naep 2004 trends in academic progress
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NAEP 2004 Trends in Academic Progress. National Assessment of Educational Progress. 1. How Does LTT Differ from Main NAEP?. 2. Overview of 2004 Long-Term Trend. 3. Highlights of Major Results. 4. Trends in average reading scale scores for students age 9, 13, and 17: 1971–2004. - PowerPoint PPT PresentationTRANSCRIPT
NAEP 2004 Trends in Academic Progress
National Assessment of Educational Progress
1
How Does LTT Differ from Main NAEP?
2
Overview of 2004 Long-Term Trend
3
Highlights of Major Results
4
Trends in average reading scale scores for students age 9, 13, and 17: 1971–2004
* Significantly different from 2004.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.5
Reading—Age 9
6Average scores increased. * Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971. Therefore, the results for Hispanic students are from 1975.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.
White/Black Reading Gaps: 9
*Significantly different from 2004. 1 White average scale score minus Black average scale score.NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.
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White/Hispanic Reading Gaps: 9
*Significantly different from 2004. 1 White average scale score minus Hispanic average scale score. 2 Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971.NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.
8
Reading—Age 13
9Average scores increased. Any change in average scores was not statistically significant.* Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971. Therefore, the results for Hispanic students are from 1975.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.
White/Black Reading Gaps: 13
*Significantly different from 2004. 1 White average scale score minus Black average scale score.NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.
10
White/Hispanic Reading Gaps: 13
*Significantly different from 2004. 1 White average scale score minus Hispanic average scale score. 2 Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971.NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.
11
Reading—Age 17
12Average scores increased. Any change in average scores was not statistically significant.* Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971. Therefore, the results for Hispanic students are from 1975.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.
White/Black Reading Gaps: 17
*Significantly different from 2004. 1 White average scale score minus Black average scale score.NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.
13
White/Hispanic Reading Gaps: 17
*Significantly different from 2004. 1 White average scale score minus Hispanic average scale score. 2 Data for Hispanic students are included in the overall national results but not reported as a separate racial/ethnic category in 1971.NOTE: Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.
14
Students Are Reading More
15*Significantly different from 2004.NOTE: Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1984, 1999, and 2004 Long-Term Trend Reading Assessments.
Trends in average mathematics scale scores for students age 9, 13, and 17: 1973–2004
16* Significantly different from 2004.NOTE: Dashed lines represent extrapolated data. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.
Mathematics—Age 9
Average scores increased. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.17
White/Black Math Gaps: 9
*Significantly different from 2004. 1 White average scale score minus Black average scale score.NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.
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White/Hispanic Math Gaps: 9
*Significantly different from 2004. 1 White average scale score minus Hispanic average scale score.NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.
19
Mathematics—Age 13
20Average scores increased. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.
White/Black Math Gaps: 13
*Significantly different from 2004. 1 White average scale score minus Black average scale score.NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.
21
White/Hispanic Math Gaps: 13
*Significantly different from 2004. 1 White average scale score minus Hispanic average scale score.NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.
22
Mathematics—Age 17
23Average scores increased. Any change in average scores was not statistically significant.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.
White/Black Math Gaps: 17
*Significantly different from 2004. 1 White average scale score minus Black average scale score.NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.
24
White/Hispanic Math Gaps: 17
*Significantly different from 2004. 1 White average scale score minus Hispanic average scale score.NOTE: Dashed lines represent extrapolated data. Score gaps are calculated based on differences between unrounded average scale scores. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1973–2004 Long-Term Trend Mathematics Assessments.
25
Students Are Taking More Advanced Mathematics Courses
26*Significantly different from 2004. 1 “Something else” implies that students checked a series of courses that did not follow a logical course-taking pattern.NOTE: Detail may not sum to totals because of rounding.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1978, 1999, and 2004 Long-Term Trend Mathematics Assessments.
End slide
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Appendix
Goals of Changes to the Long-Term Trend Assessment
Comparing the Old and New LTT
Bridge Study
Results of Bridge Study
Reporting Plans
Participation Rates for Reading LTT
LTT: Long-term trend assessmentSOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1971–2004 Long-Term Trend Reading Assessments.
Example of an Item with Outdated Material in Original Assessment
Changes to the Long-Term Trend Assessment
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