The Nations Report Card Reading 2013 State Snapshot Report Massachusetts 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 Massachusetts was 277. This was higher than the average score of 266 for public school students in the nation. The average score for students in Massachusetts in 2013 (277) was not significantly different from their average score in 2011 (275) and was higher than their average score in 1998 (269). The score gap between higher performing students in Massachusetts (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 Massachusetts who performed at or above the NAEP "Proficient" level was 48 percent in 2013. This percentage was not significantly different from that in 2011 (46 percent) and was greater than that in 1998 (38 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (84 percent) and was greater than that in 1998 (79 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 Massachusetts was 232. This was higher than the average score of 221 for public school students in the nation. ?The average score for students in Massachusetts in 2013 (232) was lower than their average score in 2011 (237) and was higher than their average score in 1992 (226). ?The score gap between higher performing students in Massachusetts (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 1992 (39 points). ?The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 47 percent in 2013. This percentage was not significantly different from that in 2011 (50 percent) and was greater than that in 1992 (36 percent). ?The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 79 percent in 2013. This percentage was smaller than that in 2011 (83 percent) and was greater than that in 1992 (74 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.].
| 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 Massachusetts was 253. This was higher than the average score of 241 for public school students in the nation. The average score for students in Massachusetts in 2013 (253) was not significantly different from their average score in 2011 (253) and was higher than their average score in 1992 (227). The score gap between higher performing students in Massachusetts (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 (40 points). The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 58 percent in 2013. This percentage was not significantly different from that in 2011 (58 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 90 percent in 2013. This percentage was smaller than that in 2011 (93 percent) and was greater than that in 1992 (68 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 Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 249 |
| Release | : 2015-08-31 |
| Genre | : Education |
| ISBN | : 0309373832 |
An Evaluation of the Public Schools of the District of Columbia is a comprehensive five-year summative evaluation report for Phase Two of an initiative to evaluate the District of Columbia's public schools. Consistent with the recommendations in the 2011 report A Plan for Evaluating the District of Columbia's Public Schools, this new report describes changes in the public schools during the period from 2009 to 2013. An Evaluation of the Public Schools of the District of Columbia examines business practices, human resources operations and human capital strategies, academic plans, and student achievement. This report identifies what is working well seven years after legislation was enacted to give control of public schools to the mayor of the District of Columbia and which areas need additional attention.
| Author | : David E. DeMatthews |
| Publisher | : Routledge |
| Total Pages | : 329 |
| Release | : 2018-05-11 |
| Genre | : Education |
| ISBN | : 1351697331 |
This book advocates for informed leaders who are aware of the larger historical, political-economic, sociological, and philosophical issues that surround the schools and communities they serve. Extending beyond mainstream conceptions of instructional leadership and broad social justice paradigms, Community Engaged Leadership for Social Justice offers a multidisciplinary framework that helps leaders better serve the needs of their students, teachers, and communities. Exploring issues of urban school reform as it relates to the principal, as well as priorities that are relevant to the process of school improvement and the promotion of social justice, this book provides a critical, equity-oriented set of best practices grounded in research and empirical cases. This is a must-have resource for building consciousness, offering hope, and engaging in dialogical and collaborative leadership practices to radically transform schools and communities.
| 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.
