By Jennifer McCombs
Examines functionality of children (grades four via 12) on states' interpreting or English language arts and writing checks and at the nationwide review of academic growth, and files the content material, layout, and function degrees of these tests and the types of talents and expertise states have been emphasizing to accomplish objectives for adolescent literacy. RAND collected info from the 50 states and the District of Columbia (DC) on country overview platforms and pupil functionality on examining or English language arts and writing checks so as to degree adolescent's (grades four via 12) functionality towards country literacy ambitions. additionally examines the relative functionality of scholars opposed to nationwide criteria represented by means of the nationwide evaluation of schooling growth (NAEP).
Read or Download Achieving State And National Literacy Goals, A Long Uphill Road: A Report To Carnegie PDF
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Additional resources for Achieving State And National Literacy Goals, A Long Uphill Road: A Report To Carnegie
In a recent study of high school graduation examinations in six states, Achieve (2004) found that, although the high school examinations did measure key skills without which students could not succeed, the examinations measured only a fraction of the skills and knowledge that colleges and employers report as being essential. Further, in both reading and mathematics, the majority of test questions tap basic skills, such as literal recall in English language arts. , basic, proficient, advanced) levels, as required under NCLB.
The pass rates differed widely across states, ranging from a low of 29 percent in DC to a high of 87 percent in Colorado. Three states had a pass rate of below 40 percent—DC, South Carolina, and California; in seven states, less than half of the students passed at the elementary level. In contrast, eight states had pass rates of 80 percent or higher—Georgia, Utah, Wisconsin, Virginia, Mississippi, Texas, North Carolina, and Colorado. 3). 2). 3 We also find large performance gaps between white and Hispanic elementary school students.
Connecticut and Pennsylvania showed differences of over 35 percentage points between economically advantaged and disadvantaged students at both the elementary and middle school levels. As with elementary school students, the performance gaps between students from low-income households and those from more-advantaged backgrounds were slightly smaller than those found among racial/ethnic groups, with one notable exception. In DC, students from low-income households trailed their counterparts by 15 percentage points compared with 59–64-percentage-point differences between white and Hispanic and African American students.
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