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NAEP Report Shows Small Gains for Fourth- and Eighth-Graders in Vocabulary Skills Needed for Reading Comprehension

April 1, 2015 Comments off

NAEP Report Shows Small Gains for Fourth- and Eighth-Graders in Vocabulary Skills Needed for Reading Comprehension
Source: National Center for Education Statistics (National Assessment of Educational Progress)

The nation’s fourth- and eighth-grade students made small gains from 2011 to 2013 in how well they use words to gain meaning from the passages they read, according to a newly released report from the National Assessment of Educational Progress (NAEP), also known as The Nation’s Report Card. The report, Vocabulary Results From the 2013 NAEP Reading Assessment, also shows that one of the biggest gains in vocabulary knowledge was made by eighth-grade Hispanic students, whose improvements have narrowed the achievement gap with white students at that grade level since 2009.

Rather than presenting words in isolation, NAEP’s focus on vocabulary acknowledges that key distinctions and nuances of word meaning arise in the context of particular reading passages. Each vocabulary question asks how a particular word contributes meaning to the reading passage in which it appears.

NAEP scores and reports the reading comprehension results on the NAEP reading assessment independently from the vocabulary results, but the 2013 results confirm a strong correlation between the two: Students who had the highest vocabulary scores were the same ones performing above the 75th percentile in reading comprehension; students who had the lowest vocabulary scores were at or below the 25th percentile in comprehension.

Public Elementary and Secondary School Arts Education Instructors

March 6, 2015 Comments off

Public Elementary and Secondary School Arts Education Instructors
Source: National Center for Education Statistics

This Statistics in Brief uses data from two administrations of the Fast Response Survey System to present findings related to the different types of school staff (e.g., full-time staff, part time staff) used to provide arts instruction in public elementary and secondary schools; the extent to which public elementary schools used arts specialists (i.e., education professionals with a teaching certificate in an arts discipline who provide separate instruction in that discipline) to provide arts education to students; and the prevalence of arts instruction facilities in public elementary schools.

Early High School Dropouts: What Are Their Characteristics?

February 20, 2015 Comments off

Early High School Dropouts: What Are Their Characteristics?
Source: National Center for Education Statistics

This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09) to examine the extent to which high school students drop out of school between the ninth and eleventh grade and how dropout rates vary by sex, race/ethnicity, and socioeconomic status. HSLS:09 is a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. HSLS:09 surveyed students, their parents, math and science teachers, school administrators, and school counselors.

Gender Differences in Science, Technology, Engineering, and Mathematics (STEM) Interest, Credits Earned, and NAEP Performance in the 12th Grade

February 12, 2015 Comments off

Gender Differences in Science, Technology, Engineering, and Mathematics (STEM) Interest, Credits Earned, and NAEP Performance in the 12th Grade
Source: National Center for Education Statistics

This Statistics in Brief describes high school graduates’ attitudes toward STEM courses (specifically, mathematics and science), credits earned in STEM fields, and performance on the NAEP mathematics and science assessments in 2009.

Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2011-12 (Fiscal Year 2012)

February 2, 2015 Comments off

Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2011-12 (Fiscal Year 2012)
Source: National Center for Education Statistics

The report provides finance data for all local education agencies (LEAs) that provide free public elementary and secondary (PK-12) education in the United States. Specifically, this report includes findings from the following types of school finance data:

  • Revenue and expenditure totals by state and the 100 largest LEAs;
  • LEA revenues by federal, state, and local revenues by source;
  • Expenditures by function and object totals by state;
  • Current expenditures per pupil by state and the 100 largest LEAs;
  • Interest on debt; and
  • Capital outlay.

See also: Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2011–12 (Fiscal Year 2012)

Findings From the First-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11

January 5, 2015 Comments off

Findings From the First-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11
Source: National Center for Education Statistics

This brief report provides a first look at the overall first-grade reading, math, and science achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and who advanced to first grade for the 2011-12 school year. The report uses new data from the first-grade rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the fall and spring of first grade are shown, both overall and by selected child and family characteristics.

Ninth-Graders’ Mathematics Coursetaking, Motivations, and Educational Plans

December 5, 2014 Comments off

Ninth-Graders’ Mathematics Coursetaking, Motivations, and Educational Plans
Source: National Center for Education Statistics

This Statistics in Brief uses data from NCES’ High School Longitudinal Study (HSLS:2009) to examine what motivates high school students to take mathematics, and how those motivations vary depending on students’ plans for the year after high school. For students who have the same after-high-school plans, the report also examines how students from different socio-economic backgrounds compare in terms of their mathematics coursetaking and their motivations for coursetaking.

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