Jennifer McCombs's Achieving State And National Literacy Goals, A Long Uphill PDF

By Jennifer McCombs

Examines functionality of kids (grades four via 12) on states' interpreting or English language arts and writing checks and at the nationwide overview of academic development, and files the content material, structure, and function degrees of these checks and the categories of talents and abilities states have been emphasizing to accomplish objectives for adolescent literacy. RAND accumulated details from the 50 states and the District of Columbia (DC) on country review platforms and scholar functionality on examining or English language arts and writing checks so that it will degree adolescent's (grades four via 12) functionality towards nation literacy targets. additionally examines the relative functionality of scholars opposed to nationwide criteria represented via the nationwide evaluate of schooling development (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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By and large, these performance gaps were somewhat smaller than those found among racial/ethnic groups. This lesser gap was particularly evident in DC: 18 percentage points among advantaged and disadvantaged students compared with over 65–68 percentage points between white and African American and white and Hispanic students. Writing Assessments Some states also gave writing assessments in the elementary grades. 5. Kentucky had the lowest passing rates: Only 9 percent of elementary school students passed the state writing assessment.

Performance of High School Students This section briefly examines some of the results on high school tests that are part of the states’ accountability systems. 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).

An additional seven states did not have readily available or reportable data. • For high school students, we report assessment results in two categories—those from high school assessments that are required for graduation and those from assessments that are not required for graduation. We present data of pass rates from all the states in order to determine their progress toward meeting the 100-percent proficiency goal set by NCLB. However, these state pass rates are not comparable. State standards and assessments differ widely in format, rigor, and proficiency thresholds.

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