A new study looks at how easy or hard it is today to get a good grade in high school and whether that has changed over time.
The improvements in the nation’s tests in recent years are real. Education leaders need to hold firm on these advances in the rigor and technical quality of their tests, even as they take on the next steps of aligning high-quality curriculum and instruction
In many states, assessments have advanced considerably over the previous generation of assessments.
EdStat: Four of the 5 States with F Grades in 2009 Achieved a C+ or Higher for Their Proficiency Standards in 2017
Researchers at Education Next have graded state proficiency standards on an A–F scale since 2005.
EdStat: 69 Percent of Americans Support Laws Allowing States to Take Control of Local Districts Where Academic Performance Has Been Low for Several Years
Teachers are less favorable toward these laws but nevertheless lean toward support.
EdStat: In 2017, Only 9 Percentage Points Separated the Proficiency Results on the Average State Test from the NAEP Results for That State
In 2005, 35 percentage points separated these two results.
This report presents new analyses of state-average NAEP data that attempt to address the limitation of changing samples of students by following cohorts of students from 4th grade in a given year to 8th grade four years later.
EdStat: Nine of 24 States with D- to D+ Grades in 2009 Received A Grades for Their Proficiency Standards in 2017
The relatively close alignment between state and national assessments represents a major improvement from 2009 when the Common Core initiative began.
An analysis of 2017 state proficiency standards
EdStat: 16 States and the District of Columbia Received a Grade of A or A- for Their Proficiency Standards in 2017
Since 2005, researchers at Education Next have graded state proficiency standards on an A–F scale.
For the general public, opposition to the Common Core has more than tripled, from 13% in 2013 to 42% in 2016.
We would like graduates to meet standards for graduation and not simply leave the system with a piece of paper and deficient skills.
What explains the disappointing results?
EdStat: According to the 2017 EdNext Poll, 61 Percent of Respondents Support the General Concept of Standards that are the Same Across the States
Far fewer support “Common Core.”
We know that a handful of school choice programs as a whole worsened achievement but improved graduation rates. What we don’t know is whether there was a similar mismatch at the school level.
EdStat: One District, Chicago, Narrowed Its Test-Score Gap between White Students and Black Students in 4th-grade Math on the National Assessment of Educational Progress in 2017
Chicago also narrowed its test-score gap between white students and Hispanic students in 4th-grade math and 4th-grade reading. No other participating district saw its achievement gaps narrow.
Education Next has released a series of posts analyzing the 2017 results from the National Assessment of Educational Progress.
There is considerable evidence that this year’s flat scores may have been caused by events that happened almost a decade ago.
Well, the long-awaited 2017 NAEP results have been released. Unlike 2015’s results, which landed with a thud, these landed with a “meh.”
The gains in test performance in the early 2000s were driven by particularly strong gains for the lowest performing students.
Student gains registered over the Obama years were trivial at best, far short of those accomplished during what must now be referred to as the halcyon days of the George W. Bush Administration.
EdStat: On the 2017 National Assessment of Educational Progress, 48 States/Jurisdictions Had No Significant Change in Their 8th-Grade Math Scores Compared to 2015
Two states/jurisdictions had score increases from 2015 to 2017, while three had score decreases.
EdStat: Between 2011 and 2015, Reading Scores on the National Assessment of Educational Progress Improved in 4 Trial Urban Districts
Which urban school districts have been moving in the right direction on NAEP?
Will the flat national trends continue? Did the switch to tablet-based assessments have an impact on the scores? What’s the story in D.C, Indiana, Miami, Chicago, and California?