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

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

The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Milwaukee 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. Milwaukee 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 Milwaukee was 199. This was lower than the average score of 212 for public school students in large cities. The average score for students in Milwaukee in 2013 (199) was not significantly different from their average score in 2011 (195) and in 2009 (196). The score gap between higher performing students in Milwaukee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 51 points in 2013. This performance gap was not significantly different from that in 2009 (50 points). The percentage of students in Milwaukee 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) and in 2009 (12 percent). The percentage of students in Milwaukee who performed at or above the NAEP "Basic" level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (38 percent) and in 2009 (39 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. Milwaukee Public Schools. Grade 8, Public Schools

The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Milwaukee 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. Milwaukee 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 Milwaukee was 242. This was lower than the average score of 258 for public school students in large cities. The average score for students in Milwaukee in 2013 (242) was not significantly different from their average score in 2011 (238) and in 2009 (241). The score gap between higher performing students in Milwaukee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 46 points in 2013. This performance gap was not significantly different from that in 2009 (47 points). The percentage of students in Milwaukee who performed at or above the NAEP "Proficient" level was 13 percent in 2013. This percentage was not significantly different from that in 2011 (10 percent) and in 2009 (12 percent). The percentage of students in Milwaukee who performed at or above the NAEP "Basic" level was 51 percent in 2013. This percentage was not significantly different from that in 2011 (46 percent) and in 2009 (51 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. Milwaukee Public Schools. Grade 4, Public Schools

The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Milwaukee 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. Milwaukee 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 Milwaukee was 221. This was lower than the average score of 235 for public school students in large cities. The average score for students in Milwaukee in 2013 (221) was not significantly different from their average score in 2011 (220) and in 2009 (220). The score gap between higher performing students in Milwaukee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 41 points in 2013. This performance gap was not significantly different from that in 2009 (38 points). The percentage of students in Milwaukee who performed at or above the NAEP "Proficient" level was 18 percent in 2013. This percentage was not significantly different from that in 2011 (14 percent) and in 2009 (15 percent). The percentage of students in Milwaukee who performed at or above the NAEP "Basic" level was 61 percent in 2013. This percentage was not significantly different from that in 2011 (58 percent) and in 2009 (59 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. Milwaukee Public Schools. Grade 8, Public Schools

The Nation's Report Card Mathematics 2013 Trial Urban District Snapshot Report. Milwaukee 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. Milwaukee 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 Milwaukee was 257. This was lower than the average score of 276 for public school students in large cities. The average score for students in Milwaukee in 2013 (257) was not significantly different from their average score in 2011 (254) and was higher than their average score in 2009 (251). The score gap between higher performing students in Milwaukee (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 2009 (42 points). The percentage of students in Milwaukee who performed at or above the NAEP Proficient level was 11 percent in 2013. This percentage was not significantly different from that in 2011 (10 percent) and was greater than that in 2009 (7 percent). The percentage of students in Milwaukee who performed at or above the NAEP Basic level was 44 percent in 2013. This percentage was not significantly different from that in 2011 (41 percent) and was greater than that in 2009 (37 percent). [For "The Nation's Report Card: A First Look--2013 Mathematics and Reading Trial Urban District Assessment. NCES 2014-466," see ED544551.].

Sweating the Small Stuff

Sweating the Small Stuff
Author: David Whitman
Publisher:
Total Pages: 390
Release: 2008
Genre: Academic achievement
ISBN:
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This book tells the story of six secondary schools that have succeeded in eliminating or dramatically shrinking the achievement gap between whites and disadvantaged black and Hispanic students. It recounts the stories of the University Park Campus School (UPCS) in Worcester, the American Indian Public Charter School in Oakland, Amistad Academy in New Haven, the Cristo Rey Jesuit High School in Chicago, the KIPP Academy in the Bronx, and the SEED school in Washington, D.C.

No Child Left Behind

No Child Left Behind
Author: Sandwich Public Schools (Sandwich, Mass.)
Publisher:
Total Pages:
Release: 2003
Genre: Education
ISBN:
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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.).

For Profit Higher Education

For Profit Higher Education
Author:
Publisher:
Total Pages: 1098
Release: 2012
Genre: Federal aid to higher education
ISBN:
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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

Oral Health in America

Oral Health in America
Author:
Publisher:
Total Pages: 32
Release: 2000
Genre: Dental public health
ISBN:
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