Achievement and the Three R's [electronic resource] : A Synopsis of National Assessment Findings in Reading, Writing and Mathematics / Kay Barrow and Others.
National Assessment of Educational Progress (NAEP) results indicate that most students understand the fundamentals of reading, writing and mathematics; and that achievement levels have remained stable across time for older students and may be improving for younger students, particularly in the areas...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1982.
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| Subjects: |
MARC
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| 088 | |a NAEP-SY-RWM-50 | ||
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| 099 | |f ERIC DOC # |a ED223658 | ||
| 100 | 1 | |a Barrow, Kay. | |
| 245 | 1 | 0 | |a Achievement and the Three R's |h [electronic resource] : |b A Synopsis of National Assessment Findings in Reading, Writing and Mathematics / |c Kay Barrow and Others. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1982. | ||
| 300 | |a 69 p. | ||
| 500 | |a ERIC Document Number: ED223658. | ||
| 500 | |a Sponsoring Agency: National Inst. of Education (ED), Washington, DC. |5 ericd. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (66th, New York, NY, March 19-23, 1982). |5 ericd. | ||
| 500 | |a Educational level discussed: Secondary Education. | ||
| 520 | |a National Assessment of Educational Progress (NAEP) results indicate that most students understand the fundamentals of reading, writing and mathematics; and that achievement levels have remained stable across time for older students and may be improving for younger students, particularly in the areas of reading and writing. However, NAEP data suggest that curriculum still emphasizes instruction in component skills apart and separate from the application of these skills. Many students evidence difficulty with tasks requiring higher-order skills. Gains evidenced by younger students in groups traditionally considered disadvantaged are being accompanied by declines in groups usually considered advantaged. In particular, the older and better students do not appear to be keeping up with their counterparts in earlier assessments. In many instances, differences in performance may be decreasing, but overall performance is not improving. We may be attaining more equality in educational achievement in reading, writing and mathematics, but it appears to be at the expense of declining excellence. Primary type of information provided by the report: Results (Change) (Selective). (Author/PN) | ||
| 650 | 1 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Achievement Gains. |2 ericd. |
| 650 | 1 | 7 | |a Basic Skills. |2 ericd. |
| 650 | 1 | 7 | |a Educational Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Equal Education. |2 ericd. |
| 650 | 1 | 7 | |a Federal Programs. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Reading Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Trend Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Writing Skills. |2 ericd. |
| 710 | 2 | |a National Assessment of Educational Progress (Project) | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED223658.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED223658 |h Other scheme |i web |n 1 |