Achieving State And National Literacy Goals, A Long Uphill by Jennifer McCombs

By Jennifer McCombs

Examines functionality of youngsters (grades four via 12) on states' examining or English language arts and writing checks and at the nationwide overview of academic growth, and files the content material, structure, and function degrees of these tests and the types of abilities and potential states have been emphasizing to accomplish targets for adolescent literacy. RAND collected info from the 50 states and the District of Columbia (DC) on kingdom review platforms and scholar functionality on studying or English language arts and writing tests so as 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 via the nationwide evaluate of schooling growth (NAEP).

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Extra info for Achieving State And National Literacy Goals, A Long Uphill Road: A Report To Carnegie

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8 Differences in Pass Rates of White and Hispanic Middle School Students on State Reading Assessments, 2001–2002/2002–2003 70 Percentage points 50 40 30 20 10 DC Massachusetts Pennsylvania Connecticut Minnesota Idaho California New Jersey Wisconsin Washington Iowa Maryland Rhode Island North Carolina Virginia Illinois New Mexico Alaska Florida Delaware Georgia Oklahoma Michigan Kansas Colorado Indiana Wyoming Arkansas New Hampshire Hawaii Texas 0 State NOTE: Nineteen states are excluded from the figure because they did not have readily available and reportable data on Hispanic students in grades 6–8.

In both reading and writing, African American and Hispanic students trailed significantly behind white students—and the performance gap is often quite large (30 percentage points or higher). Economically disadvantaged students lagged behind their counterparts who were not economically disadvantaged, although, by and large, these performance gaps were somewhat smaller than those found among racial/ethnic groups. With some exceptions, the pass rates on the writing assessments were lower than the pass rates on the state reading assessments.

____________ 1 In the future, NAEP will be used to validate gains on state assessments under NCLB. As a consequence, schools, students, and teachers are likely to view it much more seriously than is currently the case. 1 Percentage of 4th-Grade Students Scoring “Proficient” and Above on the National Assessment of Educational Progress 2003 Reading Assessment Oregon 0 DC Connecticut New Jersey New York Massachusetts North Carolina Michigan Pennsylvania Maryland Illinois Minnesota Iowa Florida Virginia Delaware Colorado South Carolina Louisiana Indiana Georgia California Arkansas Texas Rhode Island Missouri Wisconsin Tennessee Mississippi Kansas Ohio Arizona Alabama Oklahoma Nebraska Alaska Kentucky Nevada Hawaii West Virginia 50 40 30 20 10 State NOTE: Data were not available for nine states—Idaho, Maine, Nebraska, New Hampshire, North Dakota, South Dakota, Utah, Vermont, and Wyoming.

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