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This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels--basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels--basic, proficient, and advanced--for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. Oregon has made a number of changes to its testing program in recent years. As a result, only two years of comparable test data (2007 and 2008) are available, too few to discern trends. Detailed results for these two years are presented. (Contains 6 figures and 6 tables.) [For "State Test Score Trends through 2007-08, Part I: Is the Emphasis on 'Proficiency' Shortchanging Higher- and Lower-Achieving Students?," see ED506121. For "State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?," see ED506122.]

Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Educational Legislation, Educational Trends, Effect Size, Elementary School Students, Federal Legislation, High School Students, Mathematics Achievement, Mathematics Tests, Profiles, Reading Achievement, Reading Tests, Scores, Scoring, Tables (Data), Testing

Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc[at]cep-dc.org; Web site: http://www.cep-dc.org









Autor: Center on Education Policy

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4609&id=ED506233



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