Progress Report

Progress Report
Author:
Publisher:
Total Pages: 6
Release: 1937
Genre:
ISBN:

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Exploring Rapid Achievement Gains in North Carolina and Texas. Lessons from the States

Exploring Rapid Achievement Gains in North Carolina and Texas. Lessons from the States
Author: David Grissmer
Publisher: DIANE Publishing
Total Pages: 50
Release: 1998
Genre:
ISBN: 1428965408

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The National Education Goals Panel (NEGP) tracks and reports annually on 33 indicators linked to the 8 National Education Goals. The NEGP's 1997 report showed positive gains on the greatest number of indicators for North Carolina and Texas. These gains included significant gains on the 1996 National Assessment of Educational Progress (NAEP) in mathematics. The NEGP commissioned this study to see if the improvements were really significant and to try to identify the factors that could or could not account for the educational improvement in these two states. The analysis confirms that the gains in academic achievement in both states are both significant and sustained. North Carolina and Texas posted the largest gains on the NAEP administered between 1990 and 1997, and these results were mirrored in state assessments administered in the same period. There is also evidence that the scores of disadvantaged students improved more rapidly than those of advantaged students. Several factors commonly associated with student achievement, including real per-pupil spending, teacher/pupil ratios, teachers with advanced degrees, and experience levels of teachers, do not appear to explain the test score gains. Texas and North Carolina rank at or below the national averages on these characteristics, and none of them changed during the study period in ways that would explain the gains. The study concludes that the most plausible explanation for the score gains is found in the policy environment established in each state. Both states pursued similar paths to improvement, and each succeeded in changing the organizational environment and incentive structure for educators in ways that led to improvement. The keys to this change include: (1) creating an aligned system of standards, curriculum, and assessments; (2) holding schools accountable for improvement by all students; and (3) support from businesses in developing, implementing, and sustaining these changes over time. (Contains 16 figures, 4 tables, and 18 references.) (Author/SLD)

Public Education in North Carolina

Public Education in North Carolina
Author: North Carolina. State Educational Commission
Publisher:
Total Pages: 194
Release: 1920
Genre: Education
ISBN:

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

The Nation's Report Card Reading 2013 State Snapshot Report. North Carolina. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Publisher:
Total Pages: 1
Release: 2013
Genre:
ISBN:

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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 North Carolina was 265. This was not significantly different from the average score of 266 for public school students in the nation. The average score for students in North Carolina in 2013 (265) was not significantly different from their average score in 2011 (263) and in 1998 (262). The score gap between higher performing students in North Carolina (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 (44 points). The percentage of students in North Carolina who performed at or above the NAEP "Proficient" level was 33 percent in 2013. This percentage was not significantly different from that in 2011 (31 percent) and in 1998 (30 percent). The percentage of students in North Carolina who performed at or above the NAEP "Basic" level was 76 percent in 2013. This percentage was not significantly different from that in 2011 (74 percent) and in 1998 (74 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.].