Textbooks socialise and legitimise cultural norms, and therefore, learners' social worlds should find expression in their textbooks. In the study reported on here we examined how Grade 4 English First Additional Language and life skills textbooks reflected learner diversity in South African schools as manifested in their racial, gender,…

This research work examined the impact of a science-reading instructional sequence ("InSciRead") on fourth-grade Spanish-English dual language learners' ability to monitor their comprehension of content-related (erosion, deposition, and transportation) texts. We used a quantitative measure of students' ability to detect incongruities in a related…

This report presents results of the National Assessment of Educational Progress (NAEP) 2010 civics assessment. National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as a percentage of students performing at or above three achievement levels: "Basic,"…

This article investigates plausible explanations for the observed heterogeneity among jurisdictions in the exclusion rates of students with disabilities and English language learners in administrations of the National Assessment of Educational Progress (NAEP). It also examines the operating characteristics of a particular class of methods, called…

Following a push to make "the nation's report card" better reflect the academic performance of all children in America's schools, most states boosted the numbers of students with disabilities and English-language learners who participated in the 2011 reading and math tests that are part of the National Assessment of Educational Progress (NAEP).…

For over a decade, research studies of mathematics education in high-performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on the promise of common standards, the standards…

This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. The results from the 2009 assessment presented in this report are compared to those from previous years, showing how students' performance in mathematics has progressed over time. Results for students in the nation, the 50…

Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts…

Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in reading. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts…

The District's demographics are such that achievement trends could only be determined for African American, male and female, and low income subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Washington, DC students showed gains in both reading and math at the basic, proficient, and advanced levels…

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), California students made gains across the board in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math, there were some declines at the basic achievement level. In terms of…

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Arizona students showed mostly gains in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math, there were gains at all three achievement levels in grade 8 for these subgroups.…

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Arkansas showed across-the-board gains--improvements in reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low income students, and boys and girls. The gains were quite large in most instances, especially at the…

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Alabama students showed gains across the board in reading and math--at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low income students, and boys and girls. Progress was made in narrowing achievement gaps between racial/ethnic…

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Colorado students showed gains in reading at the proficient level for racial/ethnic subgroups, low income students, and boys and girls. There were slight declines or flat trends for almost all subgroups at the advanced level in reading. In math, gains were…