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ERIC Number: ED506143
Record Type: Non-Journal
Publication Date: 2009
Pages: 20
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
General Achievement Trends: Georgia
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. Georgia changed the scoring scales in 2006 on its elementary and middle school reading tests, implemented a new test in 2008 in high school reading, and administered new tests in 2008 in elementary and middle school math. As a result, trends in elementary and middle school reading cover only three years of comparable test data (2006-2008), the minimum span needed to discern a trend. In addition, Georgia did not have three or more years of comparable data through 2007-08 in high school reading and in elementary and middle school math, so trends could not be determined. In high school math, comparable data are available for 2004-2008. In reading, Georgia students made gains at both the proficient and advanced levels at the elementary and middle school grades analyzed. In high school math, there was a slight gain at the proficient level but a slight decline at the advanced level. Specific results include: (1) Between 2006 and 2008, the percentage of students scoring at or above the proficient level in reading increased at a moderate-to-large rate at both the elementary and middle school grades analyzed; in math, there was a slight increase at the high school level between 2004 and 2008; and (2) In reading, the percentage of students reaching the advanced level rose at a moderate-to-large rate at both the elementary and middle school levels; in high school math, the percentage advanced decreased slightly. (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: Georgia
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Georgia Criterion Referenced Tests; Georgia High School Graduation Tests