The Nations Report Card Reading 2013 State Snapshot Report Arizona 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 Arizona was 260. This was lower than the average score of 266 for public school students in the nation. The average score for students in Arizona in 2013 (260) was not significantly different from their average score in 2011 (260) and in 1998 (260). The score gap between higher performing students in Arizona (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 1998 (42 points). The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (28 percent) and in 1998 (27 percent). The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 72 percent in 2013. This percentage was not significantly different from that in 2011 (71 percent) and in 1998 (72 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 Arizona was 213. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in Arizona in 2013 (213) was not significantly different from their average score in 2011 (212) and was higher than their average score in 1992 (209). ?The score gap between higher performing students in Arizona (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 1992 (47 points). ?The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 28 percent in 2013. This percentage was not significantly different from that in 2011 (26 percent) and was greater than that in 1992 (21 percent). ?The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 60 percent in 2013. This percentage was not significantly different from that in 2011 (58 percent) and was greater than that in 1992 (54 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 Arizona was 280. This was lower than the average score of 284 for public school students in the nation. The average score for students in Arizona in 2013 (280) was not significantly different from their average score in 2011 (279) and was higher than their average score in 1990 (260). The score gap between higher performing students in Arizona (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 50 points in 2013. This performance gap was not significantly different from that in 1990 (47 points). The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 31 percent in 2013. This percentage was not significantly different from that in 2011 (31 percent) and was greater than that in 1990 (13 percent). The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 69 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and was greater than that in 1990 (48 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 Arizona was 240. This was not significantly different from the average score of 241 for public school students in the nation. The average score for students in Arizona in 2013 (240) was higher than their average score in 2011 (235) and in 1992 (215). The score gap between higher performing students in Arizona (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1992 (42 points). The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 40 percent in 2013. This percentage was greater than that in 2011 (34 percent) and in 1992 (13 percent). The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 82 percent in 2013. This percentage was greater than that in 2011 (77 percent) and in 1992 (53 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 | : |
| Publisher | : |
| Total Pages | : 380 |
| Release | : 2001 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Education Department |
| Publisher | : |
| Total Pages | : 346 |
| Release | : 2021-04-30 |
| Genre | : |
| ISBN | : 9781636710129 |
The Condition of Education 2020 summarizes important developments and trends in education using the latest available data. The report presentsnumerous indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.
| Author | : Jonathan A. Plucker |
| Publisher | : Harvard Education Press |
| Total Pages | : 263 |
| Release | : 2020-01-15 |
| Genre | : Education |
| ISBN | : 1612509940 |
2017 Texas Association for Gifted and Talented Legacy Scholar Book Award 2017 National Association of Gifted Children Scholar Book of the Year Award In Excellence Gaps in Education, Jonathan A. Plucker and Scott J. Peters shine a spotlight on “excellence gaps”—the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations. Drawing on the latest research and a wide range of national and international data, the authors outline the scope of the problem and make the case that excellence gaps should be targeted for elimination. They identify promising interventions for talent development already underway in schools and provide a detailed review of potential strategies, including universal screening, flexible grouping, targeted programs, and psychosocial interventions. Excellence Gaps in Education has the potential for changing our national conversation about equity and excellence and bringing fresh attention to the needs of high-potential students from underrepresented backgrounds.
| Author | : Education Department |
| Publisher | : Bernan Press |
| Total Pages | : 345 |
| Release | : 2019-06-30 |
| Genre | : Education |
| ISBN | : 9781641433877 |
The Condition of Education 2018 summarizes important developments and trends in education using the latest available data. The report presents 47 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.
| Author | : Daniel J. Losen |
| Publisher | : Teachers College Press |
| Total Pages | : 286 |
| Release | : 2015 |
| Genre | : Education |
| ISBN | : 0807773492 |
Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund
| Author | : Nces |
| Publisher | : Claitor's Pub Division |
| Total Pages | : 394 |
| Release | : 2020-02 |
| Genre | : Education |
| ISBN | : 9781598049398 |
The Condition of Education 2019, a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year's report includes 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons.
