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Achieving State and National Literacy Goals, a Long Uphill Road: A Report to Carnegie Corporation of New York, TR-180-EDU [Pehme köide]

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  • Formaat: Paperback / softback, 468 pages, kõrgus x laius x paksus: 274x214x5 mm, kaal: 272 g, Illustrations
  • Ilmumisaeg: 01-May-2005
  • Kirjastus: RAND
  • ISBN-10: 0833037102
  • ISBN-13: 9780833037107
Teised raamatud teemal:
Achieving State and National Literacy Goals, a Long Uphill Road: A Report to Carnegie Corporation of New York, TR-180-EDUSuurem pilt
  • Formaat: Paperback / softback, 468 pages, kõrgus x laius x paksus: 274x214x5 mm, kaal: 272 g, Illustrations
  • Ilmumisaeg: 01-May-2005
  • Kirjastus: RAND
  • ISBN-10: 0833037102
  • ISBN-13: 9780833037107
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780833037107.html
Märksõnad:
At a time when the postsecondary job market increasingly is demanding high literacy skills, the Carnegie Corporation of New York launched an initiative to focus national attention on adolescent literacy and to advance literacy among young people--defined as encompassing reading and writing in grades 4 through 12--by promoting policy, practice, and research in this field. The current report is a foundational study undertaken over the course of a year to analyze the state of adolescent achievement in literacy in the US. Its data show that the nation faces a tremendous educational challenge that cannot be solved through standards mandates alone. The report has no subject index. Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)
Preface iii
Figures
vii
Tables
ix
Summary xi
Acknowledgments xvii
Introduction
1(6)
Why Adolescent Literacy Matters
1(1)
Teaching Students to Read to Learn: An ``Orphaned Responsibility'' in the K--12 World
2(1)
Scope of the Project
3(1)
Purpose and Outline of This Report
4(3)
State and National Assessments of Adolescent Literacy
7(10)
State Assessment Systems
7(1)
State Assessment Systems in Transition
8(2)
Literacy Assessment Content and Format
10(1)
State Assessment Achievement Standards
11(1)
National Assessment of Educational Progress
12(5)
Reading Assessment
12(1)
Writing Assessment
13(4)
The Current State of Adolescent Literacy Achievement: Results from State Assessments
17(22)
What We Present in This
Chapter
17(3)
Performance of Elementary School Students
20(7)
Reading Assessments: Overall Pass Rates
20(1)
Reading Assessments: Differences in Performance Among Students, Disaggregated by Race/Ethnicity and Poverty Status
20(4)
Writing Assessments
24(3)
Performance of Middle School Students
27(7)
Reading Assessments: Overall Pass Rates
27(1)
Reading Assessments: Differences in Performance Among Students, Disaggregated by Race/Ethnicity and Poverty Status
27(3)
Writing Assessments
30(4)
Performance of High School Students
34(2)
Student Performance on Graduation Assessments
34(2)
Student Performance on High School Assessments Not Required for Graduation
36(1)
Summary
36(3)
The Current State of Adolescent Literacy Achievement: Results from the National Assessment of Educational Progress
39(16)
Performance of 4th-Graders
39(7)
Reading Assessment: Overall Proficiency Rates
39(1)
Reading Assessment: Differences in Performance Among Students, Disaggregated by Race/Ethnicity and Poverty Status
39(3)
Writing Assessment
42(4)
Performance of 8th-Graders
46(4)
Reading Assessment: Overall Proficiency Rates
46(1)
Reading Assessment: Differences in Performance Among Students, Disaggregated by Race/Ethnicity and Poverty Status
46(4)
Writing Assessment
50(1)
Summary
50(5)
The Current State of Adolescent Literacy Achievement: Reconciling Results from State and National Assessments
55(6)
Overall Proficiency Rates
55(2)
Differences in Performance of Subgroups
57(2)
Summary
59(2)
Conclusions and Policy Implications
61(4)
The NCLB Context
61(1)
Meeting State and National Literacy Goals: A Long Uphill Road
62(1)
Multiple Sources of Data Regarding Literacy Achievement Help Provide a More Complete Picture
63(2)
References 65