Comparing Achievement Trends In Reading And Math Across Arizona Public School Student Subgroups Rel Technical Brief Rel 2012 No 019

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Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups. REL Technical Brief. REL 2012-No. 019

Author : Eric W. Crane
Publisher :
ISBN 13 :
Total Pages : 25 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups. REL Technical Brief. REL 2012-No. 019 by : Eric W. Crane

Download or read book Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups. REL Technical Brief. REL 2012-No. 019 written by Eric W. Crane and published by . This book was released on 2011 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: This technical brief examines the 2008/09 reading and math proficiency levels among subgroups of Arizona public school students defined by students' race/ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non-English language learner students), disability status (students with and students without disabilities), and economic status (students receiving and those not receiving free or reduced-price meals). Responding to an Arizona Department of Education request, the brief describes how student subgroup performance differs by school level (elementary, middle, and high) and school type (Title I Schools in Improvement [schools serving economically disadvantaged students and participating in the federal school improvement program intended to improve academic performance in schools not making adequate yearly progress for at least two consecutive years], Title I Schools Not in Improvement, and non-Title I schools). The same analyses were conducted for charter schools. Key findings include: (1) Across all school levels and school types, reading proficiency ranged from 26 percent for English language learner students to 84 percent for Asian students, White students, and students not receiving free or reduced-price meals. Overall and in 10 of 11 student sub-groups, elementary, middle, and high school proficiency rates were within 6 percentage points of one another. However, the margin was wider (13 percentage points) for English language learner students, ranging from 16 percent in high schools and 17 percent in middle schools to 29 percent in elementary schools; (2) Across all levels of charter schools, reading proficiency ranged from 31 percent for English language learner students to 89 percent for Asian students. Reading proficiency rates declined overall and in 7 of 11 student subgroups from elementary to middle to high school; (3) Across all school levels and school types, math proficiency ranged from 34 percent for English language learner students to 86 percent for Asian students. Overall and in 10 of 11 student subgroups, elementary, middle, and high school proficiency rates were within 10 percentage points of one another. However, the margin was wider (16 percentage points) for English language learner students, ranging from 22 percent in high schools and 25 percent in middle schools to 38 percent in elementary schools; (4) Across all levels of charter schools, math proficiency ranged from 35 percent for English language learner students to 86 percent for Asian students. Math proficiency rates declined from elementary to middle to high school overall and in all but one student sub-group (English language learner students); (5) In both reading and math, Asian students (84 percent in reading and 86 percent in math) and White students (84 percent in reading and 82 percent in math) scored proficient at higher rates than did the overall student body (72 percent in reading and 71 percent in math). Among the three racial/ethnic subgroups with proficiency rates below the overall rate, American Indian students scored consistently lower (53 percent in reading and 51 percent in math) than Black students (65 percent in reading and 60 percent in math) and Hispanic students (62 percent in reading and 62 percent in math); and (6) In both reading and math, in all but one subgroup, students in non-Title I schools had higher proficiency rates than did students in both Title I Schools Not in Improvement and Title I Schools in Improvement. However, English language learner students in Title I Schools Not in Improvement had proficiency rates (30 percent in reading and 38 percent in math) 4 percentage points higher than English language learner students in non-Title I schools (26 percent in reading and 34 percent in math). Appended are: (1) Summary of Arizona's accountability system (excerpted from Crane et al. 2008); (2) Data and methodology; and (3) Data for alternative, K-12, and other schools. (Contains 13 tables and 3 notes.).

Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups

Author : Eric Crane
Publisher :
ISBN 13 :
Total Pages : 25 pages
Book Rating : 4.:/5 (89 download)

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Book Synopsis Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups by : Eric Crane

Download or read book Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups written by Eric Crane and published by . This book was released on 2011 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Achievement Gaps

Author : Taslima Rahman
Publisher : DIANE Publishing
ISBN 13 : 1437988385
Total Pages : 80 pages
Book Rating : 4.4/5 (379 download)

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Book Synopsis Achievement Gaps by : Taslima Rahman

Download or read book Achievement Gaps written by Taslima Rahman and published by DIANE Publishing. This book was released on 2011 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Subgroup Achievement and Gap Trends

Author : Center on Education Policy
Publisher :
ISBN 13 :
Total Pages : 18 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Subgroup Achievement and Gap Trends by : Center on Education Policy

Download or read book Subgroup Achievement and Gap Trends written by Center on Education Policy and published by . This book was released on 2009 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Arizona students showed mostly gains in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math, there were gains at all three achievement levels in grade 8 for these subgroups. Achievement gaps between racial/ethnic subgroups and between low income and non-low income students improved almost across the board. Comparable data were available from 2005 through 2009. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps", see ED513914. For the 2009 Arizona report, see ED507932.].

General Achievement Trends

Author : Center on Education Policy
Publisher :
ISBN 13 :
Total Pages : 18 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis General Achievement Trends by : Center on Education Policy

Download or read book General Achievement Trends written by Center on Education Policy and published by . This book was released on 2009 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels--basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels--basic, proficient, and advanced--for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. In general, Arizona students made gains at the basic and proficient achievement levels. Results were mixed at the advanced level. Specific results include: (1) Between 2005 and 2008, the percentage of students performing at the basic level and above in reading increased slightly at the elementary and high school levels and remained stable at the middle school level; in math, the percentage basic and above rose slightly at all three grade levels analyzed; (2) The percentage of students scoring at the proficient level and above in reading went up at a moderate-to-large rate at the elementary and middle school grades analyzed and increased slightly at the high school level; in math, the percentage proficient grew at a moderate-to-large rate at the elementary level, but remained relatively flat at the middle and high school levels; and (3) The percentage of students reaching the advanced level in reading rose slightly at the middle school grade analyzed but dropped slightly at the elementary and high school levels. In math, Arizona made moderate-to-large gains in the percentage scoring advanced at the elementary level but saw a moderate-to-large decrease at the high school level. (Contains 6 figures and 6 tables.) [For "State Test Score Trends through 2007-08, Part I: Is the Emphasis on 'Proficiency' Shortchanging Higher- and Lower-Achieving Students?," see ED506121. For "State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?," see ED506122.].

Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress

Author : National Academies of Sciences, Engineering, and Medicine
Publisher : National Academies Press
ISBN 13 : 0309438209
Total Pages : 289 pages
Book Rating : 4.3/5 (94 download)

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Book Synopsis Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress by : National Academies of Sciences, Engineering, and Medicine

Download or read book Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-04-12 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 1969, the National Assessment of Educational Progress (NAEP) has been providing policymakers, educators, and the public with reports on academic performance and progress of the nation's students. The assessment is given periodically in a variety of subjects: mathematics, reading, writing, science, the arts, civics, economics, geography, U.S. history, and technology and engineering literacy. NAEP is given to representative samples of students across the U.S. to assess the educational progress of the nation as a whole. Since 1992, NAEP results have been reported in relation to three achievement levels: basic, proficient, and advanced. However, the use of achievement levels has provoked controversy and disagreement, and evaluators have identified numerous concerns. This publication evaluates the NAEP student achievement levels in reading and mathematics in grades 4, 8, and 12 to determine whether the achievement levels are reasonable, reliable, valid, and informative to the public, and recommends ways that the setting and use of achievement levels can be improved.

Examining School-Level Reading and Math Proficiency Trends and Changes in Achievement Gaps for Grades 3-8 in Florida, Mississippi, and North Carolina. REL 2017-235

Download Examining School-Level Reading and Math Proficiency Trends and Changes in Achievement Gaps for Grades 3-8 in Florida, Mississippi, and North Carolina. REL 2017-235 PDF Online Free

Author : Sarah Herrera
Publisher :
ISBN 13 :
Total Pages : 56 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Examining School-Level Reading and Math Proficiency Trends and Changes in Achievement Gaps for Grades 3-8 in Florida, Mississippi, and North Carolina. REL 2017-235 by : Sarah Herrera

Download or read book Examining School-Level Reading and Math Proficiency Trends and Changes in Achievement Gaps for Grades 3-8 in Florida, Mississippi, and North Carolina. REL 2017-235 written by Sarah Herrera and published by . This book was released on 2017 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2001 authorization of the No Child Left Behind Act and its standards and accountability requirements generated interest among state education agencies in Florida, Mississippi, and North Carolina, which are served by the Regional Educational Laboratory Southeast, in monitoring changes in student reading and math proficiency at the school level. This study was requested by governing board members representing North Carolina, members of the Improving Literacy Research Alliance (which includes representatives from Florida) and, members of the Improving Schools in Mississippi Research Alliance. All three of these states monitor and report changes in performance for schools. However, this study goes beyond reporting averages to examine school-level academic performance using a growth curve modeling approach. This approach can provide stakeholders with a deeper understanding of trends in student proficiency at the school level, by grade at the school level, and among key demographic groups to allow for more accurate policy responses. This study uses growth curve modeling to investigate trends in student reading and math proficiency on state accountability assessments for grades 3-8. Growth curve modeling makes it possible to determine if growth rates in reading and math proficiency are statistically significant and if the differences in proficiency growth rates between grades and subgroups differ in statistically significant ways. Using four to six years of publicly available school-level data between school years 2007/08 and 2013/14 from each state department of education, this study assessed trends in three areas. First, it estimated trends in average school-level student growth rates in reading and math proficiency on the statewide assessment and examined whether these growth rates varied across grades 3 through 8. Second, it calculated average school-level student growth rates in reading and math proficiency for racial/ethnic subgroups and economic subgroups (eligibility for the federal school lunch program, a proxy for economic disadvantage) in grades 3-8. Third, it examined whether there were any statistically significant decreases in achievement gaps by grade between White and Black students, between White and Hispanic students, and between economic subgroups. This information was then used to estimate reading and math proficiency gaps that remained at the end of the period studied. In general, average school-level student academic proficiency rates increased for most subgroups across grades and subjects in all three states. In addition, reading and math achievement gaps decreased for most subgroups; however, achievement gaps remained large despite the decreases. More findings include: (1) The school-level percentage of students who scored proficient in reading and math increased in all three states--Florida, Mississippi, and North Carolina--over the period studied; (2) School-level growth rates in student reading and math proficiency differed by grade level in each state, though most grades showed a statistically significant increase over the period examined; (3) School-level growth rates in student reading and math proficiency differed across racial/ethnic subgroups, though most subgroups showed a statistically significant increase; (4) The reading and math proficiency achievement gaps between White and Black students and White and Hispanic students decreased in most grades in all three states; however, the gaps still exceeded 10 percentage points; (5) Average school-level proficiency rates in reading and math differed by grade between economic subgroups in Florida and Mississippi, with most grade-economic subgroup combinations showing a significant increase. These data were not available for North Carolina; and (6) The achievement gap in reading and math proficiency between economic subgroups decreased in all grades in Florida and Mississippi; however, the gaps still exceed 13 percentage points. Details on the analyses are appended.

Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992

Author : Mark Berends
Publisher : Rand Corporation
ISBN 13 : 0833040669
Total Pages : 184 pages
Book Rating : 4.8/5 (33 download)

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Book Synopsis Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 by : Mark Berends

Download or read book Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 written by Mark Berends and published by Rand Corporation. This book was released on 2005-04-08 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines trends in the mathematics scores of different racial-ethnic groups over time and analyzes how changes in family, school, and schooling measures help explain changes in the test score gaps. Although there were few positive changes between schools, the within-school experiences of black and Latino students changed for the better compared with white students when measured by student self-reported academic track placement.

A Closer Look at the Student Achievement Trends in the District of Columbia Between 2006-07 and 2012-13. CALDER Working Paper

Author : Umut zek
Publisher :
ISBN 13 :
Total Pages : 46 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis A Closer Look at the Student Achievement Trends in the District of Columbia Between 2006-07 and 2012-13. CALDER Working Paper by : Umut zek

Download or read book A Closer Look at the Student Achievement Trends in the District of Columbia Between 2006-07 and 2012-13. CALDER Working Paper written by Umut zek and published by . This book was released on 2014 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this paper, we present a closer look at the student achievement trends in the District of Columbia between 2006-07 and 2012-13. We have three main conclusions. First, we find that overall, math scores in the District have improved. The improvements in reading scores during this time frame, however, were primarily limited to the first year after the PERAA implementation. While almost all student subgroups have experienced test score gains in math, these improvements were higher among the more affluent black and Hispanic students. Second, we find that these observed trends in math scores persist even after controlling for the cross-cohort differences in observed student characteristics. In particular, the estimates indicate that less than 10 percent of the year-to-year improvements in test scores can be attributed to the changing student composition in the District over this time frame. Finally, we show that existing students have also experienced gains in math even though the students who are new to the District's public school system score at higher levels on standardized tests when compared to existing students. Appendix A presents Figure A1--Average NAEP Scores in the District between 2003 and 2013. Appendix B: Subgroup Analysis with Student Covariates contains Tables B1 through B7.

The Condition of Education, 2020

Author : Education Department
Publisher :
ISBN 13 : 9781636710129
Total Pages : 346 pages
Book Rating : 4.7/5 (11 download)

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Book Synopsis The Condition of Education, 2020 by : Education Department

Download or read book The Condition of Education, 2020 written by Education Department and published by . This book was released on 2021-04-30 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2020 summarizes important developments and trends in education using the latest available data. The report presentsnumerous indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.

Achievement Gaps

Author : Alan Vanneman
Publisher :
ISBN 13 :
Total Pages : 80 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Achievement Gaps by : Alan Vanneman

Download or read book Achievement Gaps written by Alan Vanneman and published by . This book was released on 2009 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics and reading scores on the National Assessment of Educational Progress (NAEP) have increased among students attending elementary and secondary schools since the first time the assessment was administered. These score increases have been observed both for Black and White students; statistically significant score differences between the two racial/ethnic groups have also been observed. This statistical analysis report, "Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress," examines achievement gaps between Black and White public-school students at both the national and state levels. The report uses data from two assessment programs--main NAEP and Long-Term Trend (LTT) NAEP. While both programs assess reading and mathematics, they are different in three major respects: (1) main NAEP assesses performance of students in 4th- and 8th-grades, while LTT NAEP assesses performance of students ages 9 and 13; (2) main NAEP reports results for both the national and state levels, while LTT NAEP reports results for the national level only; (3) main NAEP was first administered in the 1990s, while LTT NAEP was first administered in the 1970s. The report uses results from all assessment years including the 2007 main NAEP and the 2004 LTT NAEP. All results are for public school students. The percentages of Black and White students in individual states vary by state. Some states' trends could not be reported because there were not enough Black or White students in the sample to have reportable results. This report is organized as follows. Following an introduction, the remainder of this report presents first mathematics and then reading results. In each section, long-term trend results are presented first, giving national results only for public school students ages 9 and 13. These are followed by both national and state results for public school fourth- and eighth-graders from main NAEP. National data from main NAEP are also presented by (1) gender; and (2) eligibility categories for the National School Lunch Program. The last section consists of two appendixes that contain relevant technical notes and supplemental tables. (Contains 12 footnotes, 11 tables, and 24 figures.) [This report was prepared under a project of the NAEP Education Statistics Services Institute (NAEP-ESSI) of the American Institutes for Research (AIR) in support of the National Center for Education Statistics (NCES). For the report highlights, see ED505902.].

Reading, Science and Mathematics Trends

Author : Barbara Holmes
Publisher :
ISBN 13 :
Total Pages : 40 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Reading, Science and Mathematics Trends by : Barbara Holmes

Download or read book Reading, Science and Mathematics Trends written by Barbara Holmes and published by . This book was released on 1982 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Achievement Gaps

Author : F. Cadelle Hemphill
Publisher :
ISBN 13 :
Total Pages : 95 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Achievement Gaps by : F. Cadelle Hemphill

Download or read book Achievement Gaps written by F. Cadelle Hemphill and published by . This book was released on 2011 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report provides detailed information on the size of the achievement gaps between Hispanic and White public school students at the national and state levels and describes how those achievement gaps have changed over time. Additional information about race/ethnicity in NAEP is given in Appendix A. Most of the data in this report is derived from the results of the 2009 National Assessment of Educational Progress (NAEP) main assessments in mathematics and reading; however the trend data provided is derived from results from as early as 1990. "Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress", follows the previous report that provided similar information on the achievement gap between Black and White students. Specifically the two major questions addressed in this study are: (1) How do score gaps in 2009 mathematics and reading performance compare to the gaps in the initial and most recent prior years of the NAEP national and state assessment series; and (2) How do Hispanic and White scores and gaps in mathematics and reading at the state level compare to the national scores and gaps in 2009? Following an introduction, the remainder of this report presents first mathematics and then reading results. The mathematics section is color-coded with green page margins while the reading section is color-coded with blue margins. In each section, national results appear first. Information on scores and score gaps over time is presented at the national level for fourth- and eighth-grade Hispanic and White public school students. Similar comparisons are included for White and non-ELL Hispanic students and for non-ELL and ELL Hispanic students. National data also include information on scores and score gaps over time for Hispanic and White students by gender and by family income as measured by eligibility for the National School Lunch Program (NSLP). State-level data include scores and score gaps over time for fourth- and eighth-grade Hispanic and White public school students for each state, limited by non-participation of some states in the early NAEP assessments and by the fact that NAEP did not always obtain samples of Hispanic or White students large enough to allow the reporting of reliable results. Because Hispanic populations have changed significantly over time, percentages of White and Hispanic students are given for each state for the first assessment in which the state participated and for the most recent assessment in 2009. In addition, the size of the gap in 2009 for each state is compared against the Hispanic-White gap nationally and the scores of Hispanic and White students in each state are compared against the national averages for Hispanic and White students. Among the results were that, in 2009, NAEP mathematics scores for both Hispanic and White students in grades 4 and 8 nationwide were higher than in 1990, the first assessment year for both Hispanic and White public school students. Mathematics scores increased, but the achievement gap between Hispanic and White students did not change significantly at either grade 4 or 8 from 1990 to 2009. For reading, at the national level, reading scores increased for both groups significantly, but the achievement gap between Hispanic and White students did not change for fourth- or eighth-graders when comparing 1992 to 2009. Appended are: (1) Technical Notes; and (2) Supplemental Tables. (Contains 13 tables and 28 figures.

Subgroup Achievement and Gap Trends

Author : Center on Education Policy
Publisher :
ISBN 13 :
Total Pages : 18 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Subgroup Achievement and Gap Trends by : Center on Education Policy

Download or read book Subgroup Achievement and Gap Trends written by Center on Education Policy and published by . This book was released on 2009 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Washington. Overall, student achievement trends in Washington showed a mixed picture; trends were generally more positive in reading than in math. Similarly, there were more instances of achievement gaps narrowing in reading than in math. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?", see ED507909.].

NAEP ... Trends in Academic Progress

Author :
Publisher :
ISBN 13 :
Total Pages : 584 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis NAEP ... Trends in Academic Progress by :

Download or read book NAEP ... Trends in Academic Progress written by and published by . This book was released on with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Subgroup Achievement and Gap Trends

Author : Center on Education Policy
Publisher :
ISBN 13 :
Total Pages : 14 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Subgroup Achievement and Gap Trends by : Center on Education Policy

Download or read book Subgroup Achievement and Gap Trends written by Center on Education Policy and published by . This book was released on 2009 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in Ohio. The major student groups in Ohio showed a clear trend of gains in grade 4 reading at the basic and proficient levels but mostly declines at the advanced level. In grade 4 math, achievement declined across the board for all subgroups at all achievement levels. A clear trend of narrowing gaps was apparent for all major subgroups at most grade levels. (Contains 7 tables.) [For the main report, "State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?", see ED507909.].

Subgroup Achievement and Gap Trends

Author : Center on Education Policy
Publisher :
ISBN 13 :
Total Pages : 18 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Subgroup Achievement and Gap Trends by : Center on Education Policy

Download or read book Subgroup Achievement and Gap Trends written by Center on Education Policy and published by . This book was released on 2009 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between these groups at the proficient level across three grades (grade 4, grade 8 in most cases, and a high school grade). These two types of analyses show whether elementary school achievement has generally gone up for different groups of students and whether achievement gaps at different grade levels have narrowed, widened, or stayed the same. This paper profiles the student subgroup achievement and gap trends in New Hampshire. The three subgroups that were large enough to analyze in New Hampshire (white, Latino, and low-income students) showed a clear trend of gains in grade 4 reading and math at all three achievement levels--basic-and-above, proficient-and-above, and advanced. Achievement gaps narrowed for the Latino and low-income subgroups. (Contains 9 tables.) [For the main report, "State Test Score Trends through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?", see ED507909.].