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ERIC Number: ED479471
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 93
Abstractor: N/A
Reference Count: N/A
The Nation's Report Card: Reading 2002, Trial Urban District Assessment.
Lutkus, Anthony D.; Weiner, Arlene W.; Daane, Mary C.; Jin, Ying
In 2001 Congress appropriated funds for a trial district-level assessment, and the National Assessment Governing Board passed a resolution approving the selection of five large urban school districts for participation in the Trial Urban District Assessment, a special project within the National Assessment of Educational Progress (NAEP). This report presents, for the first time, district-level results for NAEP reading assessments in these school districts: Atlanta City, Georgia; Chicago, Illinois; Houston Independent School District, Texas; Los Angeles Unified School District, California; and New York City Public Schools, New York. Results are also included for the District of Columbia. The reading assessments were conducted at grades 4 and 8. Reported results are based on representative samples of students for the nation and the participating districts, although New York City data are not reported for grade 8 because eighth-grade participation did not meet the statistical participation criteria. Average scale scores for fourth graders ranged from 191 in the District of Columbia and Los Angeles to 206 in Houston and New York City, and the average score for public school students in the entire country was higher than the average score in each of the districts. The average score for central city public schools was higher than the average in each of these urban districts. Average scale scores for eighth graders ranged from 236 in Atlanta to 249 in Chicago, and again national averages were higher. In terms of reading achievement levels, students in the study districts generally performed worse than those in public schools nationwide and in central city public schools. The report also provides information about subgroups of students identified by various background and contextual characteristics, including race/ethnicity, gender, and elegibility for free or reduced-price school lunch. Three appendices contain information about study procedures and analytic techniques. (SLD)
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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.; Educational Testing Service, Princeton, NJ.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress