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Unformatted text preview: Reading scores up since 2007 at grade 8 and unchanged at grade 4 Reading scores up since 2007 at grade 8 and unchanged at grade 4 Nationally representative samples of more than 178,000 fourth-graders and 160,000 eighth-graders participated in the 2009 National Assessment of Educational Progress (NAEP) in reading. At each grade, students responded to questions designed to measure their knowledge of reading comprehension across two types of texts: literary and informational. At grade 4, the average reading score in 2009 was unchanged from the score in 2007 but was higher than the scores in other earlier assessment years from 1992 to 2005 (figure A). About two-thirds (67 percent) of fourth-graders performed at or above the Basic level in 2009, and one-third (33 percent) performed at or above Proficient. Both percentages were unchanged from 2007 but were higher than previous assessment years. Eight percent of fourth-graders performed at the Advanced level, which was the same as in 2007 but higher than in 1992. At grade 8, the average reading score in 2009 was one point higher than in 2007 and four points higher than in 1992 but was not consistently higher than in all the assessment years in between. Gains since 2007 were seen for lower- and middle-performing students at the 10th, 25th, and 50th percentiles, while scores for higher-performing students at the 75th and 90th percentiles showed no significant change. In 2009, about three-quarters (75 percent) of eighth-graders performed at or above the Basic level, and one-third (32 percent) performed at or above Proficient. Both percentages were higher in 2009 than in 2007 and 1992. Three percent of eighth-graders performed at the Advanced level in 2009, which was the same as the percentages in 2007 and 1992. THe NAEP Reading Results are Disappointing since Reading scores stayed flat for 4th graders and rose only slightly for 8th graders on the most recent National Assessment of Educational Progress, results that some find disappointing after many years of intensive attention to improving the reading skills of American students. No Child Left Behind Act failing to improve reading scores. According to NCLB Reading First required key changes, including professional development, and the use of formative assessments, more structured curricula, and a sequence of interventions for struggling students. In spite of those efforts, however, Mr. Paine noted that the proportion of 8th graders scoring at or above “proficient” on NAEP has risen only 3 percentage points, to 32 percent, since 1992. NAEP sets student-achievement levels in three categories: “basic,” “proficient” or “advanced.” The latest results show that one-quarter of 8th graders and one-third of 4th graders don’t reach the basic level. People in Kentucky might interpet the report differently because of Kentucky’s success in being the only state to increase NAEP reading scores between 2007 and 2009. A similar focus can be on The District of Columbia. Washington D.C. A 5-point score jump (in NAEP 4th grade scores) at a time when the national scores are flat is more than enough to keep (Michelle) Rhee safe for another year or two." Indeed, fourth graders in the District of Columbia increased their Proficiency rate by five points. But 68% of those students who are on IEPs were excluded, as were 68% of the District’s 8th grade special education students. There are now four states that excluded at least half of their special education students from the NAEP reading tests....
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This note was uploaded on 08/29/2011 for the course EDU 101-404 taught by Professor Ide during the Spring '11 term at DeVry Phoenix.
- Spring '11