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ERIC Number: ED447473
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 140
Abstractor: N/A
Reference Count: N/A
The Nation's Report Card: Fourth-Grade Reading, 2000.
Donahue, Patricia L.; Finnegan, Robert J.; Lutkus, Anthony D.; Allen, Nancy L.; Campbell, Jay R.
This report presents the results of the 2000 NAEP (National Assessment of Educational Progress) fourth-grade reading assessment for the nation. Results in 2000 are compared to previous NAEP reading assessments. After an introduction, chapter 1 presents average scale scores and achievement level results for the nation. Chapter 2 presents average scale score and achievement level results for selected subgroups of the fourth-grade students. In Chapter 3, school and home contexts for learning are addressed. Chapter 4 discusses becoming a more inclusive national assessment. Major findings are: (1) the reading performance of the nation's fourth graders remained relatively stable across assessment years; (2) significant changes were evident at the upper and lower ends of the performance distribution--higher performing students made progress, and the score at the 10th percentile in 2000 was significantly lower than 1992; (3) in 2000, the percentage of fourth-grade students performing at or above the "basic" level was 63%, and performance at or above the "proficient" level was achieved by 32% of fourth graders; (4) female fourth graders had a higher average score than their male peers; (5) white and Asian/Pacific Islander students outperformed their black, Hispanic, and American Indian peers; (6) students in the Northeast and Central regions outperformed their counterparts in the Southeast and the West; (7) students in central city schools had a lower average score than their peers in urban fringe/large town and rural/small town locations; (8) students eligible for the free/reduced lunch program had a lower average score than students ineligible for that program; (9) students attending public schools had lower average scores than their peers attending nonpublic schools; (10) students who reported reading more pages daily in school and for homework had higher average scores than students reporting reading fewer pages daily; and (11) the average score for the nation was lower in the results that included the performance of students who needed and were provided with testing accommodations. Appendixes contain an overview of the procedures used; sample text and questions; and data. (RS)
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Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Cited: ED547107