Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Beverly L.; Ward, Barbara J. |
|---|---|
| Institution | Education Commission of the States, Denver, CO. National Assessment of Educational Progress. |
| Titel | Student Achievement in America: State Policy Implications for a High Technology Economy. |
| Quelle | (1983), (29 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Achievement; Basic Skills; Educational Assessment; Educational Needs; Elementary Secondary Education; Futures (of Society); Minimum Competencies; National Programs; Public Policy; Technological Advancement; National Assessment of Educational Progress |
| Abstract | Three aspects of the match between education and the demands of our changing economic situation are examined. First, the skills students will need for the future are identified. These skills included competencies in reading, writing, speaking and listening, mathematics, science, reasoning, basic employment, economics, and computer literacy. Second, current levels of achievement with respect to these skills are explored. The data are drawn from the results of the National Assessment of Educational Progres (NAEP) in reading, mathematics, science, writing, literature, and consumer competencies. The overall NAEP findings were not particularly encouraging, especially for 17-year-olds. This paper concludes by making suggestions for correcting this mismatch between current achievement levels and necessary skills. It is recommended that educators first examine the lists of skills needed, determine which are appropriate for individual states or communities, and sort through those skills with business and industry leaders and parents. Then these groups should act in concert to remedy the problems they face. Primary type of information provided by report: Procedures (Analysis). (BW) |
| Anmerkungen | National Assessment of Educational Progress, Box 2923, Princeton, NJ 08541. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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