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ERIC Number: ED504216
Record Type: Non-Journal
Publication Date: 2009-Jan
Pages: 128
Abstractor: ERIC
Reference Count: 34
ISBN: N/A
ISSN: N/A
Title I Implementation--Update on Recent Evaluation Findings
Stullich, Stephanie; Abrams, Andrew; Eisner, Elizabeth; Lee, Erica
US Department of Education
This report examines trends in student achievement for public school students using both state assessment data and the National Assessment of Educational Progress (NAEP). Recent trends on state assessments from 2004-05 through 2006-07 are examined in 30 states that had consistent assessments in place over this period and longer-term trends on the main NAEP assessment (1990 to 2007), with a focus on recent trends. Findings for Student Achievement indicate: (1) the percentage of students achieving at or above the state's proficient level rose for most student groups in most states; (2) To meet 100 percent proficiency by 2013-14, all states must accelerate their achievement rate; (3) Achievement gains for fourth-grade students in reading, mathematics, and science, overall and for minority students and students in high-poverty schools; (4) Mixed NAEP trends for middle and high school students; and (5) Some indications that achievement gaps between disadvantaged students and other students may be narrowing. Evaluation of Implementation of State Assessment and Accountability Systems indicate: (1) 39 approved state assessment systems as of January 8, 2009 for reading and mathematics; (2) Increased number of schools identified for improvement, although most are concentrated in a relatively small number of school districts; and (3) Most schools identified for improvement in 2004-05 remained in improvement status two years later, with nearly half in more advanced stages of identification. For Title I School Choice and Supplemental Educational Services, the number of eligible students and expenditures continue to rise; timeliness of parental notification has improved, but is still frequently too late to enable parents to choose a new school before the start of the next school year. Regarding Teacher Quality and Professional Development, it was found that states vary significantly in their criteria for teachers to demonstrate content knowledge, and, while most teachers reported that they participated in some professional development, relatively few participated for an extended period of time. Supplemental Exhibits and Standard Error Tables are included in two appendices (Contains 112 endnotes and 91 exhibits.)
US Department of Education. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Fax: 301-470-1244; Web site: http://www.edpubs.org
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Grade 4; Grade 8; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I; No Child Left Behind Act 2001