By Jennifer McCombs
Examines functionality of teenagers (grades four via 12) on states' interpreting or English language arts and writing checks and at the nationwide evaluation of academic growth, and records the content material, layout, and function degrees of these exams and the types of talents and potential states have been emphasizing to accomplish ambitions for adolescent literacy. RAND accrued details from the 50 states and the District of Columbia (DC) on country evaluate structures and scholar functionality on interpreting or English language arts and writing exams in an effort to degree adolescent's (grades four via 12) functionality towards kingdom literacy targets. additionally examines the relative functionality of scholars opposed to nationwide criteria represented through the nationwide review of schooling development (NAEP).
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Additional info for Achieving State And National Literacy Goals, A Long Uphill Road: A Report To Carnegie
E Tennesee student-performance results are reported as national percentile ranks, not as proficiency levels. f In 2003, West Virginia did not report student scores for the performance levels by grade level. not have readily available or reportable data. Of these, two states—Alaska and Indiana—did not test either 4th or 5th grades in 2003. —For the middle school students, we report 6th-, 7th-, or 8th-grade results. For reading, we use 8th-grade results for most states. We use 7th-grade results for seven states and 6th-grade results for New Hampshire.
We report the data for high school tests required for graduation separately from student performance on the assessments that do not carry high stakes for students. 6 It is not surprising that these scores would be higher than those found in typical state assessments, because graduation tests tend to heavily test basic skills rather than advanced skills (Achieve, 2004). For the three states that tested students in both reading and English language arts, the pass rates were quite similar on the two assessments —within 0 to 5 percentage points of one another.
The smallest difference in performance was in Texas, where Hispanic students trailed white students by 11 percentage points, and the largest difference was in DC (65 percentage points). In five states, the difference in pass rates was 20 percentage points or lower. In eight states, the performance gap between white and Hispanic students was 30 percentage points or higher. As with elementary school students, the performance of Hispanic and African American middle school students was relatively similar across states.
Achieving State And National Literacy Goals, A Long Uphill Road: A Report To Carnegie by Jennifer McCombs