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ERIC Number: ED506234
Record Type: Non-Journal
Publication Date: 2009
Pages: 19
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
General Achievement Trends: Rhode Island
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. Rhode Island has made a number of changes to its testing program in recent years. As a result, comparable test data is only available for three years at the elementary and middle school levels, the minimum number of years necessary to identify a trend. At the high school level, trends could not be determined because Rhode Island began administering a new test in 2007-08. In general, Rhode Island students made gains at the basic, proficient, and advanced achievement levels. Specific results include: (1) In reading and math, the percentage of students at the basic level and above rose at a moderate-to-large rate at the elementary and middle school grades analyzed; (2) In reading, the percentage of students at the proficient level and above increased at a moderate-to-large rate at the elementary and middle grade analyzed; in math, the percentage of students at the proficient level and above increased at a moderate-to-large rate at the elementary grade analyzed; and (3) The percentage of students reaching the advanced level in reading went up at a moderate-to-large rate at the elementary and middle school grades analyzed. Math performance at the advanced level at the elementary and middle grades remained relatively stable. (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; 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: Rhode Island
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001