NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ759538
Record Type: Journal
Publication Date: 2005-Jul-27
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0277-4232
South Posts Big Gains on Long-Term NAEP in Reading and Math
Manzo, Kathleen Kennedy; Cavanagh, Sean
Education Week, v24 n43 p1, 16 Jul 2005
A generation of reform measures in the Southeastern states appears to be paying off in higher student achievement, as measured by "the nation's report card." Nine- and 13-year-olds from that region, in fact, posted the highest gains in both reading and mathematics on the latest National Assessment of Educational Progress (NAEP) long-term-trend tests. The showing out of the Southeast likely played a large role in the overall headway of the nation's 9-year-olds, who turned in their highest scores ever in the three-decade history of the tests. Reading scores for 9-year-olds in the South rose 13 points between 1999 and 2004, to 218, a point below the national average. In math, they shot up 31 points, to 240, about the national average. Middle school students from the Southeast also made the greatest leaps in test scores on both tests nationally, scoring 257 points in reading, a 3-point gain over 1999, and 278 points in math, an 8-point improvement over the previous test. When the tests were first given in the early 1970s, those states were the lowest performers, with scores well below the national average. States in the West also registered gains on the 2004 NAEP, while the average performance of all students in the Northeast and Central regions has remained relatively flat over the life of the reading test, with only modest improvements in math.
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A