ERIC Number: ED476782
Record Type: Non-Journal
Publication Date: 2003-Jun-19
Reference Count: N/A
The Nation's Report Card: State Reading 2002, Report for Vermont.
Jerry, Laura; Lutkus, Anthony
This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Vermont's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Vermont participated in only the 2002 assessment at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Vermont was 227; students' scale scores in Vermont were higher than those in 39 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Vermont who performed at or above the "Proficient" level was 39%. Key findings for grade 8 are: the average scale score for students in Vermont was 272; students' scale scores in Vermont were higher than those in 37 jurisdictions, and the difference was not found to be significant for 9 jurisdictions; and the percentage of students in Vermont who performed at or above the "Proficient" level was 40%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
Descriptors: Comparative Analysis, Elementary Education, Grade 4, Grade 8, Middle Schools, National Competency Tests, Reading Achievement, Reading Research, Sex Differences, Standardized Tests, Student Evaluation, Tables (Data), Test Results
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ.; National Center for Education Statistics (ED), Washington, DC.
Identifiers - Location: Vermont
Identifiers - Assessments and Surveys: National Assessment of Educational Progress