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This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading and mathematics at grade 12. Results for students in the nation and, for the first time, in the 11 states that volunteered to participate in the 2009 state pilot program are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Results for student demographic groups (e.g., race/ethnicity, gender, and highest level of parental education) are included, as well as sample assessment questions with examples of student responses. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation rates of students with disabilities and English language learners, and additional state-level results. Nationally representative samples of twelfth-graders from 1,670 public and private schools across the nation participated in the 2009 National Assessment of Educational Progress (NAEP). Approximately 52,000 students were assessed in reading, and 49,000 students were assessed in mathematics. National reading results from the 2009 assessment are compared to results from five earlier assessment years going back to 1992. The 2009 mathematics results are compared to those from 2005 when a change in the mathematics framework for the assessment necessitated a new trend line for that subject at grade 12. Highlights of the national results in 2009 show that the overall average reading score for twelfth-graders was 2 points higher than in 2005, but 4 points lower than in 1992. There were no significant changes from 1992 to 2009 in the reading score gaps between White and Black students or between White and Hispanic students. In mathematics, the overall average score was 3 points higher in 2009 than in 2005. There was no significant change from 2005 in the mathematics score gaps between White and Black students or between White and Hispanic students. In the 11 participating states, average reading scores in seven states were higher than the score for the nation, and scores for three states were lower. In mathematics, the average scores for six states were higher than the nation, and scores for three states were lower. (Contains 29 tables and 24 figures.)

This report is the summary of key aspects of Tech Prep in Illinois over the five year period of 2001-2005 during which all Tech Prep consortia provided annual data based on federal legislative requirements and state-determined essential elements of successful programs. These annual Tech Prep reports enable local educators to monitor student participation and program activities within their own consortium over time, and they can compare their consortium results with aggregate results for the entire state. Tech Prep programs are intended to provide students with academic preparation that involves nonduplicative, sequential programs of study that begin as early as the 9th grade and enable students' transition to postsecondary education and training. Tech Prep curricula involve integrated academic and technical content, developed in partnership with business and industry. The purpose of these programs is to provide individuals with the academic and technical skills needed to succeed in a knowledge- and skills-based economy. This Tech Prep report submits the following findings: (1) The number of high school Tech Prep programs fluctuated from 13.0 to 17.5 between FY01 and FY05; (2) The number of high school students and graduates who participated in Tech Prep programs increased from FY01 to FY03, declined in FY04, and rebounded in FY05; (3) The percentage of Tech Prep students who earned articulated and dual credits increased from about 50% to 75% from FY01 to FY03 before stabilizing in FY04 and declining in FY05; (4) The average number of Tech Prep students who matriculated to community college in a related Tech Prep program was stable from FY01 to FY03, increased from FY03 to FY04, and declined slightly in FY05; (5) The mean percentage of first-year college Tech Prep students who took at least one remedial course was relatively stable from FY01 to FY05; (6) Persistence in college Tech Prep programs has fluctuated from a low of 55.5% to a high of 64.7% between FY01 and FY05; (7) The incidence of high school involvement in all eight curriculum reform categories exceeds community college involvement, though reform activities have progressed at both levels; (8) High school faculty dominated the attendance in professional development activities related to Tech Prep over the five-year period; (9) High school personnel consistently accounted for about 75% of the participants in Tech Prep professional development activities; and (10) Each year, local consortium directors are asked to indicate the level of impact of 20 barriers on implementation of Tech Prep using a scale of 1 (none) to 6 (very major). In FY05, seven barriers were identified by at least 20% of consortium directors as having a major or very major impact on implementation during all five fiscal years. In conclusion, Tech Prep's early emphasis on credits in escrow, articulated credits, and recently dual credit and dual enrollment offers students the opportunity to earn college credit while enrolled in high school, an accelerated learning approach that can move students closer to their educational and career goals. This and other forms of accelerated learning continue to grow as increasing attention is paid to effective strategies that promote transition and access to higher education. As this report documents, progress has been made in the state of Illinois, but opportunities for growth and improvement remain. (Contains 8 endnotes.)

This booklet has been prepared to provide business, industry, labor, government, and educational groups with an overview of the economic development process as well as ideas for planning and implementing coordinated economic development activities. An overview defines economic development and provides premises upon which the definition was established. It also identifies three major goals for economic development and defines the roles of the groups involved. Strategies provide objectives and means for accomplishing the goals, identify responsible groups, and suggest delivery systems within which the strategies can be implemented. A final planning section first identifies available resources, then provides a list of suggestions for successful planning within educational institutions, and provides an outline to aid planning efforts. (KC)