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ERIC Number: ED506149
Record Type: Non-Journal
Publication Date: 2009
Pages: 19
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
General Achievement Trends: Illinois
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. Illinois made changes to its testing system in 2006, so only three years of comparable test data (2006-2008) are available, the minimum span needed to determine a trend. Nearly 100% of Illinois students are performing at the basic level or above in reading and math at the elementary and secondary grades analyzed. Results are mixed at the proficient and advanced achievement levels. Declines were more evident at the high school level than at the other two levels. Specific results include: (1) Between 2006 and 2008, the percentage of students scoring at the basic level and above in reading was at or very close to 100% at the elementary and middle school levels, wavering only slightly; there was a slight decline in the percentage of high school students reading at the basic level, but this figure was still at 90% in 2008; in math, the percentage of students performing at the basic level and above rose slightly in the elementary and middle grades analyzed, bringing these percentages very close to 100%; there was a slight decrease at the high school level; (2) In reading, the percentage of students performing at the proficient level and above went up slightly at the elementary grade analyzed, rose at a moderate-to-large rate in at the middle school level, and declined at a moderate-to-large rate at the high school level; in math, the percentage proficient and above declined slightly at the elementary and high school grades analyzed but increased at a moderate-to-large rate at the middle school level; and (3) In reading, the percentage of students reaching the advanced level increased slightly at the elementary grade analyzed, decreased slightly at the middle school level, and declined at a moderate-to-large rate at the high school level; in math, there was a slight gain in the percentage of advanced students at the elementary and middle grades analyzed and a moderate-to-large gain 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: Illinois
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001