Jennifer McCombs's Achieving State And National Literacy Goals, A Long Uphill PDF
By Jennifer McCombs
Examines functionality of young people (grades four via 12) on states' interpreting or English language arts and writing exams and at the nationwide evaluation of academic development, and records the content material, structure, and function degrees of these exams and the types of abilities and knowledge states have been emphasizing to accomplish objectives for adolescent literacy. RAND accrued details from the 50 states and the District of Columbia (DC) on kingdom evaluation platforms and scholar functionality on interpreting or English language arts and writing exams as a way to degree adolescent's (grades four via 12) functionality towards country literacy objectives. additionally examines the relative functionality of scholars opposed to nationwide criteria represented through the nationwide review of schooling development (NAEP).
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Extra info for Achieving State And National Literacy Goals, A Long Uphill Road: A Report To Carnegie
Eighth-grade students performing at the Proficient level should be able to show an overall understanding of the text, including inferential as well as literal information. When reading text appropriate to eighth grade, they should be able to extend the ideas in the text by making clear inferences from it, by drawing conclusions, and by making connections to their own experiences—including other reading experiences. Proficient eighth-graders should be able to identify some of the devices authors use in composing text.
The purpose of showing pass rates across the 50 states is simply to provide a broad-brush snapshot of adolescent literacy based on states’ own definitions, tests, 20 Achieving State and National Literacy Goals, a Long Uphill Road and standards. Differences in student performance shown below can be due to several factors—most particularly, differences in the content of the assessments; differences in the proficiency levels set by the states; and differences in student abilities. This report does not disentangle these differences; detailed or multivariate analyses were beyond the scope and timeline of the project.
An additional seven states did not have readily available or reportable data. • For high school students, we report assessment results in two categories—those from high school assessments that are required for graduation and those from assessments that are not required for graduation. We present data of pass rates from all the states in order to determine their progress toward meeting the 100-percent proficiency goal set by NCLB. However, these state pass rates are not comparable. State standards and assessments differ widely in format, rigor, and proficiency thresholds.
Achieving State And National Literacy Goals, A Long Uphill Road: A Report To Carnegie by Jennifer McCombs