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August 27, 2015

More students graduating high school college-ready according to new ACT report

According to ACT’s The Condition of College & Career Readiness 2015 report released earlier this week, a growing proportion of high school students are graduating from high school college-ready. While overall scores remained flat, more students scored high enough to reach the ACT college-ready benchmarks in each of the test’s four subject areas- English, reading, math, and science. However, just 28 percent of test-takers reached these benchmarks in 2015 but it is still higher than the 23 percent who reached all four benchmarks in 2009. So, while college-readiness rates remain low, they have been trending higher even as more states require all students to take the college entrance exam and more students head to college than ever before. Keep in mind, such dramatic increases in those being tested typically has a dampening effect on scores.

Unlike college-readiness benchmarks, overall scores remained flat between 2014 and 2015. In fact, overall scores have remained between 20.9 and 21.1 for over a decade, with the exception of 2007 when the overall score reached 21.2. However, a closer look at the overall results show that white, black, and Hispanic students all saw increases in their scores over the past year. So, while overall scores have remained flat, the scores of each of the subgroups have improved. This happens because more black and Hispanic students—who score significantly lower ‘on-average’- are taking the ACT while a smaller proportion of white students- who score higher ‘on-average’- are taking the test. As a result, each of the subgroups’ scores increased while the overall score remained flat. This is what statisticians call ‘Simpson’s Paradox’.

While the results are not earth shattering they provide evidence that our high schools are in fact doing a better job preparing students for college. Yes, we all want to see faster improvement but improving nearly 25,000 high schools does not happen overnight. Fortunately, most indicators of the effectiveness of our nation’s high schools show they are heading in the right direction. More students are graduating high school on-time than ever before and more students are getting into and enrolling in college as well. Add the fact that more high school graduates are college-ready paints a pretty clear picture that our nation’s high schools are on the right path.

 

The Findings

State Scores

  • Of the 30 states where at least half of graduates took the ACT:
    • Minnesota once again achieved the highest composite score with 22.7.
      • However, just 78 percent of Minnesota 2015 graduates took the ACT
    • Graduates from Hawaii posted the lowest scores among states with a score of 18.5.
  • Of the 15 states where at least 90 percent of graduates took the ACT:
    • Colorado and Illinois posted the highest scores at 20.7, followed by North Dakota (20.6).
    • Hawaii (18.5), Mississippi (19.0), and Alabama (19.1) had the lowest scores out of this group.
    • Hawaii posted the greatest gains since 2014, improving by three-tenths of a point.
      • Alabama saw their scores drop by 1.5 points over the past year. However, this is likely due to the fact that the percent of graduates taking the ACT increased from 80 to 100 percent. Such increases typically lead to lower-scores, at least in the short-term.

National Scores

  • The nation’s graduating Class of 2015 had an average composite score of 21.0, the same as in 2014.
    • At this score, an average high school graduate has about a 75 percent chance of getting admitted into a good college.*
  • Scores increased by one-tenth of a point in reading (21.4), English (20.4) and science (20.9) between 2014 and 2015, while scores decreased by one-tenth of a point on the math test (20.8).
  • Scores for black and white students improved.
    • White graduates increased their scores by one-tenth of a point between 2014 and 2015 (22.3 to 22.4).
    • The average black graduate score improved from 17.0 to 17.1 over the past year.
    • As for Hispanic graduates, their scores increased from 18.8 to 18.9 in the past year as well.

College Readiness

  • Twenty-eight percent of 2015 high school graduates were college-ready in all four ACT subject tests (English, reading, math, and science), which is two percentage points higher than in 2014 and five percentage point increase since 2009.
    • Graduates who achieve these benchmarks are ready to succeed in first-year, credit-bearing college courses in the specific subjects ACT tests, according to ACT research. “Success” is defined as a 75% likelihood of earning a ‘C’ or better in the relevant course.
  • Little change in college readiness by subject.
    • The number of graduates reaching ACT’s college-ready benchmark in science increased from 37 to 38 percent over the past year.
    • In math, the number of graduates deemed college-ready decreased by one percent as was the case between 2013 and 2014.
    • In English there was no change in the number of graduates being college-ready but there was a two percentage point increase in reading.

Core Course Rigor

  • Graduates who completed ACT’s recommended core curriculum were much more likely to be college-ready.
    • Two-thirds (67 percent) of graduates who completed ACT’s Core Courses (4 years of English, and 3 years each of math, social studies, and science) met ACT’s college-ready benchmark in English compared to 36 percent of those who did not complete the Core Courses. In reading, 49 percent of graduates who completed the Core Courses met ACT’s college-ready benchmarks for reading compared to 34 percent who did not.
    • There was a much greater disparity when it came to math and science.
      • For those graduates who completed the Core Courses, nearly half (45 percent) were college-ready in math compared to just eight percent who had not.
      • For those graduates who completed the Core Courses, 42 percent were college-ready in science compared to just 18 percent who had not.

Test Takers

  • About 59 percent of all 2015 high graduates took the ACT, compared to 57 percent in 2014 and 45 percent in 2009.
  • More minority graduates are taking the ACT.
    • In 2015, nearly 29 percent of ACT test-takers were Hispanic or black, compared to 24 percent in 2010.
    • Furthermore, the percentage of test-takers who were white decreased between 2010 and 2015, from 62 percent to 55 percent.

 

For more information on how to use college entrance exam scores to evaluate your school, check out the Center’s Data First Web site.

* Data based on calculations from the Center for Public Education’s Chasing the College Acceptance Letter: Is it harder to get into college






August 25, 2015

New Poll Shows Parents Skeptical of Common Core and Testing

Public school parents and the public at large are skeptical of the Common Core State Standards (Common Core) and the usefulness of standardized testing, according to The 47th Annual PDK/Gallup Poll of The Public Attitudes Toward The Public Schools released this week. The annual poll also found that while parents like to have a choice on where to send their child to school, they oppose the use of public dollars to send students to private schools in the form of vouchers.

The poll’s findings show the general public, as well as, parents of public school children value other measures of school effectiveness beyond standardized tests. However, the results should not be seen as a total indictment of standardized tests, as results show the public is just as skeptical about allowing students to opt-out of standardized tests. This aligns with the results of the most recent Education Next poll which found the majority of the public supportive of the federal requirement to test students annually in math and reading. So, while the public may be getting weary of standardized testing, there is little support for their abolishment, especially among black and Hispanics. However, the public clearly feels that schools should be judged by more than test scores.

 

The Findings

Standardized Testing

  • The public places a much higher importance on student engagement over standardized tests.
    • Nationally, 78 percent of respondents rated student engagement as ‘very important’ when it came to measuring the effectiveness of public schools in their community.
    • On the other hand, just 14 percent of respondents rated standardized tests as ‘very important,’ making it the lowest-rated measure included in the survey.
  • Scores from standardized tests were the lowest rated approach of the choices given in the poll to providing the most accurate picture of a public school’s academic progress.
    • The public preferred examples of student work (38 percent), written observations by teachers (26 percent), and grades awarded by the teacher (21 percent) over scores from standardized tests (16 percent)
    • However, black respondents favored scores from standardized tests more than white respondents (19 v 15 percent).
  • Most believe there is too much emphasis on standardized tests.
    • Two-thirds of public school parents feel there is too much emphasis on testing while just 19 percent feel there is just the right amount of emphasis on testing.
    • However, black respondents were less likely to say there is too much emphasis on testing than white respondents (57 v 65 percent).
  • Respondents are split on whether to allow parents to ‘opt-out’ their child from standardized tests.
    • Just 41 percent of parents believed they should be allowed to excuse their child from tests while 44 believed such an option shouldn’t be allowed.
    • Yet, just 28 percent of black respondents believed parents should be able to excuse their child from standardized tests compared to 44 percent of white respondents.
  • Few students complain about taking too many standardized tests.
    • Just 16 percent of public school parents ‘strongly agreed’ that their child complains about taking too many standardized tests.
  • Most public school parents don’t believe it is important to know how students in their community’s schools perform on standardized tests compared to students in other districts, states, or countries.
    • Just 18 percent of respondents said they believed it was important to compare test schools from their community’s schools to those in other districts or states.
    • A greater percentage (24 percent) did say it was important to compare test schools with students from other countries.

Common Core

  • Few public school parents feel achievement standards are too low in their community.
    • A third of public school parents feel student achievement standards are too low compared to 12 percent who feel they are too high.
    • Nearly half (48 percent) believe achievement standards are just about right.
  • Majority of parents oppose having teachers in their community use the Common Core standards to guide what they teach.
    • 54 percent of parents oppose the use of Common Core compared to just 25 percent who are in favor.
    • Most Republicans (69 percent) oppose the use of the standards while Democrats (38 percent) feel the same. Half of Independents also oppose the use of the Common Core.
    • Blacks are less likely to oppose the use of the Common Core compared to whites (35 v 57 percent).
  • Few have heard a great deal about the Common Core.
    • Less than a quarter (22 percent) of respondents have heard a great deal about the Common Core although the percentage increases to 30 percent for public school parents.
    • Republicans (25 percent) are more likely to say they have heard about the Common Core than Democrats (19 percent) or Independents (22 percent).

Opinions about Public Schools

  • Local public schools receive high marks.
    • 70 percent of public school parents give the school their oldest child attends an A or B, while 57 percent gave the same grades to all public schools in their community.
    • However, just 19 percent of public school parents would give schools nationally an A or B.
  •  The public sees funding as a major tool to improving public schools.
    • Nearly a quarter (23 percent) of respondents listed lack of financial support as the biggest problem facing public schools. Standards/quality of education came in second with just 7 percent.
    • Nearly half (45 percent) of respondents believe that how much money schools spend is important to improving public schools in their community.

School Choice

  • Most respondents favor public school choice programs.
    • 64 percent of respondents favor charter schools and intra-district school choice programs.
  • Most respondents oppose vouchers
    • Just 31 percent of respondents favor allowing parents to choose a private school to attend at public expense.
    • Republicans are split on this issue (46 percent opposed and 46 in favor) while Democrats are thoroughly opposed (71 percent opposed to 16 percent in favor). The majority of independents are also oppose (63 percent).

 






June 10, 2015

Nevada bets the schools’ bank

Nevada is known for gaming. That could explain why lawmakers there are willing to gamble on the delivery of public education in the state by passing the most sweeping school choice bill in the nation.

SB 302 (the bill has no name that I could find) offers Nevada public school parents a grant that they can use to pay for private school, online courses, or homeschooling expenses for their child. The roughly $5,000 per student subsidy will be deposited in individual education savings accounts (ESAs) for parents who leave public traditional and charter schools. The cost will be deducted from the state per-pupil allotment that would have otherwise gone to the child’s resident school district.

ESAs are not unique to Nevada. Arizona, Florida and Tennessee provide similar grants to parents whose children have special needs or, in the case of Arizona, are currently attending a low-performing school. Other states like Indiana and Florida provide state-funded vouchers to qualifying families that are similar to ESAs but are typically restricted to use in private schools only. What truly distinguishes the Nevada program from these others, however, is its universality. While other states limit eligibility, Nevada opens up ESAs to every child who has been enrolled in a public school for at least 100 consecutive days prior to applying for the grant. Officials estimate that the bill will affect 93 percent of all school-aged children in the state.

School choice advocates are relishing in the unprecedented scale of the Nevada bill in the belief it will give them a chance to do something decades of choice experiments across the country have failed to do  – demonstrate that a free market approach to education will drive school improvement. Education Week reports that the bill was drafted with the help of several national pro-school choice organizations, including the Goldwater Institute, the Freidman Foundation and the Foundation for Excellence in Education through its lobbying arm, Excel National.  Following its passage, Excel National released a statement saying, “This is a monumental leap forward in the fight for student-focused policies that allow every child the opportunity to receive a quality education.”

But will SB 302 offer this opportunity? Here’s what Nevada is gambling:

Gamble #1: Private schools will want ESA kids. Indiana has the largest voucher program in the country. Yet three years into the program, two-thirds of the state’s private schools are declining to accept voucher students. This is perhaps one reason only 4% of students who are eligible to participate are taking advantage of the state vouchers.  Even if a Nevada private school will accept ESA students, there’s no guarantee the school will take all who apply. For one, there may not be available seats. For another, there could be admissions criteria that screen for the most desirable students.

Gamble #2: ESAs will benefit low-income students. Children with disabilities or from families at or below 185 percent of the poverty line qualify to receive 100 percent of the state per-pupil allocation, currently about $5,700 per year. All other students are able to receive a grant equal to 90 percent, or $5,100. Nationally, the average yearly tuition at private schools was $10,740 for the 2011-12 academic year. Elementary schools, which tend to be cheaper, cost an average of $7,770. While Nevada may have some more affordable options available, families are certain to run into tuitions that exceed the ESA. Those who can afford to supplement the costs will do so, but low-income families are not likely to be among them. This begs the question – rather than opening up opportunities for all Nevada children, will the state be subsidizing private education for those who are in a better position to afford it anyway?

Gamble #3: Choice schools will be better schools. This is the basic premise underlying all choice arguments — that when parents are given the opportunity, they will choose a better educational fit for their child who will in turn perform better. This is not to say that parents do not want to make a good choice or are incapable of choosing well. They do and they are. However, it does assume that the simple act of allowing parents to opt in produces better results. And the track record on choice policies to date is really weak.

CPE has reviewed research on various educational options, including charter schools, voucher programs, virtual schooling and homeschooling. (A concise overview of all these findings will be published later this year.) The best that can be said is that school choice works for some students sometimes, is worse for some students sometimes, and is often no better or worse than the public school students attended before. Research on voucher programs, for example, shows some gains for minority and/or low-income students, while most studies show similar performance to public school students. One exception may be higher graduation rates. In addition, our earlier report on virtual schooling found, with the exception of a few noteworthy instances, there was little to commend in full-time online schooling for most students, and that even single courses had their risks.

Good data on homeschooling is non-existent. Anecdotes about the Tim Tebows and other homeschool success stories get wide play, many of which you can find here. Less heard are the stories about when homeschooling goes wrong – voices that are just beginning to emerge, for example, here and here. What is missing is a picture of how homeschooled students fare overall.

Nevada’s bill attempts to hedge its bets when it comes to quality control over school choices by requiring all ESA recipients to take standardized tests in math and English language arts. Participating private schools must further report the aggregated results of these tests to the Nevada Department of Education, which will publish the data. No performance thresholds or consequences are defined, however, so it’s unclear what, if anything, would happen if the ESA students don’t get the quality education they were promised.

And that, my friends, is a huge gamble.  — Patte Barth

Filed under: Charter Schools,Parents,Public education,vouchers — Tags: , , , — Patte Barth @ 7:30 am





June 4, 2015

Yet Another Report Touts Record High School Graduation Rates

EdWeek’s annual Diplomas Count report shows that the U.S. high school on-time graduation rate has hit another all-time high with 81 percent of students graduating within four-years of entering high school.  You may remember last month another report found the same. Both reports were based on similar data so it is not surprising they found similar results.

One difference is that this most recent report sheds a brighter light on disparities between different groups of students. An examination of EdWeek’s data shows that in 2013—the most recent year graduation rate data is available—the poverty gap in on-time graduation rates is as large as 16 percentage points in Minnesota to just one percentage point in Kentucky.  Nationally, the gap between white students and their black and Hispanic classmates continues to narrow. Again, the gaps differ significantly from state to state.

While the overall story is certainly good news, the persistent gaps are still troubling. Gaps are particularly large between special education students and the general student population as well as between English Language Learners (ELL) and native English speakers. So while significant progress has been made, there is a lot more work to be done until all students enter high school with a similar chance to graduate high school four years later.

 

The Findings

National Graduation Rates

  • The national graduation rate hit another all-time high.
    • Eighty-one percent of students who entered 9th grade in the fall of 2009 graduated with at least a standard high school diploma by the summer of 2013 — the highest level seen since the late 1960s.
      • Between 2011 and 2013 the graduation rate increased 2 points.
      • Graduation rates had remained relatively stagnant between the late 1960s and early 2000’s.
  • Large attainment gaps also remain between traditionally disadvantaged groups and their more advantaged classmates.
    • 16 point gap between white and black students (71 and 87 percent).
    • 12 point gap between white and Hispanic students (75 and 87 percent).
    • Seventy-three percent of students from economically disadvantaged families graduated on-time.
      • This is 8 points lower than the national average.
    • Just 62 percent of Students with Disabilities graduated on-time.
      • This is 19 points lower than the national average.
    • Only 61 percent of Limited English Proficient students graduated on-time.
      • This is 20 points lower than the national average.

State Graduation Rates

  • Most states have improved their graduation rates since 2011.
    • All but six states (Arizona, Illinois, New York, South Dakota, Tennessee, and Wyoming) improved their on-time graduation rates between 2011 and 2013.
    • Nevada made the greatest improvement by increasing their graduation rate from 62 to 71 percent (9 points) during this same time period.
      • New Mexico and Utah both improved their graduation rates by 7 points as well.
  • Large gaps remain between states
    • There is a 28 percentage point gap between Iowa –the state with the highest graduation rate (90 percent)– and the District of Columbia which has the lowest graduation rate (62 percent).
    • Only seven states (Alaska, District of Columbia, Georgia, Louisiana, Nevada, New Mexico, and Oregon) have graduation rates that fell under 75 percent while 21 states have graduation rates of at least 85 percent.
    • In Minnesota, North Dakota, and South Dakota there is a 15 point gap between the graduation rates of economically disadvantaged students and their state averages.
      • In six states (Texas, Arkansas, Kentucky, Hawaii, Indiana, and District of Columbia) the gap is 5 points or less.
    • In Mississippi just 23 percent of Students with Disabilities (SWD) graduated on-time which is 53 points lower than the state average (76 percent). Mississippi had both the lowest graduation rates for SWD and the largest gap.
      • On the other end of the spectrum Arkansas had the highest graduation rate for SWK (80 percent) while Alabama had the smallest gap (3 points).
    • Three states (New Hampshire, North Dakota, and Texas) had graduation rates over 80 percent for black students.
      • Three states (Minnesota, Nevada, and Oregon) had graduation rates of less than 60 percent for their black students.
    • Eleven states graduated at least 80 percent of their Hispanic students on-time.
      • Minnesota was the only state to graduate less than 60 percent of their Hispanic students.

 






April 30, 2015

Long-Term but No Short-Term Gains in History, Civics, and Geography, According to NAEP

Classroom Observations Yesterday, the National Center for Education Statistics (NCES) released the results of the 2014 National Assessment of Educational Progress (NAEP) in History, Civics, and Geography for U.S. 8th graders. Results are provided for the nation as a whole but not for individual states, unlike as they do for the mathematics and reading assessments. Similar to other NAEP assessments, results are given in scale scores (0-500) and achievement levels (Basic, Proficient and Advanced).  Scores are given for overall student performance as well as by race, gender, and income groups.

While scores have remained relatively flat since the last administration in 2010 for each of these subjects, 8th graders in 2014 performed higher than their predecessors a decade or two ago. Much of the growth over the past two decades has been driven by the improving performance of low-performing students. Who for each of the three subjects narrowed the gap between themselves and their high performing peers.

Yet, the same gap narrowing was not typically found when it came to the gap in the percent of black and Hispanic 8th graders reaching NAEP’s Basic Achievement Level relative to their white classmates. While there was some gap narrowing, in most cases gaps have remained relatively unchanged over the past decade or two and those gaps remain quite large in most cases. It is important to keep in mind, though, that because all racial and ethnic groups have improved at relatively the same rate over the past two decades, these racial and ethnic gaps have not significantly changed.

This year’s results may not be worth celebrating but they don’t show any systemic failure either. What they do show is that 8th graders continued to make gradual progress in History, Civics, and Geography over the past two decades despite the increased focus over this time period on math and reading. Unfortunately, there was no significant progress made in recent years. While it could be that improvements will appear in the next iteration of these NAEP assessments, in the meantime policymakers and educators should use these current results to ensure all students are being taught the History, Civics, and Geographic skills they need to obtain a well-rounded education so they can maximize their contribution to society as adults. –Jim Hull

 

The Findings

History

  • Overall scores remained flat since 2010
    • However, 8th graders scored higher in 2014 (267 points) than they did in both 2002 (262 points), and 1994 (259 points).
    • 8th graders are performing nearly a grade level higher in 2014 than they did in 1994.
    • Low performing students -those scoring at the 10th percentile- made greater gains (12 points) between 1994 and 2014 than high performing students –those scoring at the 90th percentile—who gained 4 points.
    • Between 1994 and 2014, 8th graders made significant improvements in three of the four themes assessed—Democracy (13 points), Culture (6 points), and World Role (12 points). They made no significant gains in the Technology theme.
  • There was no change in the percent of 8th graders scoring at or above NAEP’s Proficient level since 2010 as well.
    • Just 18 percent of 8th graders scored at or above proficient in 2014, which is not significantly different from 2010.
    • However, more 8th graders in 2014 (10 percentage points) scored at or above the proficiency level than 8th graders in 1994.
    • Students at this level should be able to incorporate geographic, technological, and other considerations in their understanding of events and should have knowledge of significant political ideas and institutions. They should also be able to communicate ideas about historical themes while citing evidence from primary and secondary sources to support their conclusions.
  • The percent of 8th graders scoring at or above NAEP’s Basic level remained flat as well
    • In 2014 71 percent of 8th graders scored at or above the basic level which was not significantly different than 8th graders in 2010.
    • Yet, just 61 percent of 8th graders in 1994 scored at or above the basic level.
    • Students scoring at or above this level should also have a beginning understanding of the fundamental political ideas and institutions of American life and their historical origins.
  • All racial/ethnic groups made significant improvements but large gaps remain
    • Eighty-four percent of white 8th graders scored at or above the Basic level compared to just 47 percent of black 8th graders and 59 percent of Hispanic 8th graders.
    • However, in 1994 just 70 percent of white, 32 percent of black, and 41 percent of Hispanic 8th graders reached the Basic level.
  • The vast majority of 8th graders discussed material in class
    • Eighty percent of 8th graders said they discuss history in their class at least once a week which is no different from 2010.
    • However, 8th graders in 2014 are more likely than 8th graders in 2010 to watch movies/videos, use computers at school for history/social studies, listen to information presented online, and use letters, diaries, or essays written by historical people at least once a week.

 

Civics

  • Overall scores remained relatively unchanged
    • Between 2014 and 2010 scores improved by 3 points but the difference was not statistically significant. Meaning the difference could have happened by chance.
    • However, 8th graders in 2014 performed significantly better (4 points) than 8th graders in both 1998 and 2006.
    • Low performing students -those scoring at the 10th percentile- made greater gains (7 points) between 1998 and 2014 than high performing students –those scoring at the 90th percentile— whose scores did not significantly change.
  • There has been no change in the percentage of 8th graders scoring at or above NAEP’s Proficient level since 2010 as well.
    • Less than a quarter (23 percent) of 8th graders scored at or above Proficient in 2014, which has remained relatively the same since 1998.
    • Students at this level should understand and be able to explain the purposes that government should serve, as well as be able to describe events within the United States and other countries that have international consequences.
  • The percent of 8th graders scoring at or above the Basic level remained similar.
    • In 2014, 74 percent of 8th graders scored at or above the Basic level, which was not significantly different than 8th graders in 2010 (72 percent).
    • However, more 8th graders in 2014 reached the Basic level than 8th graders in 1998 (70 percent).
    • Students scoring at or above this level should have some understanding of competing ideas about the purpose of government. They should also be able to define government, the Constitution, the rule of law and politics and be able to identify the fundamental principles of American democracy and the documents from which they originated.
  • Gaps exist between white 8th graders and their black and Hispanic classmates.
    • Eighty-six percent of white 8th graders scored at or above the Basic level compared to just 55 percent of black 8th graders and 61 percent of Hispanic 8th graders.
    • However, in 1998, 78 percent of white, 49 percent of black, and 44 percent of Hispanic 8th graders reached the Basic level.
    • White and Hispanic 8th graders had significantly more students reach the Basic level in 2014 than in 1998 (8 and 17 percentage point gains, respectively).
  • The vast majority of 8th graders discussed material in class.
    • Seventy-nine percent of 8th graders said they discussed civics in their class at least once a week, which is no different from 2010.
    • Eighth graders in 2014 were more likely than 8th graders in 2010 to watch movies and use computers at school for social studies.
    • However, they are less likely to discuss current events and take part in role-playing, mock trials, or dramas.

 

Geography

  • Overall scores remain flat.
    • Scores have remained relatively unchanged since 1994.
    • However, low performing students -those scoring at the 10th percentile- made greater gains (7 points) between 1994 and 2014 than high performing students –those scoring at the 90th percentile— for whom there were no significant differences.
  • There has been little change in the percentage of 8th graders reaching the proficiency level.  
    • Twenty-seven percent of 8th graders scored at or above Proficient in 2014, which has remained relatively the same since 1994.
    • Students at this level should possess a fundamental geographic vocabulary; understand geography’s analytical concepts; and solve locational questions requiring integration of information from two or more sources.
  • The percentage of 8th graders scoring at or above the Basic level remained similar.
    • In 2014, three-quarters of 8th graders scored at or above the Basic level, which was not significantly different than 8th graders in 2010 (74 percent).
    • However, more 8th graders in 2014 reached the Basic level than 8th graders in 1994 (71 percent).
    • Students scoring at or above this level should possess fundamental knowledge and vocabulary of concepts relating to patterns, relationships, distance, direction, scale, boundary, site, and situation; solve fundamental locational questions using latitude and longitude and interpret simple map scales.
  • Gaps exist between white 8th graders and their black and Hispanic classmates.
    • Eighty-eight percent of white 8th graders scored at or above the basic level compared to less than half (48 percent) of black 8th graders and 61 percent of Hispanic 8th graders.
    • Yet, in 1994, 81 percent of white, 34 percent of black, and 49 percent of Hispanic 8th graders reached the Basic level.
    • Gaps narrowed from 1994 to 2014 between black and white students by (7 percentage points) and between Hispanic and white students by 12 percentage points.
  • The vast majority of 8th graders discussed material in class.
    • Seventy-nine percent of 8th graders said they discussed geography in their class at least once a week, which is no different from 2010.
    • Eighth graders in 2014 were more likely than 8th graders in 2010 to watch movies, listen to information presented online, and use computers at school for social studies.

 

For more information on NAEP, check out the Center’s report The Proficiency Debate: A guide to NAEP achievement levels.

Filed under: Achievement Gaps,Middle school,NAEP,Public education,Report Summary — Jim Hull @ 11:22 am





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