The Civics Report Card: Trends in Achievement from 1976 to 1988 at Ages 13 and 17; Achievement in 1988 at Grades 4, 8, and 12.

Autor/inn/en	Anderson, Lee; und weitere
Institution	National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ.
Titel	The Civics Report Card: Trends in Achievement from 1976 to 1988 at Ages 13 and 17; Achievement in 1988 at Grades 4, 8, and 12.
Quelle	(1990), (116 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-88685-098-3
Schlagwörter	Quantitative Daten; Academic Achievement; Achievement Rating; Civics; Comparative Analysis; Comprehension; Elementary Secondary Education; Grade 12; Grade 4; Grade 8; Instruction; Knowledge Level; National Surveys; Student Evaluation; Students; Teaching Methods; Trend Analysis; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Staatsbürgerkunde; Verstehen; Verständnis; School year 12; 12. Schuljahr; Schuljahr 12; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Teaching process; Unterrichtsprozess; Wissensbasis; Schulnote; Studentische Bewertung; Student; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Trendanalyse
Abstract	This report summarizes findings from two national surveys of U.S. civics achievement conducted by the National Assessment of Educational Progress. Part 1 reports on a trend assessment of approximately 56,000 students at ages 13 and 17, carried out during the 1975-76, 1981-82, and 1987-88 school years. Chapter 1 summarizes national trends, trends for demographic subpopulations, trends in students' ability to define democracy, and trends in students' ability to identify the value of multiple newspaper publishers. Part 2 reports on patterns of achievement of fourth-, eighth-, and twelfth-grade students in 1988. Chapter 2 summarizes the levels of civics proficiency across the grades. Chapter 3 compares civics proficiency across subpopulations defined by gender, race/ethnicity, region, and other characteristics. Chapter 4 explores students' performance in specific content areas such as: democratic principles and the purpose of government; political processes; and rights, responsibilities, and the law. Chapter 5 describes the amount of instruction students reported receiving in civics, while chapter 6 discusses the topics studied and the instructional approaches used in these classes. Appendices contain procedural information and tables of statistical data that supplement the information in the text. (JB)
Anmerkungen	National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC