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ERIC Number: ED506134
Record Type: Non-Journal
Publication Date: 2009
Pages: 19
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
General Achievement Trends: Alabama
Center on Education Policy
This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance levels--basic and above, proficient and above, and advanced; (2) Background information about limitations of the state's test data and characteristics of the state's testing system, including major changes in its testing system; (3) Figures and tables with the percentages of students scoring at the proficient level and above for all years with comparable data since 1999 and for all grades tested under the No Child Left Behind Act; (4) Figures and tables with percentages of students performing at three achievement levels--basic, proficient, and advanced--for all years with comparable data and for grades 4, 8, and 10 (or adjacent grades, in the case of states that lack comparable trend data for these default grades); (5) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study; and (6) Figures and tables with mean scale scores, standard deviations, and effect sizes for all years with comparable data and for the three grades analyzed in this study. In general, nearly all Alabama students reached the basic level of achievement. Results were mixed in reading at the proficient and advanced levels, but students made consistent gains in math. Specific results include: (1) Since 2005, virtually all Alabama students have reached the basic level of performance in both reading and math; the percentage scoring basic and above has remained at 100% in grades 4 and 11 and has hovered around 98-99% in grade 8; (2) In reading, the percentage of students scoring at the proficient level and above increased slightly at the elementary grade analyzed, rose at a moderate-to-large rate at the middle school level, and declined at a moderate-to-large rate at the high school level; in math, there were moderate-to-large gains in the percentage proficient and above at all three grade levels analyzed; and (3) In 2008, more than half (53%) of Alabama's 4th graders had reached the advanced level in reading, and 50% had reached it in math; between 2005 and 2008, the percentage of students performing at the advanced level increased slightly at the elementary grade analyzed but declined at a moderate-to-large rate at the high school level. In math, the percentage advanced grew at a moderate-to-large rate at both the elementary and middle school levels and increased slightly at the high school level. (Contains 6 figures and 6 tables.) [For "State Test Score Trends through 2007-08, Part I: Is the Emphasis on 'Proficiency' Shortchanging Higher- and Lower-Achieving Students?," see ED506121. For "State Test Score Trends through 2007-08. Part II: Is There a Plateau Effect in Test Scores?," see ED506122.]
Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education; Grade 10; Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center on Education Policy
Identifiers - Location: Alabama
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Alabama High School Graduation Examination