The Nations Report Card Reading 2011 State Snapshot Report Connecticut Grade 4 Public Schools
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| 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 reading 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 fourth-grade students in Connecticut was 227. This was higher than the average score of 220 for public school students in the nation. The average score for students in Connecticut in 2011 (227) was not significantly different from their average score in 2009 (229) and was higher than their average score in 1992 (222). In 2011, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 48 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 42 percent in 2011. This percentage was not significantly different from that in 2009 (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 73 percent in 2011. This percentage was not significantly different from that in 2009 (76 percent) and was not significantly different from that in 1992 (69 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.].
| 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 reading 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 275. This was higher than the average score of 264 for public school students in the nation. The average score for students in Connecticut in 2011 (275) was higher than their average score in 2009 (272) and was higher than their average score in 1998 (270). In 2011, the score gap between students in Connecticut at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1998 (43 points). The percentage of students in Connecticut who performed at or above the NAEP "Proficient" level was 45 percent in 2011. This percentage was not significantly different from that in 2009 (43 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 2011. This percentage was not significantly different from that in 2009 (81 percent) and was not significantly different from that in 1998 (81 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.].
| 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 | : 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 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 | : Matthew T. McCrudden |
| Publisher | : IAP |
| Total Pages | : 347 |
| Release | : 2015-05-01 |
| Genre | : Education |
| ISBN | : 1681231034 |
Visual displays play a crucial role in knowledge generation and communication. The purpose of the volume is to provide researchers with a framework that helps them use visual displays to organize and interpret data; and to communicate their findings in a comprehensible way within different research (e.g., quantitative, mixed methods) and testing traditions that improves the presentation and understanding of findings. Further, this book includes contributions from leading scholars in testing and quantitative, qualitative, and mixed methods research, and results reporting. The volume’s focal question is: What are the best principles and practices for the use of visual displays in the research and testing process, which broadly includes the analysis, organization, interpretation, and communication of data? The volume is organized into four sections. Section I provides a rationale for this volume; namely, that including visual displays in research and testing can enhance comprehension and processing efficiency. Section II includes addresses theoretical frameworks and universal design principles for visual displays. Section III examines the use of visual displays in quantitative, qualitative, and mixed methods research. Section IV focuses on using visual displays to report testing and assessment data.
| 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 | : 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 | : Joyce L. Epstein |
| Publisher | : Corwin Press |
| Total Pages | : 508 |
| Release | : 2018-07-19 |
| Genre | : Education |
| ISBN | : 1483320014 |
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
