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ERIC Number: ED470555
Record Type: Non-Journal
Publication Date: 2002-Jul
Pages: 54
Abstractor: N/A
Reference Count: N/A
The Minnesota Basic Skills Test: Performance Gaps on the Reading and Mathematics Tests from 1996 to 2001 by Gender, Ethnicity, Limited English Proficiency, Individual Education Plans, and Socio-Economic Status.
Minnesota Univ., Minneapolis. Office of Educational Accountability.
This study examined emerging educational trends in Minnesota following the implementation of the Minnesota Basic Skills Tests. Data consisted of demographic and test score information for all 8th grade students taking the regular administration of the mathematics and reading Basic Skills Tests from 1996-01. Students' performance in reading appears to be improving over time, though this increase is leveling off. Mathematics performance has shown no clear pattern over the study period, though there are hints at improvement. Gender difference in mathematics have consistently decreased over time. Gender differences in reading favor females and are not decreasing. The relative percentage of white students is decreasing over time, as Minnesota becomes a more diverse state. Test performance differences between black and white students are large, especially in mathematics. Students with limited English proficiency (LEP) and students with individual education plans (IEPs) have lower test scores than their typical peers, though the performance gap is decreasing for LEP students. Students with both LEP and IEPs perform at extremely low levels. Students from low-income families have lower test scores than their counterparts who are not low income. (Contains 18 figures, 31 tables, and 15 references.) (SM)
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Minnesota Univ., Minneapolis. Office of Educational Accountability.
Identifiers - Location: Minnesota