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ERIC Number: ED506210
Record Type: Non-Journal
Publication Date: 2009
Pages: 19
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
General Achievement Trends: South Dakota
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. South Dakota has made some changes to its testing program in recent years. As a result, only three years of comparable test data (2006-2008) are available for math, the minimum span needed to discern a trend. In general, South Dakota students made gains at the basic and proficient levels, except for a decline in high school reading. In both reading and math, 100% of South Dakota students had reached or exceeded the basic level of achievement in 2008. At the advanced level, results were mixed. Specific results include: (1) Since 2005, virtually all South Dakota students have scored at the basic level and above in reading and math at all three grade levels analyzed; (2) In reading, the percentage of students scoring at the proficient level and above increased at a moderate-to-large rate at the elementary and middle school grades analyzed, but decreased at a moderate-to-large rate at the high school level; in math, there was a slight gain in the percentage proficient at the elementary school level and a moderate-to-large gain at the middle and high school grades; and (3) In reading, the percentage of students reaching the advanced level decreased slightly at the elementary and high school grades analyzed; in math, the percentage advanced rose slightly at the elementary grade, increased at a moderate-to-large rate at the middle school grade, and declined slightly at the high school grade analyzed. (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 Education; Elementary Secondary Education; Grade 11; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; 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: South Dakota
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001