Search

The family and the home are both critical education institutions where children begin learning before they start school, and where they spend much of their time after they start school. It therefore follows that improving a child's home environment to make it more conducive to learning is critical to improving the educational achievement of the nation's students and closing achievement gaps. The kinds of family and home conditions that research has found to make a difference in children's cognitive development and school achievement include: (1) Parent-Pupil Ratio; (2) Family Finances; (3) Literacy Development; (4) Child Care Disparities; (5) Home as an Educational Resource; and (6) Parent-School Relationship. The authors discuss how family and home characteristics can be used to predict student achievement, and what current family trends imply about the future state of student learning in the United States. Statistics and research findings are included from small research studies, national censuses and databases, and international surveys. Information is targeted to readers with different interests, perspectives and needs, but with a common interest in improving student learning and reducing achievement gaps. A table of predicted achievement in 8th grade reading by state is appended. (Contains 42 footnotes, 28 figures, and 5 tables.)

The Problem Solving in Technology-Rich Environments (TRE) study was designed to demonstrate and explore innovative use of computers for developing, administering, scoring, and analyzing the results of National Assessment of Educational Progress (NAEP) assessments. Two scenarios (Search and Simulation) were created for measuring problem solving with technology and administered to nationally representative samples of students. Resultant data were used to describe the measurement characteristics of the scenarios and student performance. The Search scenario required students to locate and synthesize information from a simulated World Wide Web environment. The Simulation scenario required students to experiment to solve problems of increasing complexity. TRE Search consisted of 11 observables and produced a total score and two subscores: scientific inquiry and computer skills. Findings of the Search scenario include: (1) Internal consistency of the three TRE Search scores (total, scientific inquiry, and computer skills) ranged from 0.65 to 0.74; (2) Search scores provided overlapping but not redundant information; (3) Scientific inquiry skill scale score was most related to the relevance of the World Wide Web pages visited or bookmarked, the quality of the constructed response to a question designed to motivate students to search for and synthesize information from the Web, and the degree of use of relevant search terms; (4) The computer skills scale score was related primarily to the use of hyperlinks, the use of the Back button, the number of searches needed to get relevant hits, and the use of bookmarking; and (5) Statistically significant differences in performance were found on one or more TRE Search scales for NAEP reporting groups categorized by race/ethnicity, parents' highest education level, student eligibility for free or reduced-price school lunch, and school location, but not for reporting groups categorized by gender. The TRE Simulation scenario consisted of 28 observables and produced a total score and three subscores: scientific exploration, scientific synthesis, and computer skills. Findings of the Simulation scenario include: (1) Internal consistency of the four scales ranged from 0.73 to 0.89; (2) Simulation scores provided overlapping but not redundant information; (3) Scientific exploration skill scale score was most related to which experiments students chose to solve the Simulation problems; (4) Scientific synthesis scale was primarily related to the degree of correctness and completeness of conclusions drawn for each problem; (5) Performance on the computer skills scale was related mainly to the number of characters in the written responses students gave for each of the Simulation problems; and (6) Statistically significant differences in performance were found on one or more TRE Simulation scales for NAEP reporting groups categorized by race/ethnicity, parents' highest education level, and student eligibility for free or reduced-price school lunch, but not for reporting groups categorized by gender or school location. It is noted that this report presents results that do not reach definitive conclusions at this point in time and techniques and inferences made from the data may be subject to future revision. Appendixes include: (A) Development Committee for the Problem Solving in Technology-Rich Environments (TRE) Study; (B) Sample Selection; (C) Technical Specifications for Participating Schools; (D) Prior Knowledge and Background Questions for Search and Simulation Scenarios; (E) TRE Simulation Glossary, Help and Tutorial Screens; (F) Bayesian Estimation in the Problem Solving in Technology-Rich Environments Study; (G) C-rater Rules for Scoring Students' Search Queries; (H) TRE Search and Simulation Scale Scores and Percentiles by Student Reporting Groups for Scales on Which Statistically Significant Group Differences Were Observed; (I) Summary Statistics for Prior Knowledge Measures and Mean Scale Scores for Background-Question Response Options; (J) Performance on Problem Solving in Technology-Rich Environments (TRE) Observables; and (K) Understanding NAEP Reporting Groups. (Contains 116 figures and 44 tables.) [This report was written in collaboration with: Douglas Forer, Bruce Kaplan, Michael Wagner, and Lou Mang. The NAEP Problem Solving in Technology-Rich Environments (TRE) study was part of the Technology-Based Assessment (TBA) project, a collaborative effort led by the National Center for Education Statistics (NCES) and the National Assessment Governing Board, and carried out by Educational Testing Service (ETS) and Westat. The Problem Solving in TRE study is the last of three field investigations in the NAEP Technology-Based Assessment Project, which explores the use of new technology in administering NAEP. For previous investigations in this series, see ED485780.]

The goal of the study was to examine differences in mean National Assessment of Educational Progress (NAEP) reading and mathematics scores between public and private schools when selected characteristics of students and/or schools were taken into account. Among the student characteristics considered were gender, race/ethnicity, disability status, and identification as an English language learner. Among the school characteristics considered were school size and location, and composition of the student body and of the teaching staff. In particular, if the student populations enrolled in the two types of schools differed systematically with respect to background characteristics related to achievement, then those differences would be confounded with straightforward comparisons between school types. The following are appended: (1) Overview of Procedures; and (2) Homogeneity of Variance Assumption in the HLM Analysis. (Contains 26 tables and 13 figures.) [The work upon which this publication is based was performed for the National Center for Education Statistics by Educational Testing Service, the NAEP Education Statistics Services Institute, Pearson Educational Measurement, and Westat.]

This publication presents the reports from two studies, Math Online (MOL) and Writing Online (WOL), part of the National Assessment of Educational Progress (NAEP) Technology-Based Assessment (TBA) project. Funded by the National Center for Education Statistics (NCES), the Technology-Based Assessment project is intended to explore the use of new technology in NAEP. This publication is organized into two parts. Part I, Online Assessment in Mathematics, contains the report from the Math Online study. Part II, Online Assessment in Writing, contains the report from the Writing Online study. Each report is paginated separately. Appended to Part I are: (1) Inter-Rater Reliability; (2) Ease of Assessing Existing NAEP Framework Content Areas on Computer; (3) Students Omitting, Not Reaching, and Giving Off-Task Responses; (4) Test Mode by Population Group Contrasts; (5) Self-Reported Computer Experience; and (6) Student Mathematics Performance on Computer-Based Test and Paper-and-Pencil Test by Self-Reported Computer Experience. Appended to Part II are: (1) Sample Selection; (2) Understanding NAEP Reporting Groups; (3) Writing Online Hands-On Editing Tasks; (4) Writing Online Speed and Accuracy Tasks; (5) Background Questions Administered in Writing Online; (6) NAEP Grade 8 Writing Scoring Guides; (7) Statistical Procedures; (8) Percentage of Writing Online Students Who Report Using a Computer for Different Specific Writing Purposes; (9) Summary Statistics for Computer Familiarity Measures; and (10) Analysis of Variance Results Relating Computer Familiarity and Gender to Writing Online Performance. (Part I contains 42 tables and 22 figures; Part II contains 43 tables and 19 figures.)

Imposing time limits on tests can serve a range of important functions. Time limits are essential, for example, if speed of performance is an integral component of what is being measured, as would be the case when testing such skills as how quickly someone can type. Limiting testing time also helps contain expenses associated with test administrations, such as paying hourly fees for proctors in a paper-based administration or for seat time at computer testing centers. But limiting testing time too drastically can threaten a test?s validity, or the ability of the test to accurately reflect what the test was designed to measure. This is particularly true if the test is not intended to measure how quickly the test taker can answer questions or if the testing time is so limited that a large number of examinees taking the test cannot complete it; that is, if the test is "speeded." This research indicates that individuals taking either the SAT or the verbal and math sections of the GRE CAT have sufficient time to answer the questions.

This investigation of the comparability of writing assessment prompts was conducted in two phases. In an exploratory Phase I, 47 writing prompts administered in the computer-based Test of English as a Foreign Language[TM] (TOEFL[R] CBT) from July through December 1998 were examined. Logistic regression procedures were used to estimate prompt difficulty and gender effects. A panel of experts reviewed selected prompts, and a taxonomy of prompt characteristics was developed and related to prompt difficulty and gender differences. In Phase II, 87 prompts administered from July 1998 through March 2000 were analyzed. All of the prompts used in Phase I, together with 40 new prompts, were analyzed using the larger Phase II database. Recommendations are made for statistical quality control procedures to identify less comparable prompts. Appended are: (1) Logistic Regression Model for Polytomous Items: The Proportional Odds-Ratio Model; (2) Number of Essays, Means, and Standard Deviations of English Language Ability and Essay Scores for Male and Female Examinee Groups; (3) Mean Expected Essay Scores, Residuals, and Standardized Mean Group Differences; (4) Uniform and Nonuniform Effect Sizes; (5) Prompt Difficulty Indices; (6) Taxonomy of TOEFL CBT Writing Prompts (Phase I); and (7) Scoring Rubrics for TOEFL CBT Writing Prompts. (Contains 13 tables, 6 figures, and 1 note.)

This document highlights key information needed to work with the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) data and points the reader to the appropriate sections of the User's Manual so that they can get started quickly. To read more about any particular topic, the reader should go to the indicated section of the User's Manual. In this document, major differences between the third grade data collection and previous rounds are summarized; cautions and caveats about using the data are provided; and basic information about using the Electronic Code Book (ECB) is summarized. This manual provides guidance and documentation for users of the third grade data of the Early Childhood Longitudinal Study, kindergarten Class of 1998-99 (ECLS-K). It begins with an overview of the ECLS-K study. Subsequent chapters provide details on the instruments and measures used, the sample design, weighting procedures, response rates, data collection and processing procedures, and the structure of the data file. The ECLS-K focuses on children?s early school experiences beginning with kindergarten. It is a multisource, multimethod study that includes interviews with parents, the collection of data from principals and teachers, and student records abstracts, as well as direct child assessments. The ECLS-K has been developed under the sponsorship of the U.S. Department of Education, National Center for Education Statistics (NCES). Westat is conducting this study with assistance provided by Educational Testing Service (ETS) in Princeton, New Jersey. The ECLS-K is following a nationally representative cohort of children from kindergarten through fifth grade. The base year data were collected in the fall and spring of the 1998-99 school year when the sampled children were in kindergarten. A total of 21,260 kindergartners throughout the nation participated. (Contains 88 tables and 80 exhibits.)

This is the fourth in a series of reports that draws upon the vast amount of background and assessment data and information that have been collected from the National Adult Literacy Survey (NALS) and the International Adult Literacy Survey (IALS). In this report, the authors find connections between the literacy skills of adults and their success in the labor market during the 1990s. In addition to describing the population's prose, document, and quantitative proficiencies, the authors report on the relationship of these adults' skills to their socioeconomic characteristics, labor force activity and experience, weekly wages and annual earnings, and their recent education and training activities. The authors also compare the literacy of the U.S. labor force with the literacy of workers in other countries, and they examine the influence of that proficiency on an array of labor market outcomes and behaviors. The analyses reveal large differences in the literacy skills of U.S. workers in various occupations and demographic groups. They attribute important differences in earnings and other labor market outcomes and behaviors to these literacy gaps. The data show that workers with higher levels of literacy were more likely to participate in education and training, which the authors believe contributes to the growing gap between the "haves" and "have-nots." Particularly disturbing is the finding that many workers with limited literacy skills are not aware of that limitation, decreasing the likelihood that they will seek help. Suggestions are offered for addressing the problem and are a reminder that strengthening the literacy skills of U.S. workers is necessary for achieving equality among groups and for realizing the nation's potential for economic growth. The following are appended: (1) Unemployment Rates and Employment/Population Ratios of U.S. Adults (Age 16 and Older) by Literacy Proficiency Level; and (2) The Mean Literacy Proficiencies of U.S. Adults by Labor Force Status.

In 2001 Congress appropriated funds for a trial district-level assessment, and the National Assessment Governing Board passed a resolution approving the selection of five large urban school districts for participation in the Trial Urban District Assessment, a special project within the National Assessment of Educational Progress (NAEP). This report presents, for the first time, district-level results for NAEP reading assessments in these school districts: Atlanta City, Georgia; Chicago, Illinois; Houston Independent School District, Texas; Los Angeles Unified School District, California; and New York City Public Schools, New York. Results are also included for the District of Columbia. The reading assessments were conducted at grades 4 and 8. Reported results are based on representative samples of students for the nation and the participating districts, although New York City data are not reported for grade 8 because eighth-grade participation did not meet the statistical participation criteria. Average scale scores for fourth graders ranged from 191 in the District of Columbia and Los Angeles to 206 in Houston and New York City, and the average score for public school students in the entire country was higher than the average score in each of the districts. The average score for central city public schools was higher than the average in each of these urban districts. Average scale scores for eighth graders ranged from 236 in Atlanta to 249 in Chicago, and again national averages were higher. In terms of reading achievement levels, students in the study districts generally performed worse than those in public schools nationwide and in central city public schools. The report also provides information about subgroups of students identified by various background and contextual characteristics, including race/ethnicity, gender, and elegibility for free or reduced-price school lunch. Three appendices contain information about study procedures and analytic techniques. (SLD)

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Virgin Island's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). The Virgin Islands participated in the 1992, 1998, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Virgin Islands was 179, which was higher than that of 1992 (171) and did not differ significantly from that of 1998 (174); students' scale scores in Virgin Islands were lower than those in 47 jurisdictions; and the percentage of students in Virgin Islands who performed at or above the "Proficient" level was 6%, which was greater than that in 1992 (3%) and was not found to differ significantly from that in 1998 (7%). Key findings for grade 8 are: the average scale score for students in Virgin Islands was 241, which was higher than that in 1998 (231); students' scale scores in Virgin Islands were higher than that in 1 jurisdiction, lower than those in 43 jurisdictions, and the difference was not found to be significant for 2 jurisdictions; and the percentage of students in Virgin Islands who performed at or above the "Proficient" level was 7%, which was not found to differ significantly from that in 1998 (9%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for American Samoa's public-school students at grade 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). American Samoa participated in only the 2002 assessment at grade 8 and met the criteria for reporting public-school results. Key findings for grade 8 are: the average scale score for students in American Samoa was 198; students' scale scores in American Samoa were lower than those in 46 jurisdictions; and the percentage of students in American Samoa who performed at or above the "Proficient" level was 1%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for the Department of Defense Domestic Dependent Elementary and Secondary Schools' public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). The DDESS participated in only the 1998 and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in the DEDDS was 225, which was higher than that of 1998 (219); students' scale scores in the DEDDS were higher than those in 30 jurisdictions, lower than those in 2 jurisdictions, and the difference was not found to be significant for 15 jurisdictions; and the percentage of students in the DEDDS who performed at or above the "Proficient" level was 34%, which was not found to differ significantly from that in 1998 (32%). Key findings for grade 8 are: the average scale score for students in the DEDDS was 272, which was not found to differ significantly from that in 1998 (268); students' scale scores in the DEDDS were higher than those in 37 jurisdictions, and the difference was not found to be significant for 9 jurisdictions; and the percentage of students in the DEDDS who performed at or above the "Proficient" level was 37%, which was not found to differ significantly from that in 1998 (39%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for West Virginia's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). West Virginia participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in West Virginia was 219, which did not differ significantly from that of 1992 (216) nor 1998 (216); students' scale scores in West Virginia were higher than those in 17 jurisdictions, lower than those in 13 jurisdictions, and the difference was not found to be significant for 17 jurisdictions; and the percentage of students in West Virginia who performed at or above the "Proficient" level was 28%, which was not found to differ significantly from that in 1992 (25%) nor in 1998 (28%). Key findings for grade 8 are: the average scale score for students in West Virginia was 264, which was not found to differ significantly from that in 1998 (262); students' scale scores in West Virginia were higher than those in 15 jurisdictions, lower than those in 15 jurisdictions, and the difference was not found to be significant for 16 jurisdictions; and the percentage of students in West Virginia who performed at or above the "Proficient" level was 29%, which was not found to differ significantly from that in 1998 (28%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Guam's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Guam participated in the 1992, 1994, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Guam was 185, which did not differ significantly from that of 1992 (182); students' scale scores in Guam were higher than that in 1 jurisdiction and lower than those in 46 jurisdictions; and the percentage of students in Guam who performed at or above the"Proficient" level was 8%, which was not found to differ significantly from that of 1992 (8%). Key findings for grade 8 are: the average scale score for students in Guam was 240; students' scale scores in Guam were higher than that in 1 jurisdiction, lower than those in 43 jurisdictions, and the difference was not found to be significant for 2 jurisdictions; and the percentage of students in Guam who performed at or above the "Proficient" level was 11%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Department of Defense Schools (Overseas)'s public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). The Department of Defense Schools (Overseas) (DoDDS) participated in the 1994, 1998, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in the DoDDS was 224, which was higher than that in 1998 (221); students' scale scores in the DoDDS were higher than those in 30 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 14 jurisdictions; and the percentage of students in the DoDDS who performed at or above the "Proficient" level was 33%, which was not found to differ significantly from that in 1998 (33%). Key findings for grade 8 are: the average scale score for students in the DoDDS was 273, which was higher than that in 1998 (269); students' scale scores in the DoDDS were higher than those in 43 jurisdictions, and the difference was not found to be significant for 3 jurisdictions; and the percentage of students in the DoDDS who performed at or above the "Proficient" level was 40%, which was not found to differ significantly from that in 1998 (37%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Washington's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Washington participated in the 1994, 1998, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Washington was 224, which was higher than that of 1998 (218); students' scale scores in Washington were higher than those in 24 jurisdictions, lower than those in 2 jurisdictions, and the difference was not found to be significant for 21 jurisdictions; and the percentage of students in Washington who performed at or above the "Proficient" level was 35%, which was greater than that in 1998 (30%). Key findings for grade 8 are: the average scale score for students in Washington was 268, which was higher than that in 1998 (264); students' scale scores in Washington were higher than those in 25 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 18 jurisdictions; and the percentage of students in Washington who performed at or above the "Proficient" level was 37%, which was greater than that in 1998 (32%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for the District of Columbia's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). The District of Columbia participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in the District of Columbia was 191, which was higher than that of 1992 (188) and was higher than that in 1998 (179); students' scale scores in the District of Columbia were higher than those in 2 jurisdictions, and lower than those in 45 jurisdictions; and the percentage of students in the District of Columbia who performed at or above the "Proficient" level was 10%, which was not found to differ significantly from that in 1992 (10%) and was not found to differ significantly from that in 1998 (10%). Key findings for grade 8 are: the average scale score for students in the District of Columbia was 240, which was not found to differ significantly from that in 1998 (236); students' scale scores in the District of Columbia were higher than that in 1 jurisdiction, lower than those in 43 jurisdictions, and the difference was not found to be significant for 2 jurisdictions; and the percentage of students in the District of Columbia who performed at or above the "Proficient" level was 10%, which was not found to differ significantly from that in 1998 (11%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Texas' public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Texas participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Texas was 217, which was not found to differ significantly from that of 1992 (213) nor 1998 (214); students' scale scores in Texas were higher than those in 11 jurisdictions, lower than those in 19 jurisdictions, and the difference was not found to be significant for 17 jurisdictions; and the percentage of students in Texas who performed at or above the "Proficient" level was 28%, which was not found to differ significantly from that of 1992 (24%) nor 1998 (28%). Key findings for grade 8 are: the average scale score for students in Texas was 262, which was not found to differ significantly from that in 1998 (261); students' scale scores in Texas were higher than those in 14 jurisdictions, lower than those in 17 jurisdictions, and the difference was not found to be significant for 15 jurisdictions; and the percentage of students in Texas who performed at or above the "Proficient" level was 31%, which was not found to differ significantly from that in 1998 (27%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Wyoming's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Wyoming participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Wyoming was 221, which was not found to differ significantly from that of 1992 (223) and was not found to differ significantly from that of 1998 (218); students' scale scores in Wyoming were higher than those in 17 jurisdictions, lower than those in 9 jurisdictions, and the difference was not found to be significant for 21 jurisdictions; and the percentage of students in Wyoming who performed at or above the "Proficient" level was 31%, which was not found to differ significantly from that of 1992 (33%) and was not found to differ significantly from that of 1998 (29%). Key findings for grade 8 are: the average scale score for students in Wyoming was 265, which was not found to differ significantly from that in 1998 (263); students' scale scores in Wyoming were higher than those in 19 jurisdictions, lower than those in 14 jurisdictions, and the difference was not found to be significant for 13 jurisdictions; and the percentage of students in Wyoming who performed at or above the "Proficient" level was 31%, which was not found to differ significantly from that in 1998 (31%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Utah's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Utah participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Utah was 222, which did not differ significantly from that of 1992 (220) and was higher than that in 1998 (216); students' scale scores in Utah were higher than those in 19 jurisdictions, lower than those in 8 jurisdictions, and the difference was not found to be significant for 20 jurisdictions; and the percentage of students in Utah who performed at or above the "Proficient" level was 33%, which was not found to differ significantly from that in 1992 (30%) and was greater than that in 1998 (28%). Key findings for grade 8 are: the average scale score for students in Utah was 263, which was not found to differ significantly from that in 1998 (263); students' scale scores in Utah were higher than those in 14 jurisdictions, lower than those in 16 jurisdictions, and the difference was not found to be significant for 16 jurisdictions; and the percentage of students in Utah who performed at or above the "Proficient" level was 32%, which was not found to differ significantly from that in 1998 (31%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)