THE NATION’S REPORT CARD: READING 2002

An Executive Summary

Prepared by Charles E. Smith, Executive Director

The results of the NAEP 2002 Reading Assessment being released today provide reason to believe that the nationwide focus on improving America’s schools may be having an impact. Among the findings are the following:

  • Average scores of fourth graders are up since 1998 overall and for males, lower performing students, and for White, Black, and Hispanic students.

  • Average scores of eighth graders have remained relatively flat since 1998, although students at the lower performing levels registered gains.

  • Average scores of twelfth graders have declined at all achievement levels, but the percentage of students scoring at or above the Proficient achievement level continued to be higher than the percentages attained by fourth and eighth graders.

  • The percentage of fourth and eighth graders scoring at or above the Basic achievement level has increased since the 1992 and 1994 assessments.

  • For students eligible for free/reduced-price school lunch, the percentages at or above Basic are up since 1998 in fourth and eighth grades.

The results at the fourth grade are encouraging. The general improvement in the scores of lower achieving students is a step in the right direction. The improved performance of minority students and the resultant narrowing of the gap between White students and some minority groups are positive signs.

The good news must be tempered, however, by the reality that a single year assessment result—standing alone—does not reflect a trend. The 2002 Reading Assessment is a snapshot, and it must be viewed in the context of past assessment scores. It would be premature to draw any definitive conclusions as to whether this year’s results reflect the beginning of an upward trend (or in a few cases downward) in student performance or simply a sampling variation.

Because of the significant improvement in average scores in several categories and changing policies and practices impacting who takes the assessments and under what conditions, this year’s data have been subjected to close scrutiny by the National Center for Education Statistics and independent evaluators to insure accuracy and to interpret changes. Multiple reviews have been conducted and hundreds of hours have been devoted to data checks and cross checks. The end result is a report whose validity and accuracy are supported by these reviews.

While many positive signs emerge from the Reading report, the decline both in participation and average score of students at the twelfth-grade level is a major concern. Declining performance at the twelfth grade is not a new problem, and the results this time do not come as a great surprise. In fact, it was concerns such as these that prompted the National Assessment Governing Board to establish a Commission to study the twelfth- grade NAEP assessment and to make recommendations for improvements that hopefully will lead to greater participation and increased precision in reporting student performance. The Commission has just begun its work, with its final report scheduled for March 2004.

Undoubtedly, some observers will challenge the validity of the 2002 NAEP Reading Assessment. Some will ponder the impact of variations in state policies that determine which special needs students take the assessments. Some will challenge sampling processes and procedures. All of this is to be expected and welcomed, particularly in a year when results show some signs of significant improvement. On balance, however, cautious optimism is a reasonable reaction to the assessment results.

Taking into account the changes in results between 1998, 2000, and 2002, the assessments in which accommodations were permitted for students with disabilities and limited English proficiency, a number of interesting findings emerge:

FOURTH GRADE
  1. The fourth-grade average score in 2002 was up six points over the 2000 average score and four points over 1998.

  2. The percentage of fourth graders at or above the Basic achievement level was significantly above levels attained in 1998 and 2000.

  3. The scores of lower performing students, particularly those at the 10th, 25th, and 50th percentiles, were higher in 2002 than in 1998 and 2000.

  4. Among the 40 states and other jurisdictions that participated in both 1998 and 2002 fourth-grade reading assessments, 19 showed average score increases in 2002 and only one jurisdiction showed a decline.

  5. Average scores of Black and Hispanic fourth graders rose sharply in 2002 from those recorded in 1998 and 2000.

EIGHTH GRADE
  1. The percentage of eighth graders at or above the Basic achievement level in 2002 was higher than in 1998.

  2. The eighth-grade average score in 2002 remained relatively flat in comparison to 1998.

  3. Scores of eighth graders at the 10th and 25th percentiles were higher in 2002 than in 1998.

  4. At the eighth-grade level, ten of the 37 states and other jurisdictions that participated in both 1998 and 2002 showed average score gains in 2002, and five showed a decline.

TWELFTH GRADE
  1. The twelfth-grade average in 2002 was significantly below the 1998 average score.

  2. The percentage of twelfth graders at or above the Basic achievement level in 2002 was lower than in 1998.

  3. The percentage of twelfth graders reaching the Proficient achievement level, even though lower than in 1998, continues to be higher than at fourth and eighth grades.

  4. The scores of twelfth graders across the percentile distribution were lower in 2002 than in 1998.

In summary, the 2002 NAEP Reading Report Card is a source of some guidance in the on-going effort to gauge the state of student performance in the nation. Standing alone, however, the findings of 2002 should be interpreted with care.

Later this year, results of the 2003 NAEP Reading Assessment will be announced. For the first time, scores for all 50 states and other jurisdictions will be available as required by the recently enacted No Child Left Behind legislation. A generally positive report in 2002 and prospects for a more complete picture of student performance in America with the upcoming 2003 assessment results provide reason for optimism in the nationwide initiative to improve the quality of education.


Home | About NAGB | About NAEP | Site Map | Calendar | Publications
Search | Other Sites | Guest Book