This paper profiles the student subgroup achievement and gap trends in Washington for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Washington showed across-the-board gains in math--improvements at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and…

This paper profiles the student subgroup achievement and gap trends in Vermont for 2010. Vermont's demographic profile is such that achievement trends could only be determined for white, male and female, and low-income student subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), the white, low-income,…

This paper profiles the student subgroup achievement and gap trends in Virginia for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Virginia showed across-the-board gains--improvements in reading and math at the proficient-and-above and advanced levels for all racial/ethnic subgroups, low-income…

This paper profiles the student subgroup achievement and gap trends in Tennessee for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Tennessee showed across-the-board gains--improvements in reading and math at the proficient-and-above, and advanced levels for all racial/ethnic subgroups, low-income…

This paper profiles the student subgroup achievement and gap trends in South Dakota for 2010. South Dakota's demographic profile is such that, with the exception of Native American students, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to count for this…

This paper profiles the student subgroup achievement and gap trends in South Carolina for 2010. South Carolina introduced new tests in grades 3-8, so trend data that include 2009 are not available. Progress in narrowing achievement gaps at grade 10 was mixed. Comparable data were available for 2004-2009 at grade 10. (Contains 9 tables.) [For the…

This paper profiles the student subgroup achievement and gap trends in Texas for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Texas showed across-the-board gains--improvements in reading and math at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and…

Alaska showed improvement in reading and math in grade 8 at the proficient level for almost all racial/ethnic subgroups, low income students, and boys and girls (subgroup trends were not available at the basic or advanced levels). Most student subgroups had upward trends in percentages proficient, with a few exceptions. Gains in math tended to be…

This paper profiles the student subgroup achievement and gap trends in Oklahoma for 2010. Oklahoma made progress in narrowing achievement gaps for most major subgroups on the End-of-Instruction (EOI) test in Algebra I. Trends in achievement gaps could not be determined for other grades in math, or for any grades in reading, because the state…

This paper profiles the student subgroup achievement and gap trends in Utah for 2010. Utah implemented new standards and cut scores in math so trend data that include 2009 are not available. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Utah showed across-the-board gains in reading at the basic,…

Two schools in Michigan received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement their improvement efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) Phoenix Elementary-Middle School; and (2) Arthur Hill High School. The experiences of these…

Two schools in Maryland received ARRA SIG (American Recovery and Reinvestment Act School Improvement Grants) funds to enable them to implement their turnaround efforts. This paper describes the outcomes of these two ARRA SIG recipient schools: (1) G. James Gholson Middle School; and (2) Commodore John Rodgers Elementary School. The experiences of…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…