ERIC Number: ED264550
Record Type: Non-Journal
Publication Date: 1985
The Reading Report Card: Progress Toward Excellence in Our Schools. Trends in Reading over Four National Assessments, 1971-1984. Report No. 15-R-01.
National Assessment of Educational Progress, Princeton, NJ.
Focusing on trends in reading achievement during the period from l970 to l984, this report draws from national assessments that involved more than 250,000 9-, 13-, and 17-year-old students from a wide range of socioeconomic backgrounds. The first chapter (1) provides an overview of the report; (2) summarizes recent achievements documented by the surveys, including improvements in reading made by Black, Hispanic and disadvantaged students; (3) lists areas in which more improvement is needed; and (4) cites other trends revealed by the data. The findings include: (1) the reading proficiency of males has trailed that of females in all four reading assessments; (2) the gaps between the regions of the country have narrowed considerably due primarily to improvements in the Southeastern region (except for that region's 9-year-olds); (3) the influence of home environment is apparent in that students from homes with an abundance of reading materials are substantially better readers than those with few materials available and students whose parents have post-high school education read substantially better than those whose parents have not graduated from high school; (4) six or more hours of TV viewing per day is consistently and strongly related to lower reading proficiency; and (5) students who receive homework and do it tend to read better than students who do not have homework or do not do it. The major portion of the second chapter offers brief descriptions of the five levels of proficiency defined by the reading tasks used in the surveys and gives data showing the number of students in each age group who attained each level. The third chapter examines the data to discover exactly who has been improving, providing figures for Black, Hispanic, and White students, for males and females, and for students in different types of communities and in different regions. The fourth chapter looks at influences on reading proficiency, including parents' level of education, reading materials in the home, the effects of television, and homework. Appendixes contain descriptions of procedures used in the National Assessment of Educational Progress (NAEP) reading assessments and extensive tables of data. (FL)
Descriptors: Basic Skills, Critical Thinking, Educational Assessment, Educational Trends, Elementary Secondary Education, National Surveys, Reading Achievement, Reading Comprehension, Reading Improvement, Reading Instruction, Reading Research, Student Improvement, Trend Analysis
National Assessment of Educational Progress, Educational Testing Service, Rosedale Rd., Princeton, NJ 08541.
Publication Type: Reports - Research; Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: National Assessment of Educational Progress, Princeton, NJ.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress