General Achievement Trends: Iowa

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Institution	Center on Education Policy
Titel	General Achievement Trends: Iowa
Quelle	(2009), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Grades (Scholastic); Federal Legislation; Testing Programs; Academic Achievement; Measures (Individuals); Scores; Trend Analysis; State Standards; Grade 4; Grade 8; Grade 10; Effect Size; Reading Achievement; Elementary School Students; Middle School Students; High School Students; Mathematics Achievement; Achievement Gains; Low Achievement; High Achievement; Exit Examinations; Grade 3; Grade 5; Grade 6; Grade 7; Iowa; Iowa Tests of Basic Skills; Iowa Tests of Educational Development + Suchen Sie Ihr Suchwort? Notenspiegel; Bundesrecht; Schulleistung; Messdaten; Trendanalyse; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Leseleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Unterdurchschnittliche Leistung; Final examination; Abschlussprüfung; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels--basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels--basic, proficient, and advanced--for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. In general, Iowa students made gains at the proficient level. At the advanced level, however, declines were more common. Specific results include: (1) Since 2004, the percentage of students performing at the proficient level and above has increased slightly in both reading and math at the grade levels analyzed, except for high school math where there has been a slight decrease; and (2) Since 2005, the percentage of students reaching the advanced level in reading has declined at a moderate-to-large rate at the elementary and middle grades analyzed and at a slight rate at the high school level; in math, there was a moderate-to-large increase in the percentage of advanced students at the middle school level, but a slight decrease at the high school level. (Contains 6 figures and 6 tables.) [This is an updated version of ED506151. For "State Test Score Trends through 2007-08, Part I: Is the Emphasis on "Proficiency" Shortchanging Higher- and Lower-Achieving Students?," see ED506121. For "State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?," see ED506122.] (ERIC).
Anmerkungen	Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10