstract":"","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122913974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Public High School Dropouts and Completers from the Common Core of Data: School Years 1991-92 through 1997-98.","authors":"B. Young, L. Hoffman","doi":"10.1037/e610732011-010","DOIUrl":"https://doi.org/10.1037/e610732011-010","url":null,"abstract":"This report examines data from the National Center for Education Statistics' Common Core of Data (CCD) on public high school dropout and four-year completion rates. The four-year completion rate is the proportion of students who leave school from grades 9-12 as completers. The CCD four-year completion rate is limited to public school data from grades 9-12. Findings show that between 1993-94 and 1997-98, the high school dropout rates were between 4-7 percent in almost two-thirds of reporting states. White and Asian/Pacific Islander students were less likely to drop out than were American Indian, black, or Hispanic students. Students were more likely to drop out of high school in urban than rural districts. High school four-year completion rates were 80 percent or higher in 20 of 33 reporting states in 1997-98. The average four-year completion rate was less than 60 percent for American Indian students in 9 reporting states, Hispanic students in 6 states, and black students in 6 states in 1997-98. In every reporting state except Alabama, Maine, and West Virginia, the four-year completion rate of Asian students was higher than that of the other minority groups in 1997-98. (SM) NATIONAL CENTER FOR EDUCATION STATISTICS Statistical Analysis Report April 2002 Public High School Dropouts and Completers Fmm the Common Core of Data: School years 1991-92 Through 1997 98 U.S. DEPARTMENT OF EDUCATION Off ice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) IiThis document has been reproduced as received born the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. U.S. Department of Education Office of Educational Research and improvement NCES 2002-317 BEST COPY AVAILABLE 2 NATIONAL CENTER FOR EDUCATION STATISTICS Statistical Analysis Report April 2002 Public High School Dropouts and Completers From the Common Core of Data: School Years 1991-92 Through 1997 98 Beth Aronstamm Young","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114598549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coming of Age in the 1990s: The Eighth Grade Class of 1988 12 Years Later.","authors":"S. Ingels, Thomas R. Curtin, Phillip Kaufman, M. Alt, Xianglei Chen","doi":"10.1037/e610732011-003","DOIUrl":"https://doi.org/10.1037/e610732011-003","url":null,"abstract":"","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127200670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Children's Reading and Mathematics Achievement in Kindergarten and First Grade.","authors":"Kristin Denton, J. West","doi":"10.1037/e492182006-005","DOIUrl":"https://doi.org/10.1037/e492182006-005","url":null,"abstract":"","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123528519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}