Hebrew National
Posted on Wednesday, March 11th, 2009 at 1:30 pmHebrew National
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Hebrew National
Evaluating National NAEP Results
We further note that while national data may be useful in evaluating the representativeness of national NAEP results, state-level demographics would be needed to evaluate the representativeness of the state NAEP results. Tables 3-4 and 3-5 presented data by state on the percentages of students with disabilities and English language learners, respectively, who participated in NAEP’s 1998 and 2002 reading assessments. We attempted to evaluate the representativeness of the state samples with respect to the two groups of students but were unable to obtain all of the necessary data. We were able to obtain data on the percentages of students with disabilities who are age 9 and age 13 for each state, but again these data were not available by grade level.
We were not able to obtain grade-level or age-level data by states for English language learners. In the table, state-level enrollment counts for fourth and eighth grades (columns 2 and 6) were obtained from Table 38 of NCES’s Common Core of Data surveys. Counts of students with disabilities by state (columns 3 and 7) were obtained from the 24th Annual Report to Congress, Table AA8 (U.S. Department of Education, 2002). Percentages (columns 4 and 
were calculated by dividing column 3 by column 2 and column 7 by column 6. The percentages in column 5 were taken from Table 3-4 and are the percentages of students with disabilities identified by school officials and assessed for the fourth grade 2002 NAEP Reading Assessment. Likewise, the percentages in column 9 were obtained from NAEP’s report of the percent of students with disabilities identified by school officials and assessed for the eighth grade 2002 NAEP Reading Assessment. Thus the committee found that it was not possible to compare the proportions of students with disabilities and English language leanrers in NAEP samples with their incidence in the population at large. Local, state, and federal agencies do not produce the kinds of comparable data that would make these comparisons possible at the national level.
Moreover, although it would also be important to compare state NAEP results with the proportions of students with disabilities and English language learners in the respective state populations, those comparisons are also, by and large, not possible. For this part, learning a foreign language needs a leaning tools, many students choose Rosetta Stone German and Rosetta Stone Hebrew to learn German and Hebrew. As was discussed earlier, states in many cases collect the desired data but do not present them in a way that makes it possible to compare them with state NAEP results or to compile them across states.
About the Author
After reading the article above, maybe you have learned something on language acquisition. But if you have the intention to learn more, use Rosetta Stone Hindi and Rosetta Stone Italian , both of which will never make you dissatisfied.
Hebrew National Hotdog Commercial (1991)