The link for the National Indian Education Study is embedded in the quote, but here it is if you need to copy and paste. The information on the site is part of The Nation’s Report Card area of the National Center for Education Statistics. The update will probably be at the same site.
Have you ever wondered what the questions look like for the NAEP? Here’s a tool that lets your know. I found some of the questions interesting. For example, I landed on a music knowledge question. Considering that many schools are dropping their music programs because districts are losing funding, I found the “music responding” content classification to be nearly superfluous at this time. However, a lot of schools have managed to save their programs, so perhaps this content area is not so surprising. However, here’s the link to the tool. Explore, learn, and enjoy!
If your school is not yet investing in teaching and using technology in the classroom, this US Department of Education report may be the impetus needed to spur the school on to this task. Digital technology is the future of education, so students need to know how to use it effectively for learning. This report on using digital technology as part of the educational experience in science–especially science labs–is an important and necessary item to review. Although the National Center for Education Statistics report came out in 2009, its existence is again released by NEAP to remind schools of the importance of digital technology in education, especially science education.
From this NEAP report (National Assessment of Educational Progress):
For the first time, the NAEP science assessment also included interactive computer tasks in science. While performing the interactive computer and hands-on tasks, students manipulate objects and perform actual experiments, offering us richer data on how students respond to scientific challenges. Several key discoveries were observed.
Students were successful on parts of investigations that involved limited sets of data and making straightforward observations of that data.
Students were challenged by parts of investigations that contained more variables to manipulate or involved strategic decision making to collect appropriate data.
The percentage of students who could select correct conclusions from an investigation was higher than for those students who could select correct conclusions and also explain their results.