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ERIC Number: ED506202
Record Type: Non-Journal
Publication Date: 2009
Pages: 14
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
General Achievement Trends: New York
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. New York made changes to its testing program in recent years. As a result, only three years of continuous test data (2006-2008) are available, the minimum number needed to identify trends. Data suitable for this study's trend analyses are not available for the high school grades. Overall, New York students made progress at the basic, proficient and advanced levels at the elementary and middle school grades analyzed. The only exception was a slight decrease in the percentage of advanced students in elementary reading. Specific results include: (1) In both reading and math, the percentage of students scoring at the basic level and above increased at a slight rate at the elementary grade analyzed and rose at a moderate-to-large rate at the middle school grade analyzed; (2) The percentage of students performing at or above the proficient level in reading grew at a moderate-to-large rate at both the elementary and middle school grades analyzed; there were also moderate-to-large gains in the percentage proficient in math at both grade levels; and (3) In reading, the percentage of students reaching the advanced level decreased slightly at the elementary grade analyzed but rose slightly at the middle school grade; in math, the percentage advanced increased at a moderate-to-large rate at both grade levels analyzed. (Contains 4 figures and 4 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 Education; Elementary Secondary Education; Grade 10; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; High Schools; Intermediate Grades; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Center on Education Policy
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: New York State Regents Examinations