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: A national survey examined the following: the extent of math-related activities in adult literacy programs, staff training in math, assessment frameworks being used, and the use of computers for teaching math. Of the 605 programs that received the questionnaire, 350 (57.9%) completed questionnaires. The 350 programs served more than 750,000 adult students in 1992-1993. Among the key findings of the study were the following: (1) although more than 80% of adult literacy students receive math-related instruction, less than 5% of their teachers are certified to teach math; (2) the math skills of adult literacy students are usually assessed by standardized tests that do not adequately cover many of the math skills required in new curricular frameworks or high-performance workplaces; and (3) although more than 75% of adult… 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: The first goal of this study was to examine the impact of nine World Wide Web-based learning modules on learning as measured on both online module quizzes and in-class exams. The modules were designed to support fundamental concepts in entry-level college mathematics courses. The second and third goals of this study were to determine the learner characteristics and strategies that affect student performance on the nine Web-based learning modules. Data sources included: a demographic survey; nine Web-based instructional module quizzes; three in-class quizzes; three in-class, paper-based quiz surveys; an in-class final exam; an exit survey; and face-to-face interviews. Findings indicated that students who scored above 80% on the module quizzes also did better on in-class exams. Those who were self-motivated, focused, and self-disciplined had greater success in… Continue Reading →
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eric.ed.gov har udgivet: In 2007, the Home School Legal Defense Association commissioned Dr. Brian D. Ray of the National Home Education Research Institute to conduct a nationwide study of homeschooling in America. The study’s purpose was to develop a current picture of homeschool students and their families–capturing their demographics and educational background–and analyze the impact of certain variables on homeschoolers’ academic achievement. Dr. Ray collected data for the cross-sectional, descriptive study in spring 2008. The 11,739 participants came from all 50 states, Guam, and Puerto Rico. In the study, homeschoolers scored 34-39 percentile points higher than the norm on standardized achievement tests. The homeschool national average ranged from the 84th percentile for Language, Math, and Social Studies to the 89th percentile for Reading. The study also found that whether or… 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: The papers presented in this monograph address a number of concerns in developing a pedagogical approach for gifted and talented children. In the first paper, it is noted that routine intelligence tests cannot be relied upon to identify the gifted, and that a more stringent case study approach should be adopted to take into account the particular gifts and talents that students may have. In the second paper, educators are encouraged to recognize the inherently complex problem of developing a curriculum adapted to the unique cognitive styles of gifted children. The third paper explores the problem of math avoidance on the part of gifted girls. Research on a counseling program to meet the particular needs of gifted children is described in the fourth paper. The fifth paper… Continue Reading →
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