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Writing 2011 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT GRADES 8 AND 12 U.S. Department of Education NCES 2012-470 Contents 1 Executive Summary 4 Introduction 10 Grade 8 28 Grade 12 46 Technical Notes What Is The Nation’s Report CardTM? Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. NAEP collects and reports information on student performance at the national and state levels, making the assessment an integral part of our nation’s evaluation of the condition and progress of education. Only academic achievement data and related background information are collected. The privacy of individual students and their families is protected. NAEP is a congressionally authorized project of the National Center for Education Statistics (NCES) within the Institute of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is responsible for carrying out the NAEP project. The National Assessment Governing Board oversees and sets policy for NAEP.The Nation’s Report Card™ informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. Executive Summary New computer-based assessment of students’ writing skills Writing in the 21st century is defined by its frequency and its efficiency. It is clear that the ability to use written language to communicate with others—and the corresponding need for effective writing instruction and assessment—is more relevant than ever. Reflecting current practice and recognizing the impact of communication technologies on the way students compose their writing, the National Assessment of Educational Progress (NAEP) administered the first computer-based assessment in writing in 2011. In this new national writing assessment sample, 24,100 eighth-graders and 28,100 twelfth- graders engaged with writing tasks and composed their responses on computer. The assessment tasks reflected writing situations common to both academic and workplace settings and asked students to write for several purposes and communicate to different audi- ences. The results of the 2011 writing assessment offer a new opportunity to understand the ability of eighth- and twelfth-grade students to make effective choices in their writing and allow for insight into the role and impact of technology on writing education and performance. For the first year of this computer-based writing assessment, new scales and achievement levels were established. The scales for grades 8 and 12 were developed separately and range from 0 to 300 with a mean set at 150 for each grade. Additional results are reported based on students’ demographic characteris ...
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Writing 2011 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT GRADES 8 AND 12 U.S. Department of Education NCES 2012-470 Contents 1 Executive Summary 4 Introduction 10 Grade 8 28 Grade 12 46 Technical Notes What Is The Nation’s Report CardTM? Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. NAEP collects and reports information on student performance at the national and state levels, making the assessment an integral part of our nation’s evaluation of the condition and progress of education. Only academic achievement data and related background information are collected. The privacy of individual students and their families is protected. NAEP is a congressionally authorized project of the National Center for Education Statistics (NCES) within the Institute of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is responsible for carrying out the NAEP project. The National Assessment Governing Board oversees and sets policy for NAEP.The Nation’s Report Card™ informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. Executive Summary New computer-based assessment of students’ writing skills Writing in the 21st century is defined by its frequency and its efficiency. It is clear that the ability to use written language to communicate with others—and the corresponding need for effective writing instruction and assessment—is more relevant than ever. Reflecting current practice and recognizing the impact of communication technologies on the way students compose their writing, the National Assessment of Educational Progress (NAEP) administered the first computer-based assessment in writing in 2011. In this new national writing assessment sample, 24,100 eighth-graders and 28,100 twelfth- graders engaged with writing tasks and composed their responses on computer. The assessment tasks reflected writing situations common to both academic and workplace settings and asked students to write for several purposes and communicate to different audi- ences. The results of the 2011 writing assessment offer a new opportunity to understand the ability of eighth- and twelfth-grade students to make effective choices in their writing and allow for insight into the role and impact of technology on writing education and performance. For the first year of this computer-based writing assessment, new scales and achievement levels were established. The scales for grades 8 and 12 were developed separately and range from 0 to 300 with a mean set at 150 for each grade. Additional results are reported based on students’ demographic characteris.
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ESSENTIALS ON EDUCATION DATA and RESEARCH ANALYSIS ResearchCenter 68 January 2013 District Administration Second-Language Learning by Carla Thomas McClure WHILE EDUCATION RESEARCH has long suggested that studying second languages in K12 schools boosts student achievement in other content areas, the current testing emphases on mathematics and reading has placed foreign language instruction relatively low on district pri- ority lists. However, a growing body of research indicates that second-language learning should be bumped up signifi- cantly, as demonstrated particularly in the following areas. Potential Benefits Cognitive ability. Numerous stud- ies document a positive relationship between early second language learning and improved mental processes, includ- ing conceptual learning (Archibald, 2006; Robinson, 1998). For example, a recent experiment with 104 six-year-olds found those who spoke two languages were bet- ter at switching from one task to another, an indicator of their ability to manage attention (Barac & Bialystok, 2012). Achievement gains. Dumas (1999) examined the test scores of 13,200 third- and fifth-grade students in Louisiana and found that those studying a foreign lan- guage performed better on the state assess- ment in English than those not enrolled in a foreign language class, regardless of race, gender, and overall academic per- formance. Curtain and Dahlberg (2004) noted in other studies that learning a sec- ond language seems especially beneficial to the academic achievement of children from minority and low-income families. College and career readiness. One in four institutions of higher education requires applicants to study a foreign language to gain admission, and one in two requires students to fulfill a language requirement during college to receive an undergraduate degree (Lusin, 2012). Program Implementation Research and data indicate that imple- menting a foreign language program that contributes to such improvements in students’ achievement and preparedness will require schools and districts to do the following: Establish a sequenced instructional program. The Center for Applied Lin- guistics (CAL) recommends sequenced preK-to-college programs of sufficient strength to help students become highly proficient in a second language. Start early. Children who receive sec- ond-language instruction before middle school are more likely to speak the lan- guage fluently. Further, young children who master a second language seem more able than monolinguals to master addi- tional languages later in life. A study of Second-Language Learning Fast-Facts According to an American Council on the Teaching of Foreign Languages (ACTFL) survey, in 2007-2008: 18% of U.S. public school students were enrolled in foreign language courses 40% of those enrolled in a foreign language were in California, Texas, New York, Florida, or Pennsylvania 17 states, half of t ...
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Writing 2011 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS AT GRADES 8 AND 12 U.S. Department of Education NCES 2012-470 Contents 1 Executive Summary 4 Introduction 10 Grade 8 28 Grade 12 46 Technical Notes What Is The Nation’s Report CardTM? Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. NAEP collects and reports information on student performance at the national and state levels, making the assessment an integral part of our nation’s evaluation of the condition and progress of education. Only academic achievement data and related background information are collected. The privacy of individual students and their families is protected. NAEP is a congressionally authorized project of the National Center for Education Statistics (NCES) within the Institute of Education Sciences of the U.S. Department of Education. The Commissioner of Education Statistics is responsible for carrying out the NAEP project. The National Assessment Governing Board oversees and sets policy for NAEP.The Nation’s Report Card™ informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. Executive Summary New computer-based assessment of students’ writing skills Writing in the 21st century is defined by its frequency and its efficiency. It is clear that the ability to use written language to communicate with others—and the corresponding need for effective writing instruction and assessment—is more relevant than ever. Reflecting current practice and recognizing the impact of communication technologies on the way students compose their writing, the National Assessment of Educational Progress (NAEP) administered the first computer-based assessment in writing in 2011. In this new national writing assessment sample, 24,100 eighth-graders and 28,100 twelfth- graders engaged with writing tasks and composed their responses on computer. The assessment tasks reflected writing situations common to both academic and workplace settings and asked students to write for several purposes and communicate to different audi- ences. The results of the 2011 writing assessment offer a new opportunity to understand the ability of eighth- and twelfth-grade students to make effective choices in their writing and allow for insight into the role and impact of technology on writing education and performance. For the first year of this computer-based writing assessment, new scales and achievement levels were established. The scales for grades 8 and 12 were developed separately and range from 0 to 300 with a mean set at 150 for each grade. Additional results are reported based on students’ demographic characteris ...
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Action Research Plan
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Lamar University
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