Literaturnachweis - Detailanzeige
Institution | Center on Education Policy |
---|---|
Titel | Subgroup Achievement and Gap Trends: New Hampshire, 2010 |
Quelle | (2010), (18 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Quantitative Daten; Scores; Trend Analysis; Reading Achievement; Mathematics Achievement; Racial Differences; Ethnicity; Low Income Groups; Achievement Gap; White Students; African American Students; American Indians; Gender Differences; Federal Legislation; Accountability; State Standards; Standardized Tests; Hispanic American Students; Asian American Students; Disabilities; English (Second Language); Females; Achievement Gains; New Hampshire Trendanalyse; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rassenunterschied; Ethnizität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; American Indian; Indianer; Geschlechterkonflikt; Bundesrecht; Verantwortung; Standadised tests; Standardisierter Test; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Handicap; Behinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Weibliches Geschlecht; Achievement gain; Leistungssteigerung |
Abstract | This paper profiles the student subgroup achievement and gap trends in New Hampshire for 2010. New Hampshire's demographic profile is such that, with the exception of Latino students at the elementary level, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to count for this study. The white, low income subgroup, and males and females made progress in grade 8 at the basic, proficient and advanced levels in both reading and math. Achievement gaps narrowed between the subgroups analyzed. Comparable data were available from 2006 through 2009 for grades 4, and 8; there were not enough years of data to discern trends at the high school level. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914.] (ERIC). |
Anmerkungen | 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@cep-dc.org; Web site: http://www.cep-dc.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |