The Nations Report Card Mathematics 2013 State Snapshot Report Connecticut Grade 8 Public Schools
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| Author | : National Center for Education Statistics (ED) |
| Publisher | : |
| Total Pages | : 1 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Connecticut was 285. This was not significantly different from the average score of 284 for public school students in the nation. The average score for students in Connecticut in 2013 (285) was not significantly different from their average score in 2011 (287) and was higher than their average score in 1990 (270). The score gap between higher performing students in Connecticut (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 1990 (50 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 37 percent in 2013. This percentage was not significantly different from that in 2011 (38 percent) and was greater than that in 1990 (22 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 74 percent in 2013. This percentage was not significantly different from that in 2011 (75 percent) and was greater than that in 1990 (60 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].
| Author | : National Center for Education Statistics (ED) |
| Publisher | : |
| Total Pages | : 1 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Connecticut was 274. This was higher than the average score of 266 for public school students in the nation. The average score for students in Connecticut in 2013 (274) was not significantly different from their average score in 2011 (275) and was higher than their average score in 1998 (270). The score gap between higher performing students in Connecticut (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1998 (43 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 45 percent in 2013. This percentage was not significantly different from that in 2011 (45 percent) and was greater than that in 1998 (40 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (83 percent) and in 1998 (81 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].
| Author | : National Center for Education Statistics (ED) |
| Publisher | : |
| Total Pages | : 1 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Connecticut was 243. This was higher than the average score of 241 for public school students in the nation. The average score for students in Connecticut in 2013 (243) was not significantly different from their average score in 2011 (242) and was higher than their average score in 1992 (227). The score gap between higher performing students in Connecticut (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 40 points in 2013. This performance gap was not significantly different from that in 1992 (42 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 45 percent in 2013. This percentage was not significantly different from that in 2011 (45 percent) and was greater than that in 1992 (24 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 83 percent in 2013. This percentage was not significantly different from that in 2011 (82 percent) and was greater than that in 1992 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].
| Author | : National Center for Education Statistics (ED) |
| Publisher | : |
| Total Pages | : 1 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Connecticut was 230. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Connecticut in 2013 (230) was not significantly different from their average score in 2011 (227) and was higher than their average score in 1992 (222). ?The score gap between higher performing students in Connecticut (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1992 (44 points). ?The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 43 percent in 2013. This percentage was not significantly different from that in 2011 (42 percent) and was greater than that in 1992 (34 percent). ?The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 76 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and was greater than that in 1992 (69 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].
| Author | : National Center for Education Statistics (ED) |
| Publisher | : |
| Total Pages | : 1 |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2013 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Connecticut's 2013 student achievement in mathematics. In 2013, the average score of twelfth-grade students in Connecticut was 160. This was higher than the average score of 152 for public school students in the nation. The average score for students in Connecticut in 2013 (160) was higher than their average score in 2009 (156). The score gap between higher performing students in Connecticut (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 2009 (45 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 32 percent in 2013. This percentage was not significantly different from that in 2009 (29 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was not significantly different from that in 2009 (69 percent). [Access the complete 2013 results from the twelfth-grade pilot program in reading and mathematics via the online Nation's Report Card: http://nationsreportcard.gov/reading_math_g12_2013/#/student-progress.].
| Author | : National Center for Education Statistics (ED) |
| Publisher | : |
| Total Pages | : 1 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Connecticut was 287. This was higher than the average score of 283 for public school students in the nation. The average score for students in Connecticut in 2011 (287) was not significantly different from their average score in 2009 (289) and was higher than their average score in 1990 (270). In 2011, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 50 points. This performance gap was not significantly different from that of 1990 (50 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was greater than that in 1990 (22 percent). The percentage of students in Connecticut who performed at or above the NAEP "Basic" level was 75 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1990 (60 percent). [For the main report, "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458," see ED525545.].
| Author | : National Center for Education Statistics (ED) |
| Publisher | : |
| Total Pages | : 1 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Washington was 290. This was higher than the average score of 284 for public school students in the nation. The average score for students in Washington in 2013 (290) was not significantly different from their average score in 2011 (288) and was higher than their average score in 1996 (276). The score gap between higher performing students in Washington (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1996 (47 points). The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (40 percent) and was greater than that in 1996 (26 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 79 percent in 2013. This percentage was not significantly different from that in 2011 (77 percent) and was greater than that in 1996 (67 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].
| Author | : National Center for Education Statistics (ED) |
| Publisher | : |
| Total Pages | : 1 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in New York was 282. This was lower than the average score of 284 for public school students in the nation. The average score for students in New York in 2013 (282) was not significantly different from their average score in 2011 (280) and was higher than their average score in 1990 (261). The score gap between higher performing students in New York (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1990 (50 points). The percentage of students in New York who performed at or above the NAEP "Proficient" level was 32 percent in 2013. This percentage was not significantly different from that in 2011 (30 percent) and was greater than that in 1990 (15 percent). The percentage of students in New York who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was not significantly different from that in 2011 (70 percent) and was greater than that in 1990 (50 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].
| Author | : National Center for Education Statistics (ED) |
| Publisher | : |
| Total Pages | : 1 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Pennsylvania was 290. This was higher than the average score of 284 for public school students in the nation. The average score for students in Pennsylvania in 2013 (290) was higher than their average score in 2011 (286) and in 1990 (266). The score gap between higher performing students in Pennsylvania (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1990 (46 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (39 percent) and was greater than that in 1990 (17 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 78 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and was greater than that in 1990 (56 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].
| Author | : National Center for Education Statistics (ED) |
| Publisher | : |
| Total Pages | : 1 |
| Release | : 2013 |
| Genre | : |
| ISBN | : |
Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Massachusetts was 301. This was higher than the average score of 284 for public school students in the nation. The average score for students in Massachusetts in 2013 (301) was not significantly different from their average score in 2011 (299) and was higher than their average score in 1992 (273). The score gap between higher performing students in Massachusetts (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 48 points in 2013. This performance gap was not significantly different from that in 1992 (48 points). The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 55 percent in 2013. This percentage was greater than that in 2011 (51 percent) and was greater than that in 1992 (23 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 86 percent in 2013. This percentage was not significantly different from that in 2011 (86 percent) and was greater than that in 1992 (63 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].
