General Achievement Trends: Minnesota

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Institution	Center on Education Policy
Titel	General Achievement Trends: Minnesota
Quelle	(2009), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Achievement Tests; Educational Legislation; Educational Trends; Effect Size; Elementary School Students; Federal Legislation; High School Students; Mathematics Achievement; Mathematics Tests; Profiles; Reading Achievement; Reading Tests; Scores; Scoring; Tables (Data); Testing; Minnesota; Minnesota Comprehensive Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsrecht; Schulgesetz; Bildungsentwicklung; Bundesrecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Charakterisierung; Profilanalyse; Leseleistung; Lesetest; Bewertung; Tabelle
Abstract	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. Minnesota made changes to its testing program in 2006. As a result, only three years of comparable test data (2006-2008) are available, the minimum span needed to identify a trend. Results at the basic, proficient, and advanced levels are mixed, but students at most grade levels made gains. Specific results include: (1) Between 2006 and 2008, the percentage of students scoring at the basic level and above in reading decreased at a moderate-to-large rate at the elementary grade analyzed, fell slightly at the middle grade analyzed, and increased at a moderate-to-large rate at the high school level; in math, the percentage of students at the basic level and above rose slightly at the elementary grade analyzed, showed a moderate-to-large decrease at the middle grade analyzed, and a showed a moderate-to-large gain at the high school level; (2) In reading, the percentage of students performing at the proficient level and above declined at a moderate-to-large rate at the elementary grade analyzed, increased slightly at the middle grade analyzed, and grew at a moderate-to-large rate at the high school level; in math, there was a slight increase in the percentage of students at the proficient level and above at the elementary grade analyzed, a slight decrease at the middle grade analyzed, and a moderate-to-large increase at the high school level; and (3) The percentage of students reaching the advanced level in reading decreased at moderate-to-large rate at the elementary school level but rose at a moderate-to-large at the middle and high school levels; in math, the percentage advanced showed a moderate-to-large gain at all three grade levels analyzed. (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.] (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10