The Nation's Report Card Reading 2009 State Snapshot Report. Pennsylvania. Grade 4, Public Schools
The Nation's Report Card Reading 2009 State Snapshot Report. Pennsylvania. Grade 4, Public Schools

Author: National Center for Education Statistics (ED)

Publisher:

Published: 2010

Total Pages: 1

ISBN-13:

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Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of fourth-grade students in Pennsylvania was 224. This was higher than the average score of 220 for public school students in the nation. The average score for students in Pennsylvania in 2009 (224) was not significantly different from their average score in 2007 (226) and was not significantly different from their average score in 1992 (221). In 2009, the score gap between students in Pennsylvania at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 37 percent in 2009. This percentage was not significantly different from that in 2007 (40 percent) and was greater than that in 1992 (32 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 70 percent in 2009. This percentage was not significantly different from that in 2007 (73 percent) and was not significantly different from that in 1992 (68 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.].

The Nation's Report Card Reading 2009 State Snapshot Report. Pennsylvania. Grade 8, Public Schools
The Nation's Report Card Reading 2009 State Snapshot Report. Pennsylvania. Grade 8, Public Schools

Author: National Center for Education Statistics (ED)

Publisher:

Published: 2010

Total Pages: 1

ISBN-13:

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Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 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 2009 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2009, and score gaps for student groups are included. In 2009, the average score of eighth-grade students in Pennsylvania was 271. This was higher than the average score of 262 for public school students in the nation. The average score for students in Pennsylvania in 2009 (271) was higher than their average score in 2007 (268) and was higher than their average score in 2002 (265). In 2009, the score gap between students in Pennsylvania at the 75th percentile and students at the 25th percentile was 42 points. This performance gap was not significantly different from that of 2002 (44 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 40 percent in 2009. This percentage was not significantly different from that in 2007 (36 percent) and was greater than that in 2002 (35 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 81 percent in 2009. This percentage was not significantly different from that in 2007 (79 percent) and was greater than that in 2002 (77 percent). [For the main report, "The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458," see ED508911.].

The Nation's Report Card Reading 2011 State Snapshot Report. Pennsylvania. Grade 4, Public Schools
The Nation's Report Card Reading 2011 State Snapshot Report. Pennsylvania. Grade 4, Public Schools

Author: National Center for Education Statistics (ED)

Publisher:

Published: 2011

Total Pages: 1

ISBN-13:

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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 Pennsylvania was 227. This was higher than the average score of 220 for public school students in the nation. The average score for students in Pennsylvania in 2011 (227) was not significantly different from their average score in 2009 (224) and was higher than their average score in 1992 (221). In 2011, the score gap between students in Pennsylvania at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 1992 (44 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 41 percent in 2011. This percentage was greater than that in 2009 (37 percent) and was greater than that in 1992 (32 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 74 percent in 2011. This percentage was greater than that in 2009 (70 percent) and was greater than that in 1992 (68 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.].

The Nation's Report Card Reading 2011 State Snapshot Report. Pennsylvania. Grade 8, Public Schools
The Nation's Report Card Reading 2011 State Snapshot Report. Pennsylvania. Grade 8, Public Schools

Author: National Center for Education Statistics (ED)

Publisher:

Published: 2011

Total Pages: 1

ISBN-13:

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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 Pennsylvania was 268. This was higher than the average score of 264 for public school students in the nation. The average score for students in Pennsylvania in 2011 (268) was not significantly different from their average score in 2009 (271) and was not significantly different from their average score in 2002 (265). In 2011, the score gap between students in Pennsylvania at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2002 (44 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (40 percent) and was not significantly different from that in 2002 (35 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was smaller than that in 2009 (81 percent) and was not significantly different from that in 2002 (77 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.].

An Evaluation of the Public Schools of the District of Columbia
An Evaluation of the Public Schools of the District of Columbia

Author: National Research Council

Publisher: National Academies Press

Published: 2015-08-31

Total Pages: 249

ISBN-13: 0309373832

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An Evaluation of the Public Schools of the District of Columbia is a comprehensive five-year summative evaluation report for Phase Two of an initiative to evaluate the District of Columbia's public schools. Consistent with the recommendations in the 2011 report A Plan for Evaluating the District of Columbia's Public Schools, this new report describes changes in the public schools during the period from 2009 to 2013. An Evaluation of the Public Schools of the District of Columbia examines business practices, human resources operations and human capital strategies, academic plans, and student achievement. This report identifies what is working well seven years after legislation was enacted to give control of public schools to the mayor of the District of Columbia and which areas need additional attention.

Use of Visual Displays in Research and Testing
Use of Visual Displays in Research and Testing

Author: Matthew T. McCrudden

Publisher: IAP

Published: 2015-05-01

Total Pages: 347

ISBN-13: 1681231034

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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.

School, Family, and Community Partnerships
School, Family, and Community Partnerships

Author: Joyce L. Epstein

Publisher: Corwin Press

Published: 2018-07-19

Total Pages: 508

ISBN-13: 1483320014

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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.