The Nation's Report Card Reading 2013 State Snapshot Report. West Virginia. Grade 4, Public Schools
The Nation's Report Card Reading 2013 State Snapshot Report. West Virginia. Grade 4, Public Schools

Author: National Center for Education Statistics (ED)

Publisher:

Published: 2013

Total Pages: 1

ISBN-13:

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Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in West Virginia was 215. This was lower than the average score of 221 for public school students in the nation. ?The average score for students in West Virginia in 2013 (215) was not significantly different from their average score in 2011 (214) and in 1992 (216). ?The score gap between higher performing students in West Virginia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 1992 (44 points). ?The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 27 percent in 2013. This percentage was not significantly different from that in 2011 (27 percent) and in 1992 (25 percent).? The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 62 percent in 2013. This percentage was not significantly different from that in 2011 (61 percent) and in 1992 (61 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].

The Nation's Report Card Mathematics 2013 State Snapshot Report. West Virginia. Grade 4, Public Schools
The Nation's Report Card Mathematics 2013 State Snapshot Report. West Virginia. Grade 4, Public Schools

Author: National Center for Education Statistics (ED)

Publisher:

Published: 2013

Total Pages: 1

ISBN-13:

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Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in West Virginia was 237. This was lower than the average score of 241 for public school students in the nation. The average score for students in West Virginia in 2013 (237) was higher than their average score in 2011 (235) and in 1992 (215). The score gap between higher performing students in West Virginia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was not significantly different from that in 1992 (39 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 35 percent in 2013. This percentage was greater than that in 2011 (31 percent) and in 1992 (12 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 81 percent in 2013. This percentage was not significantly different from that in 2011 (78 percent) and was greater than that in 1992 (52 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].

The Nation's Report Card Reading 2013 State Snapshot Report. West Virginia. Grade 8, Public Schools
The Nation's Report Card Reading 2013 State Snapshot Report. West Virginia. Grade 8, Public Schools

Author: National Center for Education Statistics (ED)

Publisher:

Published: 2013

Total Pages: 1

ISBN-13:

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Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in West Virginia was 257. This was lower than the average score of 266 for public school students in the nation. The average score for students in West Virginia in 2013 (257) was not significantly different from their average score in 2011 (256) and was lower than their average score in 1998 (262). The score gap between higher performing students in West Virginia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 44 points in 2013. This performance gap was not significantly different from that in 1998 (41 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 25 percent in 2013. This percentage was not significantly different from that in 2011 (24 percent) and in 1998 (28 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 70 percent in 2013. This percentage was not significantly different from that in 2011 (68 percent) and was smaller than that in 1998 (75 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].

The Nation's Report Card Mathematics 2013 State Snapshot Report. West Virginia. Grade 8, Public Schools
The Nation's Report Card Mathematics 2013 State Snapshot Report. West Virginia. Grade 8, Public Schools

Author: National Center for Education Statistics (ED)

Publisher:

Published: 2013

Total Pages: 1

ISBN-13:

DOWNLOAD EBOOK

Results from the 2013 NAEP assessments show fourth-and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and for public school students in all 50 states, the District of Columbia, and Department of Defense schools. This snapshot report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2013 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in West Virginia was 274. This was lower than the average score of 284 for public school students in the nation. The average score for students in West Virginia in 2013 (274) was not significantly different from their average score in 2011 (273) and was higher than their average score in 1990 (256). The score gap between higher performing students in West Virginia (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 1990 (43 points). The percentage of students in West Virginia who performed at or above the NAEP "Proficient" level was 24 percent in 2013. This percentage was not significantly different from that in 2011 (21 percent) and was greater than that in 1990 (9 percent). The percentage of students in West Virginia who performed at or above the NAEP "Basic" level was 65 percent in 2013. This percentage was not significantly different from that in 2011 (65 percent) and was greater than that in 1990 (42 percent). [For the main report, "The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451," see ED544347.].

The Condition of Education, 2020
The Condition of Education, 2020

Author: Education Department

Publisher:

Published: 2021-04-30

Total Pages: 346

ISBN-13: 9781636710129

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The Condition of Education 2020 summarizes important developments and trends in education using the latest available data. The report presentsnumerous indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.

Dispelling Misconceptions About English Language Learners
Dispelling Misconceptions About English Language Learners

Author: Barbara Gottschalk

Publisher: ASCD

Published: 2019-10-23

Total Pages: 186

ISBN-13: 1416628304

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In Dispelling Misconceptions About English Language Learners, Barbara Gottschalk dispels 10 common misconceptions about ELLs and gives teachers the information they need to help their ELLs succeed in the classroom. From her perspective as a teacher of English as a second language, Gottschalk answers several key questions: * Just who is an English language learner? * Why is it important to support home language maintenance and promote family engagement? * What are the foundational principles for instruction that help educators teach ELLs across the content areas? * How can teachers recognize and incorporate the background knowledge and experiences ELLs bring to class? * Why is it important to maintain high standards and expectations for all students, including ELLs? * How can a teacher tell when an ELL needs special education versus special teaching? By answering these questions, and more, Gottschalk gives teachers a crystal-clear understanding of how to reach ELLs at each stage of English language acquisition. Her expert guidance reinforces for teachers what they are already doing right and helps them understand what they might need to be doing differently.

The Condition of Education 2018
The Condition of Education 2018

Author: Education Department

Publisher: Bernan Press

Published: 2019-06-30

Total Pages: 345

ISBN-13: 9781641433877

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The Condition of Education 2018 summarizes important developments and trends in education using the latest available data. The report presents 47 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.

Closing the School Discipline Gap
Closing the School Discipline Gap

Author: Daniel J. Losen

Publisher: Teachers College Press

Published: 2015

Total Pages: 286

ISBN-13: 0807773492

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Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund

The Condition of Education 2019
The Condition of Education 2019

Author: Nces

Publisher: Claitor's Pub Division

Published: 2020-02

Total Pages: 394

ISBN-13: 9781598049398

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The Condition of Education 2019, a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year's report includes 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons.