eric.ed.gov har udgivet: Six years after passage of No Child Left Behind and midway to the nation’s goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for Mississippi as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. Link til kilde
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eric.ed.gov har udgivet: This study examined mathematical self-concept of college students and how it may develop differently between men and women. The study used data from a 1985 Cooperative Institutional Research Programs Survey and a follow-up survey in 1989 which included information from over 27,000 college freshmen and incorporates information acquired directly from institutions. The sample for the study was limited to 15,050 students attending 192 four-year colleges and universities. The data were analyzed in terms of characteristics at entry to college, intended choice of major, characteristics of the college environment, and college experiences. The dependent variable was students’ self-rating of their mathematical ability. Findings indicated that women are less confident than men about their mathematical abilities and that this disparity increases during the college years and is in large… Continue Reading →
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eric.ed.gov har udgivet: Six years after passage of No Child Left Behind and midway to the nation’s goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for Alaska as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. Link til kilde
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eric.ed.gov har udgivet: Six years after passage of No Child Left Behind and midway to the nation’s goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for Virginia as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. Link til kilde
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eric.ed.gov har udgivet: Six years after passage of No Child Left Behind and midway to the nation’s goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for Pennsylvania as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. Link til kilde
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eric.ed.gov har udgivet: Six years after passage of No Child Left Behind and midway to the nation’s goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for West Virginia as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. Link til kilde
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eric.ed.gov har udgivet: In the assessment literature, a general recommendation has been to disaggregate scores and other data for students with limited English proficiency (LEP). This has rarely been done for most non-English language background (NELB) students in the United States, with the partial exception of Spanish speakers. Nationwide Spanish speakers make up the largest group of LEP/NELB students, but in Minnesota Southeast Asian students make up the largest single group of students with a language other than English spoken at home. While LEP/NELB students share some common characteristics, there are enough noteworthy differences to justify separate studies. This document reports on the achievement of LEP/NELB students from the largest seven language groups in Minnesota (Hmong, Spanish, Vietnamese, Lao, Cambodian, African languages, Russian) during the 1995-1996 school year when the… Continue Reading →
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eric.ed.gov har udgivet: Six years after the passage of No Child Left Behind and midway to the nation’s goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for Washington as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. Link til kilde
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eric.ed.gov har udgivet: This brief summarizes the findings of a recent book, “Standards Deviation: How Schools Misunderstand Education Policy” (Spillane, 2004), that examines state and local government relations as the standards move from the statehouse to the district policymakers and teachers who attempt to make sense of them. It takes a case study approach, focusing on a single state, Michigan, and strategically sampled school districts. The study is based on empirical data from a four-year examination of approaches to the use of standards in nine Michigan districts between 1992 and 1996. This overview of the study’s findings first frames the subject of standards-based reform, and then moves to a discussion of the Michigan math and science standards. Variation in the progress of standards among districts is explored next, followed by… Continue Reading →
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eric.ed.gov har udgivet: The study investigated alternative explanations for differences in mathematics achievement between pairs of handicapped students exhibiting comparable amounts of academic engaged time. Forty-two students in grades 2-4 from urban and suburban districts participated; 14 students were classified as learning disabled, 14 as emotionally or behaviorally disturbed, and 14 as educable mentally retarded. Explanations investigated were student demographics, cognitive functioning, home and family factors, teacher stress, student cognitions (including cognitive style), student motivation, behavior, and conditions in the learning environment. Of all factors investigated, only cognitive ability served as a consistent explanation for differences in math achievement for students matched on academic engaged time. Creating composite variables (specifically attitude modeling by significant others, stress/chaos in the child’s environment, and home-school cooperation) was not helpful in explaining math achievement… Continue Reading →
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