The State Of Mathematics Achievement In Wisconsin

Author : Center on Education Policy
Publisher :
ISBN 13 :
Total Pages : 19 pages
Book Rating : 4.:/5 (16 download)

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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 19 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. Wisconsin has made some changes to its testing program in recent years. As a result, only three years of comparable test data (2006-2008) are available, the minimum span needed to discern a trend. Overall, Wisconsin results were mixed at the basic, proficient, and advanced levels. Students made gains in math at the elementary and middle school grades analyzed, but some declines occurred in reading and in high school math. Specific results include: (1) Between 2006 and 2008, the percentage of students scoring at the basic level and above in reading declined slightly at the elementary grade analyzed and increased slightly at the high school grade; in math, the percentage of students at the basic level increased at a moderate-to-large rate at the elementary grade analyzed, rose slightly at the middle school level, and decreased slightly at the high school level; (2) In reading, the percentage of students performing at the proficient level and above declined slightly at all three grades analyzed; in math, the percentage proficient went up at a moderate-to-large rate at the elementary level, rose slightly at the middle school level, and went down at a moderate-to-large rate at the high school grade analyzed; and (3) The percentage of students reaching the advanced level in reading decreased slightly at the elementary and high school level but increased at a moderate-to-large rate at the middle school level. In math, there was a moderate-to-large gain in the percentage of advanced students at the elementary school level, a slight gain at the middle school level, and a moderate-to-large decline 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.].