NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED506209
Record Type: Non-Journal
Publication Date: 2009
Pages: 14
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
General Achievement Trends: Virginia
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; and (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). Virginia has made a number of changes to its testing program in recent years. As a result, comparable test data are available for only three years (2006-2008), the minimum span necessary to identify a trend. Virginia students made gains at the proficient and advanced achievement levels at all grades analyzed. Specific results include: (1) The percentage of students scoring at the proficient level increased at a moderate-to-large rate in both reading and math at all three grade levels analyzed; and (2) The percentage of students reaching the advanced level rose at a moderate-to-large rate in both reading and math at all grades analyzed. Virginia has notably high percentages of students at the advanced level, as high as 47%, depending on the subject and grade. Data on students reaching the advanced level in high school math were not available. (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 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: Virginia
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001