The Nations Report Card Reading 2013 Trial Urban District Snapshot Report Dallas Public Schools Grade 4 Public Schools PDF Download

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The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools

The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Publisher:
Total Pages: 1
Release: 2013
Genre:
ISBN:
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Download The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools Book in PDF, ePub and Kindle

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Dallas was 205. This was lower than the average score of 212 for public school students in large cities. The average score for students in Dallas in 2013 (205) was not significantly different from their average score in 2011 (204). The score gap between higher performing students in Dallas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 2011 (43 points). The percentage of students in Dallas who performed at or above the NAEP "Proficient" level was 16 percent in 2013. This percentage was not significantly different from that in 2011 (14 percent). The percentage of students in Dallas who performed at or above the NAEP "Basic" level was 49 percent in 2013. This percentage was not significantly different from that in 2011 (46 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.].

The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools

The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Publisher:
Total Pages: 1
Release: 2013
Genre:
ISBN:
GET BOOK

Download The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools Book in PDF, ePub and Kindle

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Dallas was 251. This was lower than the average score of 258 for public school students in large cities. The average score for students in Dallas in 2013 (251) was higher than their average score in 2011 (248). The score gap between higher performing students in Dallas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 2011 (40 points). The percentage of students in Dallas who performed at or above the NAEP "Proficient" level was 15 percent in 2013. This percentage was not significantly different from that in 2011 (13 percent). The percentage of students in Dallas who performed at or above the NAEP "Basic" level was 63 percent in 2013. This percentage was greater than that in 2011 (58 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.].

The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools

The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Publisher:
Total Pages: 1
Release: 2013
Genre:
ISBN:
GET BOOK

Download The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 4, Public Schools Book in PDF, ePub and Kindle

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of fourth-grade students in Dallas was 234. This was not significantly different from the average score of 235 for public school students in large cities. The average score for students in Dallas in 2013 (234) was not significantly different from their average score in 2011 (233). The score gap between higher performing students in Dallas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 37 points in 2013. This performance gap was not significantly different from that in 2011 (31 points). The percentage of students in Dallas who performed at or above the NAEP "Proficient" level was 30 percent in 2013. This percentage was not significantly different from that in 2011 (25 percent). The percentage of students in Dallas who performed at or above the NAEP "Basic" level was 78 percent in 2013. This percentage was not significantly different from that in 2011 (79 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.].

The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools

The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Publisher:
Total Pages: 1
Release: 2013
Genre:
ISBN:
GET BOOK

Download The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Dallas Public Schools. Grade 8, Public Schools Book in PDF, ePub and Kindle

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics and reading are based on representative samples of 1,100 to 2,300 public school students at grade 4 and 900 to 2,100 public school students at grade 8 in each participating urban district in 2013. Twenty-one urban districts participated in the 2013 assessments. This one-page report presents overall results, achievement-level percentages and average score results, scores at selected percentiles, average scores for district and large cities, results for student groups in 2013, and score gaps for student groups. In 2013, the average score of eighth-grade students in Dallas was 275. This was not significantly different from the average score of 276 for public school students in large cities. The average score for students in Dallas in 2013 (275) was not significantly different from their average score in 2011 (274). The score gap between higher performing students in Dallas (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 2011 (44 points). The percentage of students in Dallas who performed at or above the NAEP Proficient level was 23 percent in 2013. This percentage was not significantly different from that in 2011 (22 percent). The percentage of students in Dallas who performed at or above the NAEP Basic level was 67 percent in 2013. This percentage was not significantly different from that in 2011 (64 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.].

The Coding Manual for Qualitative Researchers

The Coding Manual for Qualitative Researchers
Author: Johnny Saldana
Publisher: SAGE
Total Pages: 282
Release: 2009-02-19
Genre: Reference
ISBN: 1446200124
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The Coding Manual for Qualitative Researchers is unique in providing, in one volume, an in-depth guide to each of the multiple approaches available for coding qualitative data. In total, 29 different approaches to coding are covered, ranging in complexity from beginner to advanced level and covering the full range of types of qualitative data from interview transcripts to field notes. For each approach profiled, Johnny Saldaña discusses the method’s origins in the professional literature, a description of the method, recommendations for practical applications, and a clearly illustrated example.

Investing in Successful Summer Programs

Investing in Successful Summer Programs
Author: Jennifer Sloan McCombs
Publisher:
Total Pages: 162
Release: 2021-06-30
Genre: Education
ISBN: 9781977402592
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Research evidence suggests that summer breaks contribute to income-based achievement and opportunity gaps for children and youth. However, summertime can also be used to provide programs that support an array of goals for children and youth, including improved academic achievement, physical health, mental health, social and emotional well-being, the acquisition of skills, and the development of interests. This report is intended to provide practitioners, policymakers, and funders current information about the effectiveness of summer programs designed for children and youth entering grades K-12. Policymakers increasingly expect that the creation of and investment in summer programs will be based on research evidence. Notably, the 2015 Every Student Succeeds Act (ESSA) directs schools and districts to adopt programs that are supported by research evidence if those programs are funded by specific federal streams. Although summer programs can benefit children and youth who attend, not all programs result in improved outcomes. RAND researchers identified 43 summer programs with positive outcomes that met the top three tiers of ESSA's evidence standards. These programs were identified through an initial literature search of 3,671 citations and a full-text review of 1,360 documents and address academic learning, learning at home, social and emotional well-being, and employment and career outcomes. The authors summarize the evidence and provide detailed information on each of the 43 programs, focusing on the evidence linking summer programs with outcomes and classifying the programs according to the top three evidence tiers (strong, moderate, or promising evidence) consistent with ESSA and subsequent federal regulatory guidance.

Closing the School Discipline Gap

Closing the School Discipline Gap
Author: Daniel J. Losen
Publisher: Teachers College Press
Total Pages: 286
Release: 2015
Genre: Education
ISBN: 0807773492
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Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund

From High School to the Future

From High School to the Future
Author: Melissa Roderick
Publisher: Consortium on Chicago School Research
Total Pages: 54
Release: 2012-09-01
Genre: High school seniors
ISBN: 9780985681913
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In a 2010 address to the College Board, U.S. Secretary of Education Arne Duncan laid out a vision for high school that advances the Obama administration's goal of the U.S. once again leading the world in educational attainment. There is no grade in which the magnitude and complexity of this shift becomes clearer than in senior year. Historically, senior year has been a time of finishing up graduation requirements as most students entered the work force after high school. In this new economy, most students now hope to go to college and those who are not entering college face a rapidly eroding labor market for young adults with only a high school education. This changing educational landscape means that students' coursework and activities in senior year are becoming increasingly important. If the new purpose of high schools is to be a "launching pad rather than a last stop destination," what does that mean for senior year? The bottom line is that there is much work to do if cps is to shift the focus of twelfth grade from finishing graduation requirements to preparing for college and employment or training. A central theme of this report is that there is no single answer to the question, "What is a good senior year?" Students are coming into senior year with very different needs. In order to look at differences in needs across students, the authors group students by their college qualifications at the end of eleventh grade. Thus, throughout this report, the authors focus on identifying the set of issues that educators need to grapple with for students on different trajectories. Appended are: (1) Data Used in This Report; (2) Determining Who is a Senior and Who Persists in Four-Year Colleges; (3) Variables Used in the Analysis; (4) Latent Class Analysis; (5) Identifying College Access; and (6) Methodology. (Contains 33 figures, 16 tables, and 70 endnotes.).

50 Myths and Lies That Threaten America's Public Schools

50 Myths and Lies That Threaten America's Public Schools
Author: David C. Berliner
Publisher: Teachers College Press
Total Pages: 273
Release: 2014-03-07
Genre: Education
ISBN: 0807755249
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This book is guaranteed to spark lively debates and critical thinking in any classroom! Two of the most respected voices in education identify 50 myths and lies that threaten America's public schools. Berliner and Glass argue that many citizens conception of K12 public education in the United States is more myth than reality. Warped opinions about our nations public schools include: they are inferior to private schools; they are among the worst in the world in math and science; teachers should be fired if their students dont score at the national average, and on and on. With more than a little humor, Berliner and Glass separate fact from fiction in this comprehensive look at modern education reform. They explain how the mythical failure of public education has been created and perpetuated in large part by political and economic interests who stand to gain from its destruction. They expose a rapidly expanding variety of organizations and media that intentionally misrepresent facts. Where appropriate, they name the promoters of the hoax and point out how their interests are served by encouraging false beliefs. Their method of debunking these falsehoods is to argue against their logic, criticize the data supporting them, and present more credible contradictory data. This dynamic book features short essays on important topics to provide every teacher, administrator, school board member, and concerned parent with reliable knowledge from authoritative sources.