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Title:  Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups
Description: This technical brief examines the 2008/09 reading and math proficiency levels of four categories of Arizona public school students (comprising 11 student subgroups): ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non–English language learner students), disability status (students with disabilities and students without disabilities), and economic status (receiving free or reduced-price meals and not receiving free or reduced-price meals). Responding to an Arizona Department of Education request, the brief describes how student subgroup performance differs by school level (elementary, middle, and high) and across three school types: Title I Schools in Improvement (schools serving economically disadvantaged students and participating in the federal school improvement program intended to improve academic performance in schools not meeting adequate yearly progress for at least two consecutive years); Title I Schools Not in Improvement; and non–Title I schools. The same analyses were conducted for charter schools.
Online Availability:
Cover Date: October 2011
Web Release: October 25, 2011
Publication #: REL 2012019
Center/Program: REL
Associated Centers: NCEE
Authors:
Type of Product: Technical Brief
Keywords:
Questions: For questions about the content of this Technical Brief, please contact:
Erin Pollard.