The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what students in elementary and secondary schools in the United States know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, United States history, and beginning in 2014, in Technology and Engineering Literacy (TEL). Since NAEP assessments are administered uniformly using the same sets of test booklets across the United States, NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time and for teachers, principals, parents, policymakers, and researchers to use NAEP results to assess progress and develop ways to improve education in the United States. For more information, please read An Introduction to NAEP. There are two types of assessments: main NAEP and long-term trend NAEP. Main NAEP is administered to fourth-, eighth-, and twelfth-graders across the United States in a variety of subjects. The Main NAEP is conducted between the last week of January and the first week in March every year. National results are available for all assessments and subjects. Results for states and select urban districts are available in some subjects for grades 4 and 8. The Trial Urban District Assessment (TUDA) is a special project developed to determine the feasibility of reporting district-level NAEP results for large urban districts. In 2009 a trial state assessment was administered at grade 12. Long-term trend NAEP is administered nationally every four years. During the same academic year, 13-year-olds are assessed in the fall, 9-year-olds in the winter, and 17-year-olds in the spring. Long-term trend assessments measure student performance in mathematics and reading, and allow the performance of students from recent time periods to be compared with students since the early 1970s. For example, the 1997 and 2008 NAEP arts assessments were part of the Main NAEP Assessments. The NAEP 1997 Arts Assessment was conducted nationally at grade 8. For music and visual arts, representative samples of public and nonpublic school students were assessed. A special "targeted" sample of students took the theatre assessment. Schools offering at least 44 classroom hours of a theatre course per semester, and offering courses including more than the history or literature of theatre, were identified. Students attending those schools who had accumulated 30 hours of theatre classes by the end of the 1996-97 school year were selected to take the theatre assessment. The NAEP 2008 Arts Assessment was administered to a nationally representative sample of 7,900 eighth-grade public and private school students. Approximately one-half of these students were assessed in music, and the other half were assessed in visual arts. The music portion of the assessment measured students' ability to respond to music in various ways. Students were asked to analyze and describe aspects of music they heard, critique instrumental and vocal performances, and demonstrate their knowledge of standard musical notation and music's role in society. The visual arts portion of the assessment included questions that measured students' ability to respond to art as well as questions that measured their ability to create art. Responding questions asked students to analyze and describe works of art and design. For example, students were asked to describe specific differences in how certain parts of an artist's self-portrait were drawn. Creating questions required students to create works of art and design of their own. For example, students were asked to create a self-portrait that was scored for identifying detail, compositional elements, and use of materials. Most recently, in 2016, a total of 8,800 eighth-graders in the nation's public and private schools responded to and critiqued existing works of music and visual art and created their own original artwork. NCES collected and analyzed the data and released the 2016 report highlighting key findings. Average music and visual arts responding scores are reported separately on a scale of 0 to 300 points. A

This statistic shows the frequency of time that public school teachers set aside during class for read-aloud and/or independent reading in the United States in 2016, by school type. In 2016, about ** percent of U.S. public elementary school teachers set aside time every day for read-aloud and/or independent reading during classes.

The Impacts and Implementation of the i3-Funded Scale-Up of Success for All study examined the implementation and impacts of a whole-school reform model, Success for All (SFA), which seeks to increase reading proficiency among students in elementary schools serving low-income children, as this model was scaled up under an Investing in Innovation (i3) grant from the United States Department of Education. The impact evaluation used a cluster random assignment design in which 37 schools in five school districts were selected at random either to implement SFA (the program group schools) or to put in place their business-as-usual reading program (the control group schools). This collection contains Parts 1 to 7 for public use; and Part 8 for restricted use only. In Part 1: Primary Student Sample data, children who began kindergarten in sampled schools and remained in them through second grade were assessed using standardized assessments of phonics skills, reading fluency, and comprehension. In Part 2: Auxiliary Sample, additional analyses examined third-year impacts on reading skills for all second graders, whether or not they remained continuously enrolled in the study schools, and for students in grades 3 through 5. The analysis also examined impacts for subgroups defined by ethnicity, early literacy skills measured upon entry into kindergarten, and other variables. Part 3: School Achievement Snapshot Data contain implementation data for analysis using an instrument created by SFA's developers that measures the extent to which program elements were put in place at each program group at the end of each year. This instrument was utilized to assess fidelity to the program model. The implementation analysis was also informed by principal (Part 5: Principal Survey) and teacher surveys (Part 4: Teacher Survey) in all schools, as well by logs (Part 6: Teacher Log) that asked teachers to document their instructional practices in early reading classes. These data, collected in all three study years, make it possible to measure implementation over the study period and to compare program group schools and control group schools on a variety of dimensions. Part 7: Scale-Up Sample Data provided data on the schools that adopted SFA (and those which were approached, but did not adopt), and schools that adopted before the Investing in Innovations grant. Part 8 is the restricted version of Part 7, which retains geographic location variables.

SCHOOL PROFICIENCY INDEXSummaryThe school proficiency index uses school-level data on the performance of 4th grade students on state exams to describe which neighborhoods have high-performing elementary schools nearby and which are near lower performing elementary schools. The school proficiency index is a function of the percent of 4th grade students proficient in reading (r) and math (m) on state test scores for up to three schools (i=1,2,3) within 1.5 miles of the block-group centroid. S denotes 4th grade school enrollment:Elementary schools are linked with block-groups based on a geographic mapping of attendance area zones from School Attendance Boundary Information System (SABINS), where available, or within-district proximity matches of up to the three-closest schools within 1.5 miles. In cases with multiple school matches, an enrollment-weighted score is calculated following the equation above. Please note that in this version of the data (AFFHT0004), there is no school proficiency data for jurisdictions in Kansas, West Virginia, and Puerto Rico because no data was reported for jurisdictions in these states in the Great Schools 2013-14 dataset. InterpretationValues are percentile ranked and range from 0 to 100. The higher the score, the higher the school system quality is in a neighborhood. Data Source: Great Schools (proficiency data, 2015-16); Common Core of Data (4th grade school addresses and enrollment, 2015-16); Maponics (attendance boundaries, 2016).Related AFFH-T Local Government, PHA and State Tables/Maps: Table 12; Map 7.

To learn more about the School Proficiency Index visit: https://www.hud.gov/program_offices/fair_housing_equal_opp/affh ; https://www.hud.gov/sites/dfiles/FHEO/documents/AFFH-T-Data-Documentation-AFFHT0006-July-2020.pdf, for questions about the spatial attribution of this dataset, please reach out to us at GISHelpdesk@hud.gov. Date of Coverage: 07/2020

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Polaris Elementary School vs. Colorado and School District No. 1 In The County Of Denver And State Of C

Historical Dataset of Chanhassen Elementary School is provided by PublicSchoolReview and contain statistics on metrics:Total Students Trends Over Years (1987-2023),Total Classroom Teachers Trends Over Years (1990-2023),Distribution of Students By Grade Trends,Student-Teacher Ratio Comparison Over Years (1990-2023),Asian Student Percentage Comparison Over Years (1991-2023),Hispanic Student Percentage Comparison Over Years (1999-2023),Black Student Percentage Comparison Over Years (2003-2023),White Student Percentage Comparison Over Years (1991-2023),Two or More Races Student Percentage Comparison Over Years (2013-2023),Diversity Score Comparison Over Years (1993-2023),Free Lunch Eligibility Comparison Over Years (1992-2023),Reduced-Price Lunch Eligibility Comparison Over Years (2003-2023),Reading and Language Arts Proficiency Comparison Over Years (2011-2022),Math Proficiency Comparison Over Years (2012-2023),Science Proficiency Comparison Over Years (2021-2022),Overall School Rank Trends Over Years (2012-2023)

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Chanhassen Elementary School vs. Minnesota and Eastern Carver County Public School District

Finland had the highest quality of primary education in the world in 2017, with an index score of ***. The index runs on a scale of one (low quality) to seven (very good). Switzerland, Singapore, the Netherlands, and Estonia rounded out the top five for countries with the highest quality of primary education. A solid foundation Primary school age children are generally between the ages of six and eleven years old. Primary school is the first stage of formal education and consists of general knowledge and fundamental skills in areas like mathematics, reading, writing, and science, with student enrollment rates being particularly high in advanced economies. This helps young students to form a solid base for further study as they get older. Primary education in the United States Primary schools in the United States, where they are called elementary schools, can be either private or public institutions, with enrollment in public schools generally higher than in private schools. Education from the age of five is mandatory in the U.S., whether that be through the state-funded public school system, private schooling, or through an approved home school program. Depending on state law, students can leave school between the ages of 16 and 18.

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Teller Elementary School vs. Colorado and School District No. 1 In The County Of Denver And State Of C

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Kiowa Elementary School vs. Colorado and School District No. C-2 In The County Of Elbert And State Of

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Park Hill School vs. Colorado and School District No. 1 In The County Of Denver And State Of C

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Asbury Elementary School vs. Colorado and School District No. 1 In The County Of Denver And State Of C

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Lena Archuleta Elementary School vs. Colorado and School District No. 1 In The County Of Denver And State Of C

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Ashley Elementary School vs. Colorado and School District No. 1 In The County Of Denver And State Of C

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Central Elementary School vs. Colorado and School District N. 14 In The County Of Adams & State Of Colo

This dataset tracks annual white student percentage from 2003 to 2023 for Polaris Elementary School vs. Colorado and School District No. 1 In The County Of Denver And State Of C

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Swansea Elementary School vs. Colorado and School District No. 1 In The County Of Denver And State Of C

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Force Elementary School vs. Colorado and School District No. 1 In The County Of Denver And State Of C

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Lowry Elementary School vs. Colorado and School District No. 1 In The County Of Denver And State Of C

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for Doull Elementary School vs. Colorado and School District No. 1 In The County Of Denver And State Of C