A new report from the Center on Educationa Policy asks, "Has Student Achievement Increased Since 2002?"
And the answer in Kentucky is YES!
Since ... 2002, four states made moderate-to-large gains in reading and math at all three grade levels analyzed (elementary, middle, and high school) according to both the percentages of students scoring at or above the proficient level and effect sizes. ...and Kentucky finds itself among the top "growers" with Arkansas, Texas and Washington.
Main Conclusions of the Study:
1. Since 2002, reading and math achievement on state tests has gone up in most states according to the percentages of students scoring at the proficient level. Gains tended to be larger at the elementary and middle school grades than at the high school level. Achievement has also risen in most states according to effect sizes. These findings are drawn from states with at least three years of comparable test data.
2. Trends in reading and math achievement on NAEP have generally moved in the same positive direction as trends on state tests, although gains on NAEP tended to be smaller than those on state tests. The exception to the broad trend of rising scores on both assessments occurred in grade 8 reading, where fewer states showed gains on NAEP than on state tests, especially in terms of effect sizes.
3. In states with sufficient data to determine achievement gap trends on state tests, gaps have narrowedmore often than they havewidened since 2002, particularly forAfrican American students and low-income students. Gap trends were also largely positive for Latino students,but this finding is less conclusive because in many states the Latino subgroup has changed significantly in size in recent years.On thewhole, percentages proficient and effect sizes revealed similar trends of narrowing or widening, although percentages proficient gave a more positive picture of achievement gap trends than effect sizes.
4. Gaps on NAEP have also narrowed more often than they have widened in states with sufficient data to determine gap trends. The exception was in grade 8 math, where gaps on NAEP widened more often than they narrowed for most subgroups. In general,NAEP results painted a less positive picture of progress in narrowing gaps than state tests did.
5. It is impossible to determine the extent to which these trends in test results have occurred because of NCLB. Since 2002,many different but interconnected policies and programs have been undertaken to raise achievement—some initiated by states or school districts and others implemented in response to federal requirements.Moreover,all public school students have been affected by NCLB, so there is no suitable comparison group of students to show what would have happened without NCLB.