They can also make inferences and reach

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Unformatted text preview: studies. Performance at this level suggests the ability to search for specific information, interrelate ideas, and make generalizations. LEVEL 200: Demonstrate Partially Developed Skills and Understanding Readers at this level can locate and identify facts from simple informational paragraphs, stories, and news articles. In addition, they can combine ideas and make inferences based on short, uncomplicated passages. Performance at this level suggests the ability to understand specific or sequentially related information. LEVEL 150: Carry Out Simple, Discrete Reading Tasks Readers at this level can follow brief written directions. They can also select words, phrases, or sentences to describe a simple picture and can interpret simple written clues to identify a common object. Performance at this level suggests the ability to carry out simple, discrete reading tasks. 14 Reported for age 17 17 13 17 13 9 13 9 9 P ERFORMANCE LEVELS Figure 6. Trend in NAEP reading performance-level results for 9-, 13-, and 17-year-old students Age 9 Age 13 Age 17 * Significantly different (p < .05) from 2012. NOTE: The revised assessment format introduced more current assessment procedures and content. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1971–2012 Long-Term Trend Reading Assessments. TRENDS IN ACADEMIC PROGRESS 2012 15 R ACIAL/ETHNIC GAPS Racial/ethnic score gaps narrow at all three ages Even though White students continued to score 21 or more points higher on average than Black and Hispanic students in 2012, the White – Black and White – Hispanic gaps narrowed in comparison to the gaps in the 1970s at all three ages. The White – Black score gaps for 9- and 17-year-olds in 2012 were nearly half the size of the gaps in 1971. Black and Hispanic 9-year-olds make larger gains than White students The score gaps between White and Black students and between White and Hispanic students at age 9 narrowed from the 1970s because Black and Hispanic students made larger gains than did White stu­ dents (figures 7 and 8). The average score for Black students was 36 points higher in 2012 than in 1971 (206 – 170) and the score for White students was 15 points higher (229 – 214). The average score for Hispanic students increased 25 points from 1975, and the score for White students increased 12 points. Figure 7. Trend in NAEP reading average scores and score gaps for White and Black 9-year-old students The White – Black score gap narrowed 21 points since 1971. * Significantly different (p < .05) from 2012. NOTE: Black includes African American. Race categories exclude Hispanic origin. Score gaps are calculated based on differences between unrounded average scores. Figure 8. Trend in NAEP reading average scores and score gaps for White and Hispanic 9-year-old students The White – Hispanic score gap narrowed about 13 points since 1975. * Significantly different (p < .05) from 2012. NOTE: White excludes students of Hispanic origin. Hispanic includes Latino. Results are not...
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