AUTHOR - ERIC DOCUMENT RESUME ED 342 683 SE 052 896 AUTHOR Jones, Lee R.; And 0thers TITLE The 1990

download AUTHOR - ERIC DOCUMENT RESUME ED 342 683 SE 052 896 AUTHOR Jones, Lee R.; And 0thers TITLE The 1990

of 176

  • date post

    16-Jul-2020
  • Category

    Documents

  • view

    0
  • download

    0

Embed Size (px)

Transcript of AUTHOR - ERIC DOCUMENT RESUME ED 342 683 SE 052 896 AUTHOR Jones, Lee R.; And 0thers TITLE The 1990

  • DOCUMENT RESUME

    ED 342 683 SE 052 896

    AUTHOR Jones, Lee R.; And 0thers TITLE The 1990 Science Report Card. NAEP'S Assessment of

    Fourth. Eighth, and Twelfth Graders. INSTITUTION Educational Testing Service, Princeton, N.J.;

    National Assessment of Educational Progress, Princeton, NJ.

    SPCNS AGENCY National Center for Education Statistics (ED), Washington, DC.

    REPORT NC ISBN-0-88685-124-6; NCES-92-064 PUB DATE Mar 92 NOTE 175p. PUB TYPE Reports - Evaluative/Feasibility (142) -- Statistical

    Data (110)

    EDRS PRICE MF01/2C08 Plus Postage. DESCRIPTORS Course Selection (Students); "Educational Assessment;

    Elementary Secondary Education; Females; Grade 4; Grade 8; Grade 12; Minority Groups; National Surveys; Noncollege Bound Students; Parent Background; 'Science Curriculum; Socioeconomic Status; "Student Attitudes; Student Experience; "Teacher Characteristics; Teacher Qualificationz

    IDENTIFIERS 'National Assessment of Educational Progress; 'Science Achievement

    ABSTRACT

    This report from The Nation's Report Card provides further information about students' lack of preparation in science, their apparent disinclination to enroll in challenging science courses, and the comparatively low achievement of Back and Hispanic students, females, economically disadvantaged students, and non-college bound students. These Science Report Card results are based on a national survey of nearly 20,000 students in grades 4, 8, and 12, conducted during the winter and spring of 1990 by the National Assessment of Education Progress (NAEP). The results from the 1990 science assessment were analyzed using item response theory (IRT) methods, allowing NAEP to describe performance across the grades and subpopulataons on a 0 to 500 scale. Along this continuum, four levels of proficiency were defined: Level 200: Understands Simple Scientific Principles; Level 250: Applies General Scientific Information; Level 300: Analyzes Scientific Procedures and Data; and Level 350: Integrates Specialized Scientific Information. Overall science proficiency by race/ethnicity, gender, region, type of community, type of school, parents' highest level of education, additional home factors, types of high school programs, and plans after high school was determined. Chapters include: (1) "Overall Science Proficiency for the Nation and Demographic Subpopulations"; (2) "Levels of Science Proficiency for the National and Demographic Subpopulations"; (3) "Science Proficiency by Content Areas for the Nation, Subpopulations, and in Relation to High School Course-Taking"; (4) "Attitudes toward Science Education and Students' Experiences in Science"; (5) "Toward Scientific Literacy for All: Instructional Goals and Practices"; and (6) "Who Is Teaching Science? A Profile of the Eighth-Grade Science Teaching Force." The profile survey on teachers included data on race/ethnicity, years of teaching experience, level and type of teaching certification, academic training, teachers' perceptions of their preparation to teach science topics, and teachers' professional activities in science. An overview of the procedures used in the 1990 science assessment, the NAEP scale anchoring process for the 1990 science assessment and additional example anchor items, anC statistical data for all parts of the survey are appended. (KR)

  • us. oirOrrOsirt op touciliot.a4

    UC,1110101., PcSOOFICES 110411°70:4-11,1

    eel&d t 'Naive* Rersoet ed WI

    %Iris clocutose tos Dean repsoduced as t° C1.411,P {VOCI

    motive,' WO ase pelson ey otgainitevon

    D VINO cwoges nova peen mato io onpoovil anspreing 4

    tflproductron Vey --------,---I Pans* of worm co opomor;s0:1440;;ITigcswe

    Wei dO oeft 001 90111 Of OM

  • What is The Nation's Report Card? THE NATION'S REPORT CARD, the National Assessment of Educational ProgressINALP), is the only nationally representative and continuing assessment of what America's students know and tan do in various subject areas. Since Pfng, assessments have been conducted penixiitally in wading, mathematics, science. writing, history/geography, and other fields. By making objective information on student performance available to polkymakers at the national, state, and ftk al levels. NAP is an integral part of our nation's evaluation of the condition and progress ot education, Only information related to academk achievenknt is collected under this program. NMI' guarantetw the privacy of in 'ividual students and their families.

    NAEP is a congressionally mandated project of the National t :enter for Education Statistics, the U.S. Department of Educatkm. The Commissioner of Educatkm Statistics is respunsible, by law, for carrying out the MEP project through competitive awards to quahhed organizations, NAEP reports directly to the Commissioner, who is also respimsible tor providing tontinuing reviews, including validation studies and sohcitation of pubhc comment, on NAEP's conduct and usektiness.

    In 198$, Congress created the National Assessment (ftwerning Board tNMiB) to formulate policy guidelines for NAEP. The board is responsible for selecting the subject areas to be assessed, which may include adding to those specified by Congress; identifying appropriate achievement goals for each age and grade; developing assessment objectives; developing test specifications; designing the assessment methodology: developing guidelines and standards for data analysis and fOr reporting and diswminating results; developing standards and procedures for interstate, regional, and national commisims; impioving the form and use of the National Assessment: anti ensuring that all items selected for use in the National Assessnwnt are free trim) racial, cultural, gender, or regumal bias.

    The National Assessment Governing Board Rkhard A. Boyd, (:hairman secultve Director

    Martha Holden Jennings Finindation leveland, Ohio

    Mark 1). Musick, Vice-Chairman President Southern Regional 1.ducation board Atlanta. tiongia

    Phyllis Williamson Aldrkh t 'unit &alum S oordinator SaratogaWarwn I4U IS. SJlinitga Springs, New York

    David P. Battini High St him! History Teacher t 'airo-Durham High St hotn t *Jiro, New York

    Parris t. Batik* Edutation Specialist Dade t:ounty Public St hook Miami, Florida

    Honorable FNan Bayh t ;overrun of Indiana Indianapolis, Indiana

    Mary R, Blanton .Attnriley Blanton & Blanton Salisbury, North S 'anima

    Boyd W. Hoehlie Attorney and St hoot fir lard Member Pella, Iowa

    Linda R. Bryant Dean of Students flownte Keieenstein Middle Skhnill Pittsburgh. Pennssivania

    Honorable Mkhael N, Castle t werrun of Delaware Dover, I telaware

    Honorable Naomi K. (Oben t 'onsiectk tit

    flimsy ot Represemain es flartford, C °ones I lt tit

    liester 1, Jinn, Jr, Pit 'lessor ot lAthatitin and Public PtIlicv Vanderbilt University Washington. P.S .

    Michael Glode Wyoming State hoard ol Fdtit atioti Saratoga. Wyoming

    William Hume 'hairman ol the Board

    Basic American. Ins, San I tancisio,

    t:hristine Johnson Director of K-12 him atum 1 ittieton Puhlit tit holds Littleton, t olorado

    John S. Lindley Print spal South t ollw Elementary School Pori Orchard. Washington

    cart J. Moser hresThr of Schools 1 he I nit Ilia I) S Nits II Miss, tit n 40,1114.1 St. Louis. MISSOWI

    John A. Murphy Superintendent of St his+,

    harlot te-Mei kkmhurg St Ins+, t 'hat-lone, North Carolina

    Honorable Carolyn Pollan Ark,msas I lot we ot Representatives fort Smith, Arkansas

    Honorable William I. Randall Ommissioner of telucatuin

    State Ihpart merit of I Out at it of Tvnvvr, S olorado

    homas I opuzes senior Vitt. President Valley Independent Hank I I 1.:entro, California

    Herbert J. Walherg Pry de1S4 tr t tI I shit al10/1 *nive.isfty of Illinois

    Chisago, Illinois

    Diane Ravitch (Es-Offit it)) Assistant Secretary and

    'ounwlor to the Set roars I!.S. Department of I ducation Washington, D.' .

    Roy truhy ive Hires tor, NAt

    Washington, D.t

  • 1111111111111 THE 1990

    SCIENCE REPORT CARD NAFFS Assessment of

    Fourth, Eighth, and Twelfth Graders UR R. Jones Ina V.S. Mullis Senta A. Raizen

    Iris R. Weiss Elizabeth A. Weston

    March 1992

    REPTIOINATr..43 Prepared by EDUCA11ONAI TESTING SERVICE under contract with the National Center for Education StatisticsCARD

    Office of Educational Research and Improvement U.S. Department of Education

  • U.S. Department of Education Lamar Alexander Secretary

    Office of Educational Research and Improvement Diane Ravitch Assistant Secretary and Counselor to the Secretary

    National Center for Education Statistics Emerson J, Elliott Acting Commissioner

    FOR MORE INFORMATION

    For ordering information on this report, write:

    Education Information Branch Office of Educational Research and Improvement US. Department of Education 555 New Jersey Avenue, NW Washington, D.C. 20208-5641

    or call 1-800-424-1616 (in the Washington, D.C. metropolitan area call 202-219-1651).

    Library of Congress, Catalog Card Number: 92-60173

    ISBN: 0-88685-124-6

    The work upon which this publication is based was performed for the National Center for Education Statistics, Office of Educational Research and Improvement, by Educational Testing

    Service.

    Educational Testing Service is an equal opportunity/affirmative action employer.

    Educational Testing Servke, ETS, and (4) are registered trademarks of Educational Testing Service.

  • TABLE OF CONTENTS

    OVERVIEW 1

    CHAPTER ONE Overall Science Proficiency