Summary of Reading First Interim Report:
Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program's purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years.
The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1-3. A final report on the impacts from 2004-2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008.
To view the full report, visit this website:
http://ies.ed.gov/ncee/pubs/20084016/index.asp
Showing posts with label NCLB. Show all posts
Showing posts with label NCLB. Show all posts
Friday, May 2, 2008
Sunday, February 25, 2007
Grades Rise, but Reading Skills Do Not
It is important for parents to have a better understanding of how to compare their student's state test scores. Parents can have free access to not only their individual students scores, but also scores by grade, scores by school, scores by district, scores by state and scores by national average. Although test scores are not a full indication of a student's progress, they can often send a red flag of an area that needs attention.
NENI will periodically forward information about trends in test scores and issues related to NCLB. Here is an exerpt from the New York Times that address the fact that grades and test scores are very different measures of progress.
An exerpt from article is below.
To read the full article: http://www.nytimes.com/2007/02/23/education/23tests.html
Grades Rise, but Reading Skills Do Not
Federal reports found that high school students nationwide are taking seemingly tougher courses and earning better grades, but their reading skills are not improving.
By DIANA JEAN SCHEMO
Published: February 23, 2007
WASHINGTON, Feb. 22 — High school students nationwide are taking seemingly tougher courses and earning better grades, but their reading skills are not improving through the effort, according to two federal reports released here Thursday that cite grade inflation as a possible explanation.
Skip to next paragraph
RelatedStudy by National Assessment of Educational Progress (nationsreportcard.gov)
The National Assessment of Educational Progress, an exam commonly known as the nation’s report card, found that the reading skills of 12th graders tested in 2005 were significantly worse than those of students in 1992, when a comparable test was first given, and essentially flat since students previously took the exam in 2002.
The test results also showed that the overwhelming majority of high school seniors have not fully mastered high-school-level math.
At the same time, however, grade-point averages have risen nationwide, according to a separate survey by the National Assessment, of the transcripts of 26,000 students, which compared them with a study of students’ coursework in 1990.
“There’s a disconnect between what we want and expect our 12th graders to know and do, and what our schools are actually delivering through instruction in the classroom,” David W. Gordon, the superintendent of schools in Sacramento, said at a news conference announcing the results.
NENI will periodically forward information about trends in test scores and issues related to NCLB. Here is an exerpt from the New York Times that address the fact that grades and test scores are very different measures of progress.
An exerpt from article is below.
To read the full article: http://www.nytimes.com/2007/02/23/education/23tests.html
Grades Rise, but Reading Skills Do Not
Federal reports found that high school students nationwide are taking seemingly tougher courses and earning better grades, but their reading skills are not improving.
By DIANA JEAN SCHEMO
Published: February 23, 2007
WASHINGTON, Feb. 22 — High school students nationwide are taking seemingly tougher courses and earning better grades, but their reading skills are not improving through the effort, according to two federal reports released here Thursday that cite grade inflation as a possible explanation.
Skip to next paragraph
RelatedStudy by National Assessment of Educational Progress (nationsreportcard.gov)
The National Assessment of Educational Progress, an exam commonly known as the nation’s report card, found that the reading skills of 12th graders tested in 2005 were significantly worse than those of students in 1992, when a comparable test was first given, and essentially flat since students previously took the exam in 2002.
The test results also showed that the overwhelming majority of high school seniors have not fully mastered high-school-level math.
At the same time, however, grade-point averages have risen nationwide, according to a separate survey by the National Assessment, of the transcripts of 26,000 students, which compared them with a study of students’ coursework in 1990.
“There’s a disconnect between what we want and expect our 12th graders to know and do, and what our schools are actually delivering through instruction in the classroom,” David W. Gordon, the superintendent of schools in Sacramento, said at a news conference announcing the results.
Sunday, February 4, 2007
School Choice
School Choice:
summary source: Institute of Educational Sciences, National Center for Educational Statistics
http://nces.ed.gov/fastfacts/display.asp?id=6
Question:What percentage of students are enrolled in school choice programs?
Response:Between 1993 and 2003, the percentage of students in grades 1–12 attending a “chosen” public school (a public school other than their assigned public school) increased from 11 to 15 percent, while the percentage attending assigned public schools decreased from 80 to 74 percent. The percentages of students attending private schools also increased during this period (0.9 percentage points for private church-related schools and 0.8 percentage points for private not church-related schools); these increases, however, were smaller than the increase in the percentage of students attending chosen public schools. Public school choice programs allow students to enroll in another public school or district outside their attendance area without justification based on special needs. These programs can include within-district or out-of-district schools. Estimates presented are based on parents' responses and parents may or may not know whether such choice is available.
When asked whether they could send their child to a chosen public school, the parents of 51 percent of students reported having such a choice. Not all students’ parents, however, were equally likely to report that they had this choice. For instance, parents of students in grades 9–12 were more likely to report having choice over their child’s public school than parents of students in grades 1–5 (54 vs. 50 percent), as well as parents of students in the West compared with those in the Northeast and South (61 vs. 39 and 47 percent, respectively), were more likely to report having choice over their child’s public school.
Among students whose parents reported having public school choice, approximately 27 percent attended a chosen public school, while 65 percent attended their assigned school. In addition, students in grades 1–5 were more likely to attend a chosen public school than students in grades 9–12 (30 vs. 25 percent). Black students compared with White or Hispanic students (42 vs. 22 and 27 percent, respectively), as well as students in the South compared with students in the Midwest (30 vs. 22 percent), were more likely to attend chosen public schools.
Another way in which parents can choose schools is to move to a neighborhood so that their children can attend a particular school. In 2003, the parents of 24 percent of students reported that they moved to their current neighborhood so that their children could attend their current school.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). The Condition of Education 2006 (NCES 2006–071), Indicator 36.
Percentage distribution of students in grades 1–12, by type of school: 1993 and 2003
Type of school
1993
2003
Public, assigned
79.9
73.9
Public, chosen
11.0
15.4
Private, church-related
7.5
8.4
Private, not church-related
1.6
2.4
NOTE: Includes homeschooled students enrolled in public or private schools for 9 or more hours per week. Detail may not sum to totals because of rounding. SOURCE: SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). The Condition of Education 2006 (NCES 2006-071), Table 36-1a .
Other Resources: (Listed by Release Date)
2004, The Nation's Report Card: America's Charter Schools
2003, Overview and Inventory of State Education Reforms: 1990 to 2000
2003, Trends in the Use of School Choice: 1993 to 1999
2002, Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools
Tri-State Regional Information on School Choice:
The Interdistrict Public School Choice Program (School Choice Program) is a five-year pilot program designed to increase educational opportunities for New Jersey students and their families by providing students with the option of attending a public school outside their district of residence without cost to their parents. Under the School Choice Program, interested New Jersey school districts apply to become choice districts, that is, districts that designate specific open seats into which they will accept non-resident students at the expense of the state. Each year the New Jersey State Department of Education selects the choice districts from those districts that have submitted a competitive application.
href="http://www.state.nj.us/njded/choice/genfo.htm">http://www.state.nj.us/njded/choice/genfo.htm
http://schools.nyc.gov/Administration/NCLB/PSC/default.htm In accordance with the No Child Left Behind Act of 2001 (NCLB), students who attend schools identified as Title I Schools in Need of Improvement (SINI) and Schools Under Registration Review (SURR) must be provided with the opportunity to request transfers to schools not in need of improvement.
http://schools.nyc.gov/Administration/NCLB/PSC/FAQs.htm Frequently Asked Questions on School Choice in NYC
School Choice in New York City After Three Years: An Evaluation of
the School Choice Scholarships Programhttp://www.heritage.org/research/education/parchoice.cfm http://www.nyschoolchoice.com/ This website provides information on the growing number of choices in schools for students in New York State http://www.edreform.com/ParentPower/school_choice/index.htm http://www.state.nj.us/njded/parents/title1.htm Intradistrict School ChoiceA Q & A on Options for NJ Children Enrolled in Title I Schools in Need of Improvement http://www.nysun.com/article/29057 N.Y. School Choice Is Under Attack in State Senate, The New York Sun, 3/14/06 http://www.nysun.com/article/47333 Bush, Bloomberg Plans for School Choice May Clash, The New York Sun, 1/25/07 http://www.ksg.harvard.edu/pepg/PDF/Papers/ny1ex.pdf An Evaluation of the New York City School Choice Scholarships Program: The First Year http://www.ppionline.org/ppi_sub.cfm?knlgAreaID=110&subsecID=134 Progressive Policy Institute
summary source: Institute of Educational Sciences, National Center for Educational Statistics
http://nces.ed.gov/fastfacts/display.asp?id=6
Question:What percentage of students are enrolled in school choice programs?
Response:Between 1993 and 2003, the percentage of students in grades 1–12 attending a “chosen” public school (a public school other than their assigned public school) increased from 11 to 15 percent, while the percentage attending assigned public schools decreased from 80 to 74 percent. The percentages of students attending private schools also increased during this period (0.9 percentage points for private church-related schools and 0.8 percentage points for private not church-related schools); these increases, however, were smaller than the increase in the percentage of students attending chosen public schools. Public school choice programs allow students to enroll in another public school or district outside their attendance area without justification based on special needs. These programs can include within-district or out-of-district schools. Estimates presented are based on parents' responses and parents may or may not know whether such choice is available.
When asked whether they could send their child to a chosen public school, the parents of 51 percent of students reported having such a choice. Not all students’ parents, however, were equally likely to report that they had this choice. For instance, parents of students in grades 9–12 were more likely to report having choice over their child’s public school than parents of students in grades 1–5 (54 vs. 50 percent), as well as parents of students in the West compared with those in the Northeast and South (61 vs. 39 and 47 percent, respectively), were more likely to report having choice over their child’s public school.
Among students whose parents reported having public school choice, approximately 27 percent attended a chosen public school, while 65 percent attended their assigned school. In addition, students in grades 1–5 were more likely to attend a chosen public school than students in grades 9–12 (30 vs. 25 percent). Black students compared with White or Hispanic students (42 vs. 22 and 27 percent, respectively), as well as students in the South compared with students in the Midwest (30 vs. 22 percent), were more likely to attend chosen public schools.
Another way in which parents can choose schools is to move to a neighborhood so that their children can attend a particular school. In 2003, the parents of 24 percent of students reported that they moved to their current neighborhood so that their children could attend their current school.
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). The Condition of Education 2006 (NCES 2006–071), Indicator 36.
Percentage distribution of students in grades 1–12, by type of school: 1993 and 2003
Type of school
1993
2003
Public, assigned
79.9
73.9
Public, chosen
11.0
15.4
Private, church-related
7.5
8.4
Private, not church-related
1.6
2.4
NOTE: Includes homeschooled students enrolled in public or private schools for 9 or more hours per week. Detail may not sum to totals because of rounding. SOURCE: SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). The Condition of Education 2006 (NCES 2006-071), Table 36-1a .
Other Resources: (Listed by Release Date)
2004, The Nation's Report Card: America's Charter Schools
2003, Overview and Inventory of State Education Reforms: 1990 to 2000
2003, Trends in the Use of School Choice: 1993 to 1999
2002, Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools
Tri-State Regional Information on School Choice:
The Interdistrict Public School Choice Program (School Choice Program) is a five-year pilot program designed to increase educational opportunities for New Jersey students and their families by providing students with the option of attending a public school outside their district of residence without cost to their parents. Under the School Choice Program, interested New Jersey school districts apply to become choice districts, that is, districts that designate specific open seats into which they will accept non-resident students at the expense of the state. Each year the New Jersey State Department of Education selects the choice districts from those districts that have submitted a competitive application.
href="http://www.state.nj.us/njded/choice/genfo.htm">http://www.state.nj.us/njded/choice/genfo.htm
http://schools.nyc.gov/Administration/NCLB/PSC/default.htm In accordance with the No Child Left Behind Act of 2001 (NCLB), students who attend schools identified as Title I Schools in Need of Improvement (SINI) and Schools Under Registration Review (SURR) must be provided with the opportunity to request transfers to schools not in need of improvement.
http://schools.nyc.gov/Administration/NCLB/PSC/FAQs.htm Frequently Asked Questions on School Choice in NYC
- http://www.mathematica-mpr.com/publications/PDFs/nycfull.pdf
School Choice in New York City After Three Years: An Evaluation of
the School Choice Scholarships Program
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