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ERIC Number: ED516545
Record Type: Non-Journal
Publication Date: 2010-Nov
Pages: 1
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
The Nation's Report Card Reading 2009 State Snapshot Report. Iowa. Grade 12, Public Schools
National Center for Education Statistics
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This report presents the results for Iowa's student achievement in reading. In 2009, the average score of twelfth-grade students in Iowa was 291. This was higher than the average score of 287 for public school students in the nation. The percentage of students in Iowa who performed at or above the NAEP "Proficient" level was 39 percent in 2009. This percentage was not significantly different from the nation (37 percent). The percentage of students in Iowa who performed at or above the NAEP "Basic" level was 79 percent in 2009. This percentage was greater than the nation (73 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.]
Descriptors: Comparative Analysis, High School Students, Ethnic Groups, Gender Differences, Grade 12, Public Schools, Racial Differences, Report Cards, Scores, Statistical Analysis, Student Evaluation, Reading Achievement, Reading Tests, Reading
National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Grade 12; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED)
Identifiers - Location: Iowa
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Funded: Yes
Grant or Contract Numbers: N/A