The Condition of education
The Condition of education
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发表时间：
1975
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影响因子：
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通讯作者：
V. Plisko;Joyce D. Stern;Thomas M. Smith;Ross Pfile
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文献类型：
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作者：
V. Plisko;Joyce D. Stern;Thomas M. Smith;Ross Pfile
这是美国国家教育统计中心1990年关于美国教育状况的两卷年度统计报告中的第一卷。这一卷涉及初等和中等教育，而第二卷涉及中学后教育。提供了教育状况指标（CEIs）-衡量教育健康状况、监测重要发展并显示1970年至1989年教育趋势的关键数据。本卷包括每个CEI的文本、表格和图表，以及技术支持数据、补充信息、数据源和词汇表。大多数CEI检查关系;显示随时间的变化;比较亚群，地区或国家;或研究来自不同背景的学生的特点。对于学生的进步和成果，背景和资源，提供了29个CEI。1990年的新CEI包括hie。研究对象包括高中学生的辍学率、高中学生的课程学习模式、高中学生在上学期间打工的比例，以及八年级学生对学校气氛的态度。该文件还提供了关于学前教育、辍学和完成学业、成绩、在校学生和少数民族的不同数据。(RLC)* * * ***********************************************************************
This is the first of two volumes of the National Center for Education Statistics' annual statistical report on the condition of education in the United States for 1990. This volume addresses elementary and secondary education, while the second volume covers postsecondary education (PE). Condition of education indicators (CEIs)--key data that measure the health of education, monitor important developments, and show trends between 1970 and 1989 in education--are provided. This volume includes the text, tables, and charts/graphs for each CEI plus technical supporting data, supplemental information, data sources, and glossaries. Most CEIs examine relationships; show changes over time; compare subpopulations, regions, or states; or study traits of students from different backgrounds. For student progression and outcomes, context, and resources, 29 CEIs are provided. New CEIs in 1990 include hie . school (HS) drop-out rates, HS students' course-taking patterns, proportion of HS students who work while attending school, and eighth graders' attitudes about school climate. The document also provides disparate data on preprimary education, drop-outs and completions, achievement, students in the schools, and minorities. (RLC) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ***********************************************************************