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Since the late 1960s, the National Assessment of Educational Progress (NAEP)â€"the nation's report cardâ€"has been the only continuing measure of student achievement in key subject areas. Increasingly, educators and policymakers have expected NAEP to serve as a lever for education reform and many other purposes beyond its original role. Grading the Nation's Report Card examines ways NAEP can be strengthened to provide more informative portrayals of student achievement and the school and system factors that influence it. The committee offers specific recommendations and strategies for improving NAEP's effectiveness and utility, including: Linking achievement data to other education indicators. Streamlining data collection and other aspects of its design. Including students with disabilities and English-language learners. Revamping the process by which achievement levels are set. The book explores how to improve NAEP framework documentsâ€"which identify knowledge and skills to be assessedâ€"with a clearer eye toward the inferences that will be drawn from the results. What should the nation expect from NAEP? What should NAEP do to meet these expectations? This book provides a blueprint for a new paradigm, important to education policymakers, professors, and students, as well as school administrators and teachers, and education advocates.
The National Assessment of Educational Progress (NAEP), known as the nation's report card, has chronicled students' academic achievement in America for over a quarter of a century. It has been a valued source of information about students' performance, providing the best available trend data on the academic achievement of elementary, middle, and secondary school students in key subject areas. NAEP's prominence and the important need for stable and accurate measures of academic achievement call for evaluation of the program and an analysis of the extent to which its results are reasonable, valid, and informative to the public. This volume of papers considers the use and application of NAEP. It provides technical background to the recently published book, Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress (NRC, 1999), with papers on four key topics: NAEP's assessment development, content validity, design and use, and more broadly, the design of education indicator systems.
The future of education centers empowered students in a global learning ecosystem. Despite decades of reform, the traditional borders of education—graduation, curriculum, classrooms, schools—have failed to deliver on the goals of excellence and equity. Despite massive societal changes, education remains controlled by an old mindset. It is time to change that limiting mindset and, more importantly, the ineffective practices in education. To truly serve all learners, future classrooms must remove the boundaries of learning and become student-centered, culturally responsive, and personalized—supportive and equitable environments where each student can direct their own learning and seek multiple pathways to skills and knowledge in a global learning ecosystem. This compelling call for transformative change offers all involved in education Evidence-based arguments that reveal the need to break the traditional borders that limit learning Strategies to personalize learning and remove the confinement of traditional pathways Examples from around the world to create equitable and student-centric learning environments Resources for creating a school learning environment that expands opportunities for personalized learning into the global learning ecosystem It is time to now imagine a different kind of learning, without borders, and to begin the shifts in practice that will result in personalized learning for all students.
To assess the reading achievement of American school children, the National Assessment of Educational Progress (NAEP) surveyed nationally representative samples of approximately 13,000 students at grades 4, 8, and 12 attending public and private schools across the nation. Students read a variety of literary and informative passages and then answered a series of multiple-choice and open-ended questions designed to measure their ability to read and comprehend these passages. In addition, students provided background information about their reading experiences both in and out of school. To supplement this information, the teachers of fourth graders participating in the assessment completed a questionnaire about the instruction their students received. Findings indicated that: (1) the average reading proficiency of students increased substantially from grades 4 to 8 and less dramatically from grades 8 to 12; (2) at all three grade levels, there were great differences in reading proficiency according to socioeconomic status; (3) more proficient readers reported home and school environments that emphasized academic achievement; (4) students reported doing very little reading in school and for homework; (5) students' interest in books seems to decrease as they progress through school; (6) emphasis on beginning reading instruction in grades 1, 2, and 3 is overwhelmingly phonics-based; (7) instruction for most fourth graders is based on a single basal reader; and (8) reasoning activities are not emphasized in class. (Extensive tables of data are included; a procedural appendix and an appendix of data are attached.) (NKA)
This document presents the text of a hearing on violence in U.S. schools. Opening statements and remarks by Representatives Jose E. Serrano , Nita M. Lowey, and Major R. Owens are presented. Serrano's opening statement notes that the focus of the hearing is on the roots and probable causes of violence; prevention through teaching of alternate methods of conflict resolution; and the federal role in providing the necessary assistance to local school districts in the prevention and reduction of school violence. Statements and/or prepared materials by the following persons are included: (1) Honorable David N. Dinkins, Mayor of the City of New York; (2) Joseph Fernandez, Chancellor, New York City Public Schools, Brooklyn, New York; (3) Fernando Ferrer, Bronx Borough President; (4) Arnold Goldstein, Special Education and Rehabilitation, Syracuse University, Syracuse, New York; (5) Frank Melia, Principal, Christopher Columbus High School, Bronx, New York; and (6) Rey Ramos, student, and Rafael Toro, teacher, James Monroe High School, Bronx, New York. (ABL)