Many schools across the nation administer entrance and placement tests to young children as they enter or are about to enter kindergarten, and schools use this information for several different purposes. They use this information from tests, along with the child’s age, to decide whether a child is ready to begin kindergarten. The information from tests may also be used to support a decision on whether to admit a child who is old enough, or who is too young, according to the age cut-off set by the state, school district, or school. Test information is also used to help structure instruction to meet the needs of individual children or groups of children and to identify children who may need additional evaluation and testing.
{"title":"Schools' Use of Assessments for Kindergarten Entrance and Placement: 1998-99","authors":"N. Prakash, J. West, Kristin Denton","doi":"10.1037/e610352011-008","DOIUrl":"https://doi.org/10.1037/e610352011-008","url":null,"abstract":"Many schools across the nation administer entrance and placement tests to young children as they enter or are about to enter kindergarten, and schools use this information for several different purposes. They use this information from tests, along with the child’s age, to decide whether a child is ready to begin kindergarten. The information from tests may also be used to support a decision on whether to admit a child who is old enough, or who is too young, according to the age cut-off set by the state, school district, or school. Test information is also used to help structure instruction to meet the needs of individual children or groups of children and to identify children who may need additional evaluation and testing.","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121108833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to: Or call toll free 1–877–4ED–Pubs Content Contact: Jerry West (202) 502–7335 Jerry.West@ed.gov iii Acknowledgments We wish to recognize the 20,000 parents and the more than 8,000 kindergarten teachers and first-grade teachers who participated during the first 2 years of the study. We would like to thank the administrators of the more than 1,200 schools we visited across the United States for allowing us to work with their children, teachers and parents, and for providing us with information about their schools. We are especially appreciative of the assistance we received from the Chief State School Officers, district superintendents and staff, and private school officials. We would like to thank John Bailey at the U.S. Department of Education's Office of Educational Technology for his support during the planning and preparation of this report. Special thanks go to Sarah Kaffenberger of the Education Statistics Services Institute (ESSI) and Thea Kruger (formerly with ESSI) for their review of the existing literature on children's computer access, and to Andrea Timashenka of Pennsylvania State University at University Park for her quality control review of the report. (formerly with ESSI) for their hard work and dedication in supporting all aspects of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K) program. We appreciate the technical review comments provided by Bill Hussar (NCES) and (ESSI). We would also like to recognize the input we received from NCES staff members and the Educational Testing Service, under the direction of NCES—conducted the base-year and first-grade …
{"title":"Young Children's Access to Computers in the Home and at School in 1999 and 2000.","authors":"Amy Rathbun, J. West, E. G. Hausken","doi":"10.1037/e610352011-006","DOIUrl":"https://doi.org/10.1037/e610352011-006","url":null,"abstract":"The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. Please direct your comments to: Or call toll free 1–877–4ED–Pubs Content Contact: Jerry West (202) 502–7335 Jerry.West@ed.gov iii Acknowledgments We wish to recognize the 20,000 parents and the more than 8,000 kindergarten teachers and first-grade teachers who participated during the first 2 years of the study. We would like to thank the administrators of the more than 1,200 schools we visited across the United States for allowing us to work with their children, teachers and parents, and for providing us with information about their schools. We are especially appreciative of the assistance we received from the Chief State School Officers, district superintendents and staff, and private school officials. We would like to thank John Bailey at the U.S. Department of Education's Office of Educational Technology for his support during the planning and preparation of this report. Special thanks go to Sarah Kaffenberger of the Education Statistics Services Institute (ESSI) and Thea Kruger (formerly with ESSI) for their review of the existing literature on children's computer access, and to Andrea Timashenka of Pennsylvania State University at University Park for her quality control review of the report. (formerly with ESSI) for their hard work and dedication in supporting all aspects of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K) program. We appreciate the technical review comments provided by Bill Hussar (NCES) and (ESSI). We would also like to recognize the input we received from NCES staff members and the Educational Testing Service, under the direction of NCES—conducted the base-year and first-grade …","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132760442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Notes the importance of these new data and reports for the education field in studying schools, administrators, and teachers, particularly in light of changes in teacher training in the past two decades. Also discusses the rising profile of this survey in the coming years, as teacher training policies of the federal government and the states take center stage in education debates.
{"title":"Invited Commentary: First Publications from the Schools and Staffing Survey, 1999-2000.","authors":"Daniel P. Mayer","doi":"10.1037/e492172006-004","DOIUrl":"https://doi.org/10.1037/e492172006-004","url":null,"abstract":"Notes the importance of these new data and reports for the education field in studying schools, administrators, and teachers, particularly in light of changes in teacher training in the past two decades. Also discusses the rising profile of this survey in the coming years, as teacher training policies of the federal government and the states take center stage in education debates.","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130293822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2000-01.","authors":"Beth Aronstamm Young","doi":"10.1037/e492172006-010","DOIUrl":"https://doi.org/10.1037/e492172006-010","url":null,"abstract":"","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"15 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130834146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Weiss, A. Lutkus, Barbara S. Hildebrant, Matthew S. Johnson
In 2001, the National Assessment of Educational Progress (NAEP) conducted a geography assessment of the nation's fourth-, eighth-, and twelfth-grade students. This report presents the results of that assessment. Results in 2001 are compared to results of 1994's NAEP geography assessment, which was the preceding NAEP geography assessment and the only other geography assessment conducted under the current framework. Students' performance on the assessment is described in terms of average scores on a 0-500 scale and of percentage of students attaining three achievement levels: (1) basic; (2) proficient; and (3) advanced. Average geography scores for fourth and eighth graders were higher in 2001 than in 1994, while the performance of twelfth graders was not significantly different. At both grades 4 and 8, score increases occurred among the lower-performing students. The 2001 assessment showed that 21% of fourth graders, 30% of eighth graders, and 25% of twelfth graders performed at or above the proficient level for their respective grades. These levels are identified as those at which all students should perform. Both grades 4 and 8 showed an increase from 1994 to 2001 in the percentage of students at or above basic. No significant changes occurred in the percentage at or above "Proficient" at any grade. In addition to overall results, the report provides data on the performance of various subgroups of students and information about the contexts for learning by administering questionnaires to assessed students, their teachers, and their school administrators. The report contains six chapters, each of which Reproductions supplied by EDRS are the best that can be made from the original document. includes extensive figures and tables. Appended are additional data and an overview of procedures used for the assessment. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. The Nation's Report Card: Geography, 2001 Andrew R. Weiss Anthony D. Lutkus Barbara S. Hildebrant Matthew S. Johnson In collaboration with Scott Davis Wendy S. Grigg Mei-Jang Lin Frank Jenkins Yuxin Tang National Center for Education Statistics U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION x CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. E Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 BEST COPY AVAILABLE National Center for Education Statistics liarlment of Office0EdQ 1.0 :of -4 /,ation NW-2002484 What is The Nation's Report Card? THE NATION'S REPORT CARD, the National Assessment of Educational Progress (NAEP), is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. Since 1969, assessments have been conducted periodically
2001年，国家教育进步评估(NAEP)对全国四年级、八年级和十二年级学生进行了地理评估。本报告介绍了这项评估的结果。二零零一年的结果是与一九九四年的地理评估结果作比较。一九九四年的地理评估是上一次的地理评估，也是在现行框架下进行的唯一一次地理评估。学生在评估中的表现以0-500分的平均分和达到三个成绩水平的学生百分比来描述:(1)基本;(2)熟练;(3)先进。2001年四年级和八年级学生的地理平均分高于1994年，而十二年级学生的地理平均分差异不显著。在四年级和八年级，成绩较差的学生得分都有所提高。2001年的评估显示，21%的四年级学生、30%的八年级学生和25%的十二年级学生在各自年级的表现达到或超过熟练水平。这些水平被确定为所有学生应该达到的水平。从1994年至2001年，四年级和八年级的学生在基础或以上程度的百分比均有所增加。在任何年级，“精通”或“精通”以上的百分比没有显著变化。除了总体结果外，该报告还提供了各学生分组的表现数据，并通过对被评估学生、教师和学校管理人员进行问卷调查，提供了有关学习环境的信息。该报告包含六章，每一章都是由EDRS提供的从原始文件中可以得到的最好的复制品。包括大量的数字和表格。附加的是额外的数据和用于评估的程序概述。(BT) EDRS提供的复制件是由原始文件制作的最好的复制件。国家报告卡:地理，2001年安德鲁·r·韦斯安东尼·d·卢特库斯芭芭拉·s·希尔德布兰特马修·s·约翰逊与斯科特·戴维斯合作温迪·s·格里格林美江弗兰克·詹金斯唐玉欣国家教育统计中心美国教育部教育研究和改进办公室教育资源信息中心(ERIC)本文件已从原始文件的个人或组织处得到复制。本文件中陈述的观点或意见不一定代表OERI的官方立场或政策。美国国家教育统计中心办公室统计报告0edq1.0:of -4 /， Nation NW-2002484什么是美国的成绩单?国家报告卡，即国家教育进步评估(NAEP)，是唯一具有全国代表性的持续评估美国学生在各个学科领域的知识和能力。自1969年以来，在阅读、数学、科学、写作、历史、地理和其他领域定期进行评估。通过向国家、州和地方各级的决策者提供有关学生表现的客观信息，NAEP是我国评估教育状况和进步的一个组成部分。此计划只收集与学业成绩有关的信息。NAEP保证学生个人及其家庭的隐私。NAEP是美国教育部国家教育统计中心的一个国会授权项目。根据法律，教育统计专员负责通过对合格组织的竞争性奖励来实施NAEP项目。NAEP直接向专员报告，专员还负责就NAEP的行为和有效性提供持续的审查，包括验证研究和征求公众意见。1988年，国会成立了国家评估管理委员会(NAGB)，为NAEP制定政策指导方针。委员会负责从列入国家教育目标的学科领域中选择要评估的学科领域;设定适当的学生表现水平;通过全国协商一致的方法制定评估目标和测试规范;设计评估方法;制定报告和传播国家环境评估结果的准则;制定州际、地区和国家比较的标准和程序;确定测试项目的适当性并确保其无偏差;并采取行动改进国家评估的形式和使用。美国国家评估管理委员会主席Mark D. Musick，乔治亚州亚特兰大南部地区教育委员会主席Michael T. Nettles，密歇根州安娜堡市密歇根大学教育副主席教授Melanie A。
{"title":"The Nation's Report Card: Geography, 2001.","authors":"A. Weiss, A. Lutkus, Barbara S. Hildebrant, Matthew S. Johnson","doi":"10.1037/e492172006-005","DOIUrl":"https://doi.org/10.1037/e492172006-005","url":null,"abstract":"In 2001, the National Assessment of Educational Progress (NAEP) conducted a geography assessment of the nation's fourth-, eighth-, and twelfth-grade students. This report presents the results of that assessment. Results in 2001 are compared to results of 1994's NAEP geography assessment, which was the preceding NAEP geography assessment and the only other geography assessment conducted under the current framework. Students' performance on the assessment is described in terms of average scores on a 0-500 scale and of percentage of students attaining three achievement levels: (1) basic; (2) proficient; and (3) advanced. Average geography scores for fourth and eighth graders were higher in 2001 than in 1994, while the performance of twelfth graders was not significantly different. At both grades 4 and 8, score increases occurred among the lower-performing students. The 2001 assessment showed that 21% of fourth graders, 30% of eighth graders, and 25% of twelfth graders performed at or above the proficient level for their respective grades. These levels are identified as those at which all students should perform. Both grades 4 and 8 showed an increase from 1994 to 2001 in the percentage of students at or above basic. No significant changes occurred in the percentage at or above \"Proficient\" at any grade. In addition to overall results, the report provides data on the performance of various subgroups of students and information about the contexts for learning by administering questionnaires to assessed students, their teachers, and their school administrators. The report contains six chapters, each of which Reproductions supplied by EDRS are the best that can be made from the original document. includes extensive figures and tables. Appended are additional data and an overview of procedures used for the assessment. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. The Nation's Report Card: Geography, 2001 Andrew R. Weiss Anthony D. Lutkus Barbara S. Hildebrant Matthew S. Johnson In collaboration with Scott Davis Wendy S. Grigg Mei-Jang Lin Frank Jenkins Yuxin Tang National Center for Education Statistics U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION x CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. E Minor changes have been made to improve reproduction quality Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 BEST COPY AVAILABLE National Center for Education Statistics liarlment of Office0EdQ 1.0 :of -4 /,ation NW-2002484 What is The Nation's Report Card? THE NATION'S REPORT CARD, the National Assessment of Educational Progress (NAEP), is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. Since 1969, assessments have been conducted periodically","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132065746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Nation's Report Card: U.S. History 2001.","authors":"Michael S. Lapp, W. Grigg, B. Tay-lim","doi":"10.1037/e610732011-006","DOIUrl":"https://doi.org/10.1037/e610732011-006","url":null,"abstract":"","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127075385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kerry J. Gruber, Susan D. Wiley, Stephen P. Broughman, Gregory A. Strizek, Marisa Burian-Fitzgerald
{"title":"Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools. E.D. Tabs.","authors":"Kerry J. Gruber, Susan D. Wiley, Stephen P. Broughman, Gregory A. Strizek, Marisa Burian-Fitzgerald","doi":"10.1037/e492172006-002","DOIUrl":"https://doi.org/10.1037/e492172006-002","url":null,"abstract":"","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122913974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This report examines data from the National Center for Education Statistics' Common Core of Data (CCD) on public high school dropout and four-year completion rates. The four-year completion rate is the proportion of students who leave school from grades 9-12 as completers. The CCD four-year completion rate is limited to public school data from grades 9-12. Findings show that between 1993-94 and 1997-98, the high school dropout rates were between 4-7 percent in almost two-thirds of reporting states. White and Asian/Pacific Islander students were less likely to drop out than were American Indian, black, or Hispanic students. Students were more likely to drop out of high school in urban than rural districts. High school four-year completion rates were 80 percent or higher in 20 of 33 reporting states in 1997-98. The average four-year completion rate was less than 60 percent for American Indian students in 9 reporting states, Hispanic students in 6 states, and black students in 6 states in 1997-98. In every reporting state except Alabama, Maine, and West Virginia, the four-year completion rate of Asian students was higher than that of the other minority groups in 1997-98. (SM) NATIONAL CENTER FOR EDUCATION STATISTICS Statistical Analysis Report April 2002 Public High School Dropouts and Completers Fmm the Common Core of Data: School years 1991-92 Through 1997 98 U.S. DEPARTMENT OF EDUCATION Off ice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) IiThis document has been reproduced as received born the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. U.S. Department of Education Office of Educational Research and improvement NCES 2002-317 BEST COPY AVAILABLE 2 NATIONAL CENTER FOR EDUCATION STATISTICS Statistical Analysis Report April 2002 Public High School Dropouts and Completers From the Common Core of Data: School Years 1991-92 Through 1997 98 Beth Aronstamm Young
{"title":"Public High School Dropouts and Completers from the Common Core of Data: School Years 1991-92 through 1997-98.","authors":"B. Young, L. Hoffman","doi":"10.1037/e610732011-010","DOIUrl":"https://doi.org/10.1037/e610732011-010","url":null,"abstract":"This report examines data from the National Center for Education Statistics' Common Core of Data (CCD) on public high school dropout and four-year completion rates. The four-year completion rate is the proportion of students who leave school from grades 9-12 as completers. The CCD four-year completion rate is limited to public school data from grades 9-12. Findings show that between 1993-94 and 1997-98, the high school dropout rates were between 4-7 percent in almost two-thirds of reporting states. White and Asian/Pacific Islander students were less likely to drop out than were American Indian, black, or Hispanic students. Students were more likely to drop out of high school in urban than rural districts. High school four-year completion rates were 80 percent or higher in 20 of 33 reporting states in 1997-98. The average four-year completion rate was less than 60 percent for American Indian students in 9 reporting states, Hispanic students in 6 states, and black students in 6 states in 1997-98. In every reporting state except Alabama, Maine, and West Virginia, the four-year completion rate of Asian students was higher than that of the other minority groups in 1997-98. (SM) NATIONAL CENTER FOR EDUCATION STATISTICS Statistical Analysis Report April 2002 Public High School Dropouts and Completers Fmm the Common Core of Data: School years 1991-92 Through 1997 98 U.S. DEPARTMENT OF EDUCATION Off ice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) IiThis document has been reproduced as received born the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. U.S. Department of Education Office of Educational Research and improvement NCES 2002-317 BEST COPY AVAILABLE 2 NATIONAL CENTER FOR EDUCATION STATISTICS Statistical Analysis Report April 2002 Public High School Dropouts and Completers From the Common Core of Data: School Years 1991-92 Through 1997 98 Beth Aronstamm Young","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114598549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
S. Ingels, Thomas R. Curtin, Phillip Kaufman, M. Alt, Xianglei Chen
{"title":"Coming of Age in the 1990s: The Eighth Grade Class of 1988 12 Years Later.","authors":"S. Ingels, Thomas R. Curtin, Phillip Kaufman, M. Alt, Xianglei Chen","doi":"10.1037/e610732011-003","DOIUrl":"https://doi.org/10.1037/e610732011-003","url":null,"abstract":"","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127200670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Children's Reading and Mathematics Achievement in Kindergarten and First Grade.","authors":"Kristin Denton, J. West","doi":"10.1037/e492182006-005","DOIUrl":"https://doi.org/10.1037/e492182006-005","url":null,"abstract":"","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123528519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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