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Gai, Lichun; Li, Yanmei; Zheng, Changlong; Wei, Bing; Jiang, Zhimeng; Lederman, Judith S. – International Journal of Science Education, 2022
While helping students develop informed views about nature of scientific inquiry (VNOSI) has been emphasised in science education, little is known regarding students' current VNOSI at a certain grade level and whether there was evidence of higher attainment of VNOSI in students in higher grades as compared to lower grades? The purpose of this…
Descriptors: Student Attitudes, Scientific Principles, Scientific Attitudes, Inquiry
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Curran, F. Chris; Kitchin, James – Science Education, 2019
Recent work examining science test performance in the earliest grades of school has demonstrated that science test score gaps by race/ethnicity are apparent as early as kindergarten and that, in a number of cases, the racial/ethnic test score gaps in science are significantly larger than the corresponding gaps in reading or mathematics. This study…
Descriptors: Race, Ethnicity, Scores, Science Instruction
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Asigbee, Fiona M.; Whitney, Stephen D.; Peterson, Catherine E. – Journal of School Health, 2018
Background: Research demonstrates a link between decreased cognitive function in overweight school-aged children and improved cognitive function among students with high fitness levels and children engaging in regular physical activity (PA). The purpose of this study was to examine whether regular PA and proper nutrition together had a significant…
Descriptors: Correlation, Physical Activity Level, Socioeconomic Status, Age Differences
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Rathbun, Amy H.; Kena, Grace – AERA Online Paper Repository, 2016
First-time kindergartners who demonstrated positive approaches to learning behaviors more frequently in the fall of kindergarten tended to make greater gains in reading, mathematics, and science between kindergarten and second grade. For each additional point in students' fall kindergarten approaches to learning score, average gains from…
Descriptors: Kindergarten, Socioeconomic Status, Reading Achievement, Mathematics Achievement
Reardon, Sean F. – Stanford Center for Education Policy Analysis, 2021
Has the gap in average standardized test scores between students from high- and low-income families widened, narrowed, or remained stable over the last 3 decades? The question is important both because the achievement gap is measure of how (un)equally educational opportunities are distributed in the US, and because the disparity in educational…
Descriptors: Standardized Tests, Scores, Family Income, Academic Achievement
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McFarland, Joel; Hussar, Bill; de Brey, Cristobal; Snyder, Tom; Wang, Xiaolei; Wilkinson-Flicker, Sidney; Gebrekristos, Semhar; Zhang, Jijun; Rathbun, Amy; Barmer, Amy; Bullock Mann, Farrah; Hinz, Serena – National Center for Education Statistics, 2017
"The Condition of Education 2017" is a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year's report includes 50 indicators on topics ranging from prekindergarten through postsecondary…
Descriptors: Educational Indicators, Preschool Education, Elementary Secondary Education, Postsecondary Education
Schmitt, Lisa; Carney, Dee – Online Submission, 2008
This PowerPoint report summarizes AISD student demographic and academic performance results at elementary schools as of the end of the 2007-2008 school year.
Descriptors: Elementary School Students, Academic Achievement, School Districts, Student Characteristics