Exhibit 4. Student Achievement Trends on State Assessments in 4th-Grade Reading and Mathematics, from 2002-03 to 2004-05, by Student Subgroup |
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Percentage of States Showing Increase in Proportion of Students Performing At or Above the State’s Proficient Level | Predicted Percentage of States That Would Meet 100% Proficient Target, Based on Recent Rates of Change | ||||
Reading | Mathematics | Reading | Mathematics | ||
All students | 83% | 89% | 26% | 34% | |
Low-income | 77% | 89% | 29% | 38% | |
Black | 76% | 80% | 32% | 33% | |
Hispanic | 80% | 89% | 33% | 37% | |
White | 71% | 89% | 24% | 35% | |
LEP | 77% | 86% | 38% | 35% | |
Migrant | 76% | 81% | 39% | 42% | |
Students with disabilities | 78% | 81% | 28% | 30% | |
Average across all subgroups | 78% | 86% | 31% | 35% | |
EXHIBIT READS: The proportion of all students performing at or above states’ “proficient” levels in 4th-grade reading (or another nearby elementary grade) increased between 2002-03 and 2004-05 in 83 percent of the states that had consistent trend data available; however, based on the rates of change that states achieved during that period, only 26 percent of the states would reach the goal of 100 percent proficient by 2013–14. | |||||
SOURCE: Consolidated State Performance Reports (n = 25 to 36 states). For states that did not consistently assess students in 4th-grade reading and mathematics from 2002–03 to 2004–05, either 3rd-grade or 5th-grade assessments were used. |