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Download e-book for iPad: Achieving State And National Literacy Goals, A Long Uphill by Jennifer McCombs

By Jennifer McCombs

ISBN-10: 0833037102

ISBN-13: 9780833037107

Examines functionality of youngsters (grades four via 12) on states' examining or English language arts and writing exams and at the nationwide evaluation of academic development, and files the content material, structure, and function degrees of these tests and the types of talents and capabilities states have been emphasizing to accomplish ambitions for adolescent literacy. RAND accrued details from the 50 states and the District of Columbia (DC) on nation evaluation platforms and scholar functionality on examining or English language arts and writing tests to be able to degree adolescent's (grades four via 12) functionality towards nation literacy targets. additionally examines the relative functionality of scholars opposed to nationwide criteria represented through the nationwide overview of schooling growth (NAEP).

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

Sample text

In three states—Minnesota, Pennsylvania, and DC—the difference was 40 percentage points or higher. 6 Kansas Delaware North Dakota Iowa Montana Alaska Virginia Massachusetts NOTE: Seven states are excluded from the figure because they did not have readily available and reportable data for grades 6–8. 7 Differences in Pass Rates of White and African American Middle School Students on State Reading Assessments, 2001–2002/2002–2003 70 Percentage points 50 40 30 20 10 State NOTE: Sixteen states are excluded from the figure because they did not have readily available and reportable data for African American students in grades 6–8.

At the top end of the distribution, pass rates on both assessments tended to be more comparable. For example, 82–85 percent of students in Virginia passed both the reading and writing assessments; in Texas, 85–88 percent of students did so. Some states provided data on pass rates disaggregated by race/ethnicity and poverty status of students. 2). The achievement gaps range from a low of 3 to a high of 26 percentage points. We divided the range into four categories: 0–9, 10–19, 20–29, and 30+ percentage points and then tallied the number of states that fell into each group.

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.

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Achieving State And National Literacy Goals, A Long Uphill Road: A Report To Carnegie by Jennifer McCombs


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