Literaturnachweis - Detailanzeige
| Sonst. Personen | Ashby, Nicole (Hrsg.) |
|---|---|
| Institution | Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs. |
| Titel | The Achiever. Volume 4, Number 1 |
| Quelle | (2005), (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Scores; Gender Differences; Academic Achievement; National Competency Tests; Graduation Rate; Higher Education; Mathematics; Reading; Science; Comparative Analysis; Poverty; Self Esteem; Small Group Instruction |
| Abstract | Females are now doing as well as or better than males on many indicators of achievement and attainment, according to a new study by the U.S. Department of Education. On the National Assessment of Educational Progress (NAEP), females outperformed their male peers on reading (2003) and writing (2002) assessments at the fourth, eighth and twelfth grades. In mathematics, the gender gap between average scale scores has been quite small and fluctuated only slightly between 1990 and 2003. At the college level, female freshmen were more likely than their male counterparts to graduate within six years (66 percent versus 59 percent). Other findings reveal that females were less likely than males to repeat a grade and to drop out of high school, and that gender differences in math and science course-taking appeared to be shrinking. The first article in this document document focuses on gender achievement gaps between males and females. The second article focuses on how inclusion efforts help an Indianapolis school cope with poverty. The importance of individual and small group attention is stressed, along with the importance of awards to help build self-esteem. (ERIC). |
| Anmerkungen | ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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