370 likes | 490 Views
NAEP 2004 Trends in Academic Progress. National Assessment of Educational Progress. 1. How Does LTT Differ from Main NAEP?. 2. Overview of 2004 Long-Term Trend. 3. Highlights of Major Results. 4. Trends in average reading scale scores for students age 9, 13, and 17: 1971–2004.
E N D
Trends in average reading scale scores for students age 9, 13, and 17: 1971–2004 * Significantly different from 2004. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments. 5
Reading—Age 9 ÇAverage scores increased. * Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971. Therefore, the results for Hispanic students are from 1975. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments. 6
White/Black Reading Gaps: 9 *Significantly different from 2004. 1 White average scale score minus Black average scale score. NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments. 7
White/Hispanic Reading Gaps: 9 *Significantly different from 2004. 1 White average scale score minus Hispanic average scale score. 2 Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971. NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments. 8
Reading—Age 13 ÇAverage scores increased. ÁÂAny change in average scores was not statistically significant. * Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971. Therefore, the results for Hispanic students are from 1975. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments. 9
White/Black Reading Gaps: 13 *Significantly different from 2004. 1 White average scale score minus Black average scale score. NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments. 10
White/Hispanic Reading Gaps: 13 *Significantly different from 2004. 1 White average scale score minus Hispanic average scale score. 2 Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971. NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments. 11
Reading—Age 17 ÇAverage scores increased. ÁÂAny change in average scores was not statistically significant. * Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971. Therefore, the results for Hispanic students are from 1975. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments. 12
White/Black Reading Gaps: 17 *Significantly different from 2004. 1 White average scale score minus Black average scale score. NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments. 13
White/Hispanic Reading Gaps: 17 *Significantly different from 2004. 1 White average scale score minus Hispanic average scale score. 2 Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971. NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments. 14
Students Are Reading More *Significantly different from 2004. NOTE: Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1984, 1999, and 2004 Long-Term Trend Reading Assessments. 15
Trends in average mathematics scale scores for students age 9, 13, and 17: 1973–2004 * Significantly different from 2004. NOTE: Dashed lines represent extrapolated data. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments. 16
Mathematics—Age 9 ÇAverage scores increased. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments. 17
White/Black Math Gaps: 9 *Significantly different from 2004. 1 White average scale score minus Black average scale score. NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments. 18
White/Hispanic Math Gaps: 9 *Significantly different from 2004. 1 White average scale score minus Hispanic average scale score. NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments. 19
Mathematics—Age 13 ÇAverage scores increased. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments. 20
White/Black Math Gaps: 13 *Significantly different from 2004. 1 White average scale score minus Black average scale score. NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments. 21
White/Hispanic Math Gaps: 13 *Significantly different from 2004. 1 White average scale score minus Hispanic average scale score. NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments. 22
Mathematics—Age 17 ÇAverage scores increased. ÁÂAny change in average scores was not statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments. 23
White/Black Math Gaps: 17 *Significantly different from 2004. 1 White average scale score minus Black average scale score. NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments. 24
White/Hispanic Math Gaps: 17 *Significantly different from 2004. 1 White average scale score minus Hispanic average scale score. NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments. 25
Students Are Taking More Advanced Mathematics Courses *Significantly different from 2004. 1 “Something else” implies that students checked a series of courses that did not follow a logical course-taking pattern. NOTE: Detail may not sum to totals because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1978, 1999, and 2004 Long-Term Trend Mathematics Assessments. 26
End slide 27
Participation Rates for Reading LTT LTT: Long-term trend assessment SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.
Example of an Item with Outdated Material in Original Assessment