Nevada's fourth and eighth graders made strong gains in mathematics proficiency on the latest National Assessment of Education Progress, also known as the nation's report card, which was released this morning.
On the exam given last spring to fourth and eighth graders nationwide, the average math score for Nevada fourth graders who took the test jumped eight points overall compared with results from 2000, the last year the national exam was administered. Eighth graders showed a three point score increase over the same period.
Despite the increases, Nevada's scores still lagged behind the national average.
In math, fourth graders scored an average of 228 out of 500 possible points, compared with the national average of 234. Eighth graders scored an average of 268, eight points below the national average of 276.
Reading scores for fourth graders dropped two points between 2002 and 2003, to 251, below the national average of 263. Eighth graders gained a point in reading, moving to 252. The national average for eighth-grade reading scores was 261.
In addition to average scores climbing in math, Nevada jumped in the percentage of students who demonstrated proficiency.
Of the fourth graders tested in math this year, 24 percent scored at proficient or better, up from 17 percent in 2000. Of the eighth graders tested in math, 23 percent tested at proficient or better, an increase of three points over the 2000 results.
On the reading test the percentage of fourth graders demonstrating proficiency or better dropped from 24 percent to 23 percent. Eighth graders saw their average proficiency percentage increase to 22 from 20.
Reading and math have been the focus of two major initiatives in the Clark County School District. The first pushes to have every student reading at grade level by the third grade, while the second is a campaign to have as many students at possible enrolled in algebra by the eighth grade.
The exams are run by the National Center for Education Statistics, an arm of the U.S. Department of Education. Beginning this year the exams in mathematics and reading will be given annually, as required by the federal No Child Left Behind Act. In previous years the subject tests alternated even- and odd-numbered years.
Unlike the Iowa Test of Basic Skills, in which every public school in Nevada participates, only a representative sample of 700 to 1,000 students from across the state take part in the National Assessment of Education Progress. Test results are not made available by individual districts.
A pilot study is under way releasing district-specific results in nine states but does not include Nevada.
Typically the federal testing is administered at about 200 schools statewide.
In the Clark County School District 120 campuses participated in this year's testing, said Karlene McCormick-Lee, director of research and accountability for the Clark County School District. Of all the students tested, scores for just 30 children in each grade, on each subject test, are used to calculate the statewide results.
The scores statewide generally reflect positive trends, McCormick-Lee said this morning.
"The top group is getting bigger and the bottom group is getting smaller," she said. "That's exactly what we want to see happening."
The slight dip in eighth grade reading scores, while not alarming, will likely result in a district-wide review, McCormick-Lee said. Because the results are not available for the district schools, the scores have only limited usefulness, McCormick-Lee said.
"We can't use them for instructional improvements, but we can consider them in policy decisions," McCormick-Lee said.
Sen. John Ensign, R-Nev., said he considered this test one of the most objective tools available for evaluating statewide student achievement. Ensign said he hoped the Silver State would continue to see improvements in its scores.
"You get encouraged when you get good news, but we cannot rest," Ensign said. "Our kids are too important."
At a press conference this morning in Washington, U.S. Secretary of Education Rod Paige called the national results encouraging, particularly the narrowing of the achievement gap for black, Hispanic and low-income students.
Math scores have been continually climbing nationwide for fourth and eighth graders. Average reading scores for fourth graders have remained essentially the same since 1992. Average reading scores for eighth graders have increased since 1992.
Nationwide, the percentage of fourth graders performing at or above the level for proficiency in reading stayed the same between 2002 and 2003. Eighth graders saw their percentage of proficient or better results drop one point over the same period.
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