This technical brief examines the 2008/09 reading and math proficiency levels among subgroups of Arizona public school students defined by students' race/ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non-English language learner students), disability status…

This paper profiles the student subgroup achievement and gap trends in South Dakota for 2010. South Dakota's demographic profile is such that, with the exception of Native American students, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to count for this…

The Arizona Department of Education, as part of compliance with the federal No Child Left Behind Act, provides this state report card for parents. Arizona is committed to achieving the best possible academic education for its children. This includes an emphasis on accountability, discipline and character initiatives, help for schools in delivering…

The District's demographics are such that achievement trends could only be determined for African American, male and female, and low income subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Washington, DC students showed gains in both reading and math at the basic, proficient, and advanced levels…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

A gap in standardized achievement-test scores among different groups of students has existed since the inception of standardized testing. The gap between white and African-American schoolchildren was the primary impetus behind much of the social policy devoted to desegregating schools in the second half of the past century. Through a combination…

Georgia has made some changes in its testing program in recent years. As a result, trend data were only available for reading in grades 4 and 8 from 2006 through 2009, and only at the proficient and advanced levels. In math, data were only available for the high school level from 2004 through 2009. Achievement data for low income students were…

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Missouri showed across-the-board gains--improvements in both reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low income students, and boys and girls. Results on achievement gaps were mixed. Comparable data were…

This paper profiles the student subgroup achievement and gap trends in Ohio for 2010. In grade 8 math (the only grade in which subgroup trends were analyzed by achievement level), Ohio showed a clear trend of gains for all major subgroups at the basic-and-above, proficient-and-above, and advanced levels, with one exception. In grade 8 reading,…

This paper profiles the student subgroup achievement and gap trends in Mississippi for 2010. Mississippi made changes to its state testing program in the 2007-08 school year. Therefore, subgroup and achievement gap trends could not be calculated because fewer than three consecutive years of data were available, too short a period to constitute a…

This paper profiles the student subgroup achievement and gap trends in Nevada for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Nevada showed across-the-board gains--improvements in both reading and math at the basic, proficient and advanced levels for all racial/ethnic subgroups, low income…

In New Jersey, achievement gaps narrowed in grade 11 reading and math for all major subgroups, with one exception. Comparable data for grade 11 by subgroup were available for 2002-2009, with a few exceptions. Because the state changed its tests at grades 4 and 8 in recent years, there were too few years of comparable data to determine trends at…