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Descriptors:
Blindness; Visual Impairments; Literacy; Special Education; Elementary Secondary Education; Reading; Braille; Large Type Materials; Eligibility; Reading Instruction; Reading Materials; Teacher Certification; Special Education Teachers; Assistive Technology; Mainstreaming; Resource Room Programs; Self Contained Classrooms; Public Schools; Private Schools; Homebound; Hospitalized Children; Day Schools; Residential Schools; State Schools; Graduation Rate; High School Graduates; Dropouts; Comparative Analysis; Individualized Transition Plans; Rehabilitation; Referral; Elementary School Students; Secondary School Students

Abstract:
The Missouri Department of Elementary and Secondary Education, per Section 162.1136 RSMo, conducts an annual study of the educational status of eligible blind/visually impaired students and reports the findings to the Missouri Legislature on December 1st each year. The information contained in this report pertains to the twelve data elements identified by statute (Section 162.1136 RSMo). They include: (1) The methodology of the study; (2) The percentage of eligible students in the study who read Braille, print, or large print; (3) The number of students who have a visual impairment sufficient to meet the definition of "eligible student" as defined in RSMo section 162.1130; (4) The number of students currently reading Braille, large print, and standard print; (5) The number of Braille-reading students who no longer receive any instruction in Braille reading and writing but do receive materials in Braille and Braille-related services; (6) The number of certified vision teachers or teachers of the blind or visually impaired who are currently employed in the field in the State of Missouri; (7) The number of eligible students who use a slate and stylus and/or other devices in writing Braille; (8) The number of eligible students educated in the general classroom (Inside Regular Class greater than 79%), in an itinerant or resource classroom (Inside Regular Class 40% to 79%), in a self-contained classroom (Inside Regular Class less than 40%), or in a separate educational facility; (9) The graduation rate of eligible students compared to those students who are not disabled; (10) The number of eligible students who did not meet graduation requirements but were terminated from formal education having reached age twenty-one; (11) The number of eligible students who received transition planning services with the cooperation of the Division of Vocational Rehabilitation or Rehabilitation Services for the Blind as part of their IEP; and (12) The number of eligible students referred to Rehabilitation Services for the Blind or Division of Vocational Rehabilitation. Appended are: (1) Missouri State Plan for Special Education (Part B)--Visual Impairment/Blindness Definition; (2) Federal Quota Registration; and (3) MO-DESE Special Education Placement and Dropout Categories. [For the 2011 edition of this report, see ED541042.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gap; Public Schools; Testing Programs; General Education; Language Arts; Scores; Grade 8; Grade 3; Elementary School Students; Secondary School Students; Grade 4; Grade 11; Educational Trends; Trend Analysis; Academic Achievement; Mathematics Achievement; Limited English Speaking; Literacy; Comparative Analysis; English (Second Language); Second Language Learning; Language Proficiency; Student Evaluation

Abstract:
This study describes enrollment and achievement trends of limited English proficient (LEP) students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math. The study's main findings include: (1) From 2002/03 to 2008/09, LEP student enrollment in New Jersey public schools increased 6.6 percent, whereas total student enrollment increased less than 1 percent. During that period, LEP student enrollment increased from 4.5 percent of total student enrollment in 2002/03 to 4.7 percent in 2008/09; (2) LEP students in New Jersey spoke 187 languages in 2008/09, up from 151 in 2002/03. In 2008/09, Spanish (spoken by 66.8 percent of LEP students in the state) had the most speakers, followed by Arabic (2.6 percent), Korean (2.5 percent), and Portuguese (2.0 percent); (3) From 2002/03 to 2008/09, LEP students' performance in language arts literacy increased in all grades studied (grades 3, 4, 8, and 11). The increase was higher for grades 3 (10.9 percentage points) and 4 (21.1 percentage points) than for grades 8 (4.4 percentage points) and 11 (6.2 percentage points); (4) From 2002/03 to 2008/09, LEP students' performance in math increased in all grades studied (grades 3, 4, 8, and 11). The increase was higher for grades 3 (10.5 percentage points) and 4 (22.7 percentage points) than for grades 8 (6.9 percentage points) and 11 (3.9 percentage points); (5) General education students' performance in both language arts literacy and math was higher than LEP students' performance every year from 2002/03 to 2008/09; (6) From 2002/03 to 2008/09, the achievement gap between LEP students and general education students in grades 3 and 4 narrowed in both language arts literacy and math. The achievement gap in grades 8 and 11 narrowed in language arts literacy but widened in math; and (7) In all grades and years studied, FLEP students' performance in language arts literacy and math was higher than that of LEP students but lower than that of general education students. Appended are: (1) Data and methodology; (2) Performance level descriptions for the New Jersey assessments; (3) Percentage of students scoring at the proficient or advanced proficient levels in New Jersey's assessment program; and (4) Annual and average differences among LEP, FLEP, and general education students in New Jersey's testing program. (Contains 3 boxes, 9 figures, 12 tables and 8 notes.) [For "A Descriptive Analysis of Enrollment and Achievement among Limited English Proficient Students in New Jersey. Summary. Issues & Answers. REL 2012-No. 108" see ED531433.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gains; Achievement Gap; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Educational Trends; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Reading; Reading Achievement; Reading Tests; Scores; Secondary School Students; Statistical Analysis

Abstract:
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Alaska was 261. This was lower than the average score of 264 for public school students in the nation. The average score for students in Alaska in 2011 (261) was not significantly different from their average score in 2009 (259) and was higher than their average score in 2003 (256). In 2011, the score gap between students in Alaska at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2003 (50 points). The percentage of students in Alaska who performed at or above the NAEP "Proficient" level was 31 percent in 2011. This percentage was greater than that in 2009 (27 percent) and was greater than that in 2003 (27 percent). The percentage of students in Alaska who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 2003 (67 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gains; Achievement Gap; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Educational Trends; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Reading; Reading Achievement; Reading Tests; Scores; Secondary School Students; Statistical Analysis

Abstract:
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Arizona was 260. This was lower than the average score of 264 for public school students in the nation. The average score for students in Arizona in 2011 (260) was not significantly different from their average score in 2009 (258) and was not significantly different from their average score in 1998 (260). In 2011, the score gap between students in Arizona at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1998 (42 points). The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 28 percent in 2011. This percentage was not significantly different from that in 2009 (27 percent) and was not significantly different from that in 1998 (27 percent). The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (68 percent) and was not significantly different from that in 1998 (72 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gains; Achievement Gap; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Educational Trends; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Reading; Reading Achievement; Reading Tests; Scores; Secondary School Students; Statistical Analysis

Abstract:
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Delaware was 266. This was higher than the average score of 264 for public school students in the nation. The average score for students in Delaware in 2011 (266) was not significantly different from their average score in 2009 (265) and was higher than their average score in 1998 (254). In 2011, the score gap between students in Delaware at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1998 (48 points). The percentage of students in Delaware who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (31 percent) and was greater than that in 1998 (23 percent). The percentage of students in Delaware who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1998 (64 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gains; Achievement Gap; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Educational Trends; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Reading; Reading Achievement; Reading Tests; Scores; Secondary School Students; Statistical Analysis

Abstract:
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in the District of Columbia was 242. This was lower than the average score of 264 for public school students in the nation. The average score for students in the District of Columbia in 2011 (242) was not significantly different from their average score in 2009 (242) and was higher than their average score in 1998 (236). In 2011, the score gap between students in the District of Columbia at the 75th percentile and students at the 25th percentile was 53 points. This performance gap was not significantly different from that of 1998 (51 points). The percentage of students in the District of Columbia who performed at or above the NAEP "Proficient" level was 16 percent in 2011. This percentage was greater than that in 2009 (14 percent) and was greater than that in 1998 (11 percent). The percentage of students in the District of Columbia who performed at or above the NAEP "Basic" level was 51 percent in 2011. This percentage was not significantly different from that in 2009 (51 percent) and was greater than that in 1998 (44 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gains; Achievement Gap; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Educational Trends; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Reading; Reading Achievement; Reading Tests; Scores; Secondary School Students; Statistical Analysis

Abstract:
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Idaho was 268. This was higher than the average score of 264 for public school students in the nation. The average score for students in Idaho in 2011 (268) was higher than their average score in 2009 (265) and was not significantly different from their average score in 2002 (266). In 2011, the score gap between students in Idaho at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 2002 (40 points). The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 2002 (34 percent). The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 81 percent in 2011. This percentage was greater than that in 2009 (77 percent) and was not significantly different from that in 2002 (79 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gains; Achievement Gap; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Educational Trends; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Reading; Reading Achievement; Reading Tests; Scores; Secondary School Students; Statistical Analysis

Abstract:
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Illinois was 266. This was higher than the average score of 264 for public school students in the nation. The average score for students in Illinois in 2011 (266) was not significantly different from their average score in 2009 (265) and was not significantly different from their average score in 2003 (266). In 2011, the score gap between students in Illinois at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 2003 (44 points). The percentage of students in Illinois who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 2003 (35 percent). The percentage of students in Illinois who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (77 percent) and was not significantly different from that in 2003 (77 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gains; Achievement Gap; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Educational Trends; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Reading; Reading Achievement; Reading Tests; Scores; Secondary School Students; Statistical Analysis

Abstract:
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Louisiana was 255. This was lower than the average score of 264 for public school students in the nation. The average score for students in Louisiana in 2011 (255) was not significantly different from their average score in 2009 (253) and was not significantly different from their average score in 1998 (252). In 2011, the score gap between students in Louisiana at the 75th percentile and students at the 25th percentile was 45 points. This performance gap was not significantly different from that of 1998 (42 points). The percentage of students in Louisiana who performed at or above the NAEP "Proficient" level was 22 percent in 2011. This percentage was not significantly different from that in 2009 (20 percent) and was greater than that in 1998 (17 percent). The percentage of students in Louisiana who performed at or above the NAEP "Basic" level was 66 percent in 2011. This percentage was not significantly different from that in 2009 (64 percent) and was not significantly different from that in 1998 (63 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gains; Achievement Gap; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Educational Trends; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Reading; Reading Achievement; Reading Tests; Scores; Secondary School Students; Statistical Analysis

Abstract:
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Maine was 270. This was higher than the average score of 264 for public school students in the nation. The average score for students in Maine in 2011 (270) was not significantly different from their average score in 2009 (268) and was not significantly different from their average score in 1998 (271). In 2011, the score gap between students in Maine at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 1998 (42 points). The percentage of students in Maine who performed at or above the NAEP "Proficient" level was 39 percent in 2011. This percentage was greater than that in 2009 (35 percent) and was not significantly different from that in 1998 (41 percent). The percentage of students in Maine who performed at or above the NAEP "Basic" level was 80 percent in 2011. This percentage was not significantly different from that in 2009 (80 percent) and was not significantly different from that in 1998 (83 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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