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ERIC Number: ED506208
Record Type: Non-Journal
Publication Date: 2009
Pages: 19
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
General Achievement Trends: Vermont
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. Vermont has made a number of changes to its testing program in recent years. As a result, comparable test data are available at the elementary and middle school levels for only three years (2006-2008), the minimum span necessary to identify a trend. At the high school level, trends could not be determined because Vermont began administering a new test in 2007-08. Trends at the basic, proficient, and advanced levels were mixed, with gains for some achievement levels, grades, and subjects and declines for others. Specific results include: (1) The percentage of students scoring at the basic level and above in reading decreased at a moderate-to-large rate at the elementary school level; in math, there was a moderate-to-large decrease in the percentage of students at the basic level at the elementary grade analyzed and a slight decrease at the middle school grade analyzed; (2) The percentage of students performing at the proficient level and above in reading fell slightly at the elementary grade analyzed but rose at a moderate-to-large rate at the middle school level; in math, there was a moderate-to-large decline in the percentage of students at the proficient level at the elementary grade analyzed and a slight decline at the middle school grade analyzed; and (3) The percentage of students reaching the advanced level in reading increased at a moderate-to-large rate at the elementary and middle school grades analyzed; in math, the percentage of advanced students went down slightly at the elementary level but went up slightly at the middle 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: Vermont
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001