By Jennifer McCombs
Examines functionality of youth (grades four via 12) on states' examining or English language arts and writing checks and at the nationwide evaluate of academic growth, and files the content material, structure, and function degrees of these checks and the categories of talents and potential states have been emphasizing to accomplish objectives for adolescent literacy. RAND collected info from the 50 states and the District of Columbia (DC) on nation evaluate structures and scholar functionality on examining or English language arts and writing exams so as to degree adolescent's (grades four via 12) functionality towards nation literacy ambitions. additionally examines the relative functionality of scholars opposed to nationwide criteria represented through the nationwide overview of schooling development (NAEP).
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Additional info for Achieving State And National Literacy Goals, A Long Uphill Road: A Report To Carnegie
Not have readily available or reportable data. Of these, two states—Alaska and Indiana—did not test either 4th or 5th grades in 2003. —For the middle school students, we report 6th-, 7th-, or 8th-grade results. For reading, we use 8th-grade results for most states. We use 7th-grade results for seven states and 6th-grade results for New Hampshire. 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.
As with elementary school students, Kentucky had the lowest passing rate—only 17 percent of its middle school students passed the state writing assessment—and it was the only state with a pass rate lower than 30 percent. Six states had pass rates of 80 percent or higher—Connecticut, Tennessee, Texas, Ohio, Georgia, and Colorado—and the last two had pass rates of 90 percent. In 15 of the 21 states, over half the students passed the writing assessment. In most states that reported pass rates on both the reading and writing assessments for middle school students, the pass rates tended to be fairly comparable (±7 percentage points).
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.
Achieving State And National Literacy Goals, A Long Uphill Road: A Report To Carnegie by Jennifer McCombs