12th-Grade Reading and Mathematics 2005

12th-Grade Reading - U.S Department of Education NCES 2007–468 12th-Grade Reading and Mathematics 2005 NATIONAL ASSESSMENT OF EDUCATIONAL

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12th-Grade Reading and Mathematics 2005 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS U.S. Department of Education NCES 2007–468
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What is The Nation’s Report Card TM ? The Nation’s Report Card TM informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the fi ndings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. The Nation’s Report Card TM compares performance among states, urban districts, public and private schools, and student demographic groups. For over three decades, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, history, geography, and other subjects. By making objective information available on student performance at the national, state, and local levels, NAEP is an integral part of our nation’s evaluation of the condition and progress of education. Only information associated with academic achievement and related variables is collected. The privacy of individual students is protected, and the identities of participating schools are not released. NAEP is a congressionally mandated project of the National Center for Education Statistics (NCES) within the Institute of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is responsible for carrying out the NAEP project. The National Assessment Governing Board oversees and sets policy for NAEP. FEBRUARY 2007 1 Executive Summary 2 Understanding and Reporting the Results 4 Reading 14 Mathematics 22 Technical Notes Contents
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In 2005, a representative sample of over 21,000 high school seniors from 900 schools across the country was assessed in reading and mathematics. This report presents the national results from the 1992, 1994, 1998, 2002, and 2005 reading assessments and from the 2005 mathematics assessment. It also includes sample questions to illustrate the types of skills and knowledge that were assessed in each subject. Reading performance declines for all but top performers In 2005, the average reading score for high school seniors was 286 on a 0–500 scale. This overall average was lower than in 1992, although it was not signiF cantly different from the score in 2002. With the exception of the score for students performing at the 90th percentile, declines were seen across most of the performance distribution in 2005 as compared to 1992. The percentage of students performing at or above Basic decreased from 80 percent in 1992 to 73 percent in 2005, and the percentage of students performing at or above the Prof cient level decreased from 40 to 35 percent. White and Black students were the only racial/ethnic groups to show a statistically significant change in reading performance, scoring lower in 2005 than in 1992.
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This note was uploaded on 02/07/2010 for the course C&I 590 taught by Professor Sarahlubienski during the Spring '10 term at University of Illinois at Urbana–Champaign.

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12th-Grade Reading - U.S Department of Education NCES 2007–468 12th-Grade Reading and Mathematics 2005 NATIONAL ASSESSMENT OF EDUCATIONAL

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