Subgroup Achievement and Gap Trends: North Carolina, 2010

Institution	Center on Education Policy
Titel	Subgroup Achievement and Gap Trends: North Carolina, 2010
Quelle	(2010), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
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; North Carolina + Suchen Sie Ihr Suchwort? 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 North Carolina for 2010. In grade 8 math (the only grade in which subgroup trends were analyzed by achievement level), North Carolina made gains across the board for all major subgroups at the basic-and-above, proficient-and-above, and advanced levels. Progress in narrowing achievement gaps in math was mixed at grades 4 and 8, depending on whether one looked at percentages proficient or average (mean) scores. Comparable data were available in math for 2006-2009. Recent trends could not be determined in reading because the state changed its reading test in 2008. High school trends could not be determined because none of North Carolina's various end-of-course exams is administered to all students. (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