ERIC Number: ED522866
Record Type: Non-Journal
Publication Date: 2011-Aug
Reference Count: 8
State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students?
Kober, Nancy; McMurrer, Jennifer; Silva, Malini R.
Center on Education Policy
Title I provides extra instructional services designed to raise achievement for low-performing students in schools with relatively high poverty rates, and for all students in many of the nation's highest-poverty schools. To learn more about how well Title I students are performing academically, the Center on Education Policy (CEP) compared achievement trends since 2002 (or a more recent year in some states) on state reading and mathematics tests for Title I students and for students not participating in Title I. In particular, the authors looked at whether Title I students have made gains in reading and math at grades 4, 8, and the high school grade tested for NCLB (usually grade 10 or 11). They also examined whether achievement gaps between Title I and non-Title I students have narrowed. They used two indicators of achievement on each state's test--average (mean) scores on the scoring scale for that test, and the percentages of students scoring at or above the proficient level. Key findings from this study include the following: (1) Achievement on state reading and math tests has improved for Title I students in most states with sufficient data; (2) Gaps between Title I and non-Title I students have narrowed more often than they have widened since 2002, although trends were less encouraging at grade 4 than at grade 8 or high school; (3) When gaps narrowed, it was most often because achievement improved at a faster rate for Title I students than for non-Title I students; and (4) The size of achievement gaps between Title I and non-Title I students varied greatly among states but was often smaller than gaps for low-income students or for certain racial/ethnic groups. Details about Study Methods are appended. (Contains 11 tables and 3 footnotes.) [For related reports, see "State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP" (ED513962); "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps" (ED513914); and "State Test Score Trends through 2008-09, Part 3: Student Achievement at 8th Grade" (ED518144).]
Descriptors: Achievement Gap, Achievement Gains, Achievement Rating, African American Students, Academic Achievement, Comparative Analysis, Cutting Scores, Disadvantaged Schools, Educational Trends, Elementary School Students, Educational Legislation, Educational Indicators, Educationally Disadvantaged, Educational Improvement, Grade 4, Grade 8, Grouping (Instructional Purposes), Federal Legislation, High School Students, High Schools, Hispanic American Students, Low Achievement, Low Income Groups, Mathematics Achievement, Mathematics Tests, Minority Group Children, Poverty, Reading Achievement, Reading Tests, Racial Differences, Scores, Secondary School Students, Statistical Data, Testing Programs, Trend Analysis, Test Results, White Students
Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: firstname.lastname@example.org; Web site: http://www.cep-dc.org
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Secondary Education; Grade 4; Grade 8; High Schools
Sponsor: Carnegie Corporation of New York; Smith Richardson Foundation; Spencer Foundation; George Gund Foundation; Phi Delta Kappa International
Authoring Institution: Center on Education Policy
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I; No Child Left Behind Act 2001
IES Cited: ED565615