Council of Chief State School Officers Elizabeth Burmaster (Wisconsin), President Rick Melmer (South Dakota), President-Elect

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1 Closing the Gap in Science Achievement: Using NAEP Science Assessment Scores to Analyze State Trends June 2007

2 COUNCIL OF CHIEF STATE SCHOOL OFFICERS The Council of Chief State School Officers (CCSSO) is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, and five U.S. extra-state jurisdictions. CCSSO provides leadership, advocacy, and technical assistance on major educational issues. The Council seeks member consensus on major educational issues and expresses their views to civic and professional organizations, federal agencies, Congress, and the public. State Education Indicators The Council is a strong advocate for improving the quality and comparability of assessments and data systems to produce accurate indicators of the progress of our elementary and secondary schools. The CCSSO education indicators project is providing leadership in developing a system of state-by-state indicators of the condition of K-12 education. Indicators activities include collecting and reporting statistical indicators by state, tracking state policy changes, assisting with accountability systems, and conducting analyses of trends in education. The CCSSO reports on state education policies inform education leaders and educators about the current status and trends in policies across the 50 states that define and shape elementary and secondary education in public schools. The report is part of a continuing biennial series produced by the Council s education indicators project. We report 50-state information on policies regarding teacher and leader preparation and certification, graduation requirements, state content standards, student assessment programs, school time, and student attendance. The work of CCSSO is possible because of the excellent cooperation and coordination by staff in each state department of education as well as by funding from the U.S. Department of Education. Council of Chief State School Officers Elizabeth Burmaster (Wisconsin), President Rick Melmer (South Dakota), President-Elect Gene Wilhoit, Executive Director Rolf K. Blank, Director of Education Indicators Copyright 2007 Council of Chief State School Officers. All rights reserved.

3 Closing the Gap in Science Achievement Using NAEP Science Assessment Scores to Analyze State Trends Rolf Blank Doreen Langesen Adam Peterman Education Indicators Project June 2007

4 Closing the Gap in Science Achievement --- Using NAEP Science Assessment Scores to Analyze State Trends Since the 1990s, CCSSO has analyzed and reported state-level National Assessment of Educational Progress (NAEP) trends using the student scores by state from one year s assessment and comparing the scores from a prior point (or points) in time (scores available from the U.S. Department of Education online through the NAEP Report Card, In 2006, CCSSO produced its first special analysis of NAEP state-level results that focused on change in scores over time for students from lowincome families and minority students. The initial analysis focused on change in mathematics and reading scores. The typical analysis of student achievement trends using NAEP scores focuses on the overall percent of students at a grade level that scored at the proficient level, and states can be compared to other similar or nearby states or to the national percentage. CCSSO recently completed this kind of state-level analysis for NAEP mathematics and science scores for grades 4 and 8 from 1996 to 2005 and state trends graphs show the extent of change for each state. The results showed that students in about half the states made significant advances in the percent of students performing at the proficient level from 1996 to 2005 in mathematics (> 4 points gain), and about one-fourth of states made significant gains in students scoring at proficient level in science. The results of CCSSO s analyses of overall state-by-state trends for NAEP in three subjects, and the analysis of trends in closing the gap, are available on the CCSSO website ( ). Now, this paper provides an analysis of closing the gap in NAEP science achievement for low-income and minority students The goal of the present analysis of change in NAEP results by student population group is to determine if overall state trends of change in student achievement across the states, or for a single state, are matched by the same extent of improvement for students who traditionally have had lower levels of student achievement. With increasing emphasis on disaggregation of student outcomes data under NCLB, educators are increasingly focused on tracking educational progress by specific student group in order to determine the effectiveness of our schools in improving the performance of all students. For the present analysis, we aimed to use the NAEP data to determine the extent of improvement in scores for low-income students in each state, and then compare change for this group of students with the change for the average student in the same state. In the paper we highlight trends at the two grade levels tested (4 and 8) on the NAEP Science Assessment with state-representative samples of students. For the two most recent NAEP testing periods and 2005 science assessment trends were available from a total of 36 states that had participated in NAEP science. For grades 4 and 8 we determined the extent of change in scores on NAEP science using the percentage of students scoring at the Basic level or higher (thus, including students at Proficient and Advanced levels).

5 Improvement in NAEP Science Results, Grade 4, 2000 to 2005 Table 1 shows the trends for NAEP Science at Grade 4 Basic level from 2000 to 2005 for Low-Income students as compared to change for All students. (The list of states is rankordered by change for low-income students.) Among the 36 states with five-year trends data in Science, 10 states had increases in the proportion of low-income students scoring at Basic or above that were greater than the state s level of improvement for all students. Thus, we can say that in 4 th grade Science, onefifth of the states closed the gap over the five year period by producing increased Science achievement for Low-Income students as compared to all students. Nationally, there was a eight point average gain over five years in the percent of low-income students scoring at/above Basic level, and a five point gain for All students (now at 66 percent for the Nation). The state-level change percentages reveal that five states had more than 10 point increases in the percentage of low-income students that performed at the Basic level or higher in Science from 2000 to 2005 (Virginia, Georgia, Kentucky, South Carolina, and Texas). In the same period, only one state had increases of more than 10 points for all grade 4 students (South Carolina). We can also note in 2005 five states had more than 80 percent of all students scoring at Basic level or higher Virginia, Montana, Maine, New Hampshire, and North Dakota. The analysis of Science NAEP scores show that as of 2005 one-third of grade 4 students were performing below NAEP Basic level, and while ten states made significant gains above or at the national average, the majority of states did not see any change or slight decline in grade 4 science scores from 2000 to In Table 2 we highlight another way to analyze NAEP trends by state which is to determine the extent of improvement in scores for minority students as compared to all students. The states in Table 2 are rank ordered by percentage gain at/above Basic level for the largest minority student population in the state. To the extent that student low-income status is correlated with race/ethnic minority status, the trends reported in Table 1 and 2 will be very similar. However, the trend data show that 10 states had gains for the largest minority group students that were larger than the state average for all students in Science at grade 4 (national average of five points improvement). For each state, we selected for trends analysis the minority group with the largest enrollment for that state (see Table 9 with these enrollment data). Table 3 provides the state results shown in Tables 1 and 2 with states listed alphabetically. For further state-level NAEP data on Science scores at Basic and Proficient levels for grade 4, see Table 7. Table 9 provides demographics for each minority group by state.

6 Improvement in NAEP Science, Grade 8, 2000 to 2005 Table 4 shows the trends for NAEP Science results at Grade 8 Basic level from 2000 to 2005 for low-income students as compared to all students. (States are rank-ordered by score gains for low-income students.) Nationally, there was a gain of 5 points in the percent of lowincome students scoring at the Basic level (52 to 57 percent) and a gain of zero points for all students during the period. The state-level trends reveal that 14 states had increases in the percentage of low-income students scoring at NAEP Science Basic or higher that were higher than the rate for all students in their state. Five states had more than 10 point increases in the percentage of lowincome students performing at the Basic level or higher (Massachusetts, Kentucky, Vermont, Virginia, California, and South Carolina). For all grade 8 students, 10 states had over 70 percent scoring at Basic level or higher on NAEP science in The results in Table 5 show the NAEP grade 8 Science trends for students in the largest minority group in each state, compared to trends for all grade 8 students. These trends show that 8 states had gains for the largest minority group that were larger than the average for all students (0 points gain). For each state, we selected for trends analysis the minority group with the largest enrollment for that state Table 6 provides the state results shown in Tables 4 and 5 with states listed alphabetically. For further state-level NAEP data on grade 8 Science at Basic and Proficient levels, see Table 8. Table 9 provides demographics for each minority group by state.

7 Summary The Science NAEP score gains for low-income and minority students are slightly less than the gains that were found for NAEP Mathematics during the period 1998 to 2005 (CCSSO, 2006). The average state closed the gap by one percentage point per year in percent of low-income students at or above Science at the grade 8 Basic level, while the average state gained 1.6 points in grade 4 low-income students improving at Basic level or higher. We also note that several states with high overall scores in percent of students meeting the Basic level in Science at grade 4 and 8 did not have significant gains in the scores of low-income students in Science (e.g. Maine, Montana, North Dakota, Wisconsin, Vermont, and Minnesota). Nationally, only 57 percent of all grade 8 students score at the Basic level or higher in 2005 NAEP Science, and there was no overall improvement from 2000 to At grade 4 NAEP Science, 66 percent of students scored at the Basic level or higher, and the percent increased by three points over the five-year period. NAEP is now conducted every four years in Science with a representative sample of grade 4 and 8 students in all states. The No Child Left Behind Act of 2001 mandated that NAEP assessments be conducted in Reading and Mathematics in all states. The participation in Science NAEP remained voluntary for the 2005 assessment, although the number of participating states increased from 36 in 2000 to 42 in 2005.

8 Table 1: Closing the Gap in Science, Grade 4 Students, 2000 and 2005 NAEP, by Low Income Students Low Income Change All Grade 4 % All Grade 4 Change '00 to '05 '00 to '05 at or above Basic State % at or above Basic % at or above Basic 2005 Virginia Georgia Kentucky South Carolina Texas National Public California Tennessee Louisiana Hawaii Utah Wyoming Missouri New Mexico Arkansas Maryland Ohio West Virginia North Carolina Oregon Mississippi Massachusetts Montana Idaho Alabama Maine Rhode Island North Dakota Vermont Michigan Arizona Indiana Illinois Nevada Oklahoma Connecticut Minnesota Alaska Colorado 74 Delaware 71 District of Columbia DoDEA Florida 68 Iowa Kansas Nebraska New Hampshire 83 New Jersey 72 New York Pennsylvania South Dakota 79 Washington 71 Wisconsin 77 Source: NAEP 2000 and 2005 Science Assessments (see for standard errors of estimates); USED, NCES. Council of Chief State School Officers, State Education Indicators, Washington, DC 2007.

9 Table 2: Closing the Gap in Science, Grade 4 Students, 2000 and 2005 NAEP, by Minority Students Largest Minority Change All Grade 4 % All Grade 4 Change '00 to '05 '00 to '05 at or above Basic State % at or above Basic % at or above Basic 2005 Tennessee Massachusetts Kentucky South Carolina National Public California Georgia Utah Rhode Island West Virginia Minnesota Hawaii Louisiana New Mexico North Dakota Oregon Connecticut Idaho Maryland Missouri Michigan Virginia Nevada Texas Arizona Montana North Carolina Arkansas Ohio Oklahoma Wyoming Mississippi Alabama Illinois Indiana Alaska Colorado 74 Delaware 71 District of Columbia DoDEA Florida 68 Iowa Kansas Maine Nebraska New Hampshire 83 New Jersey 72 New York Pennslyvania South Dakota 79 Vermont Washington 71 Wisconsin 77 Source: NAEP 2000 and 2005 Science Assessments (see for standard errors of estimates); USED, NCES. Council of Chief State School Officers, State Education Indicators, Washington, DC 2007.

10 Table 3: Closing the Gap in Science of Grade 4 Students, 2000 and 2005 NAEP, by Low Income and Minority % All Grade 4 Change All Grade 4 Low Income Largest Minority at or above Basic '00 to '05 Change '00 to '05 Change '00 to '05 State 2005 % at or above Basic % at or above Basic % at or above Basic Alabama Alaska Arizona Arkansas California Colorado 74 Connecticut Delaware 71 District of Columbia DoDEA Florida 68 Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire 83 New Jersey 72 New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota 79 Tennessee Texas Utah Vermont Virginia Washington 71 West Virginia Wisconsin 77 Wyoming National Public Source: NAEP 2000 and 2005 Science Assessments (see for standard errors of estimates); USED, NCES. Council of Chief State School Officers, State Education Indicators, Washington, DC 2007.

11 Table 4: Closing the Gap in Science of Grade 8 Students, 2000 and 2005 NAEP, by Low Income Students Low Income Change All Grade 8 % All Grade 8 Change '00 to '05 '00 to '05 at or above Basic State % at or above Basic % at or above Basic 2005 Massachusetts Kentucky Vermont Virginia California South Carolina Louisiana Michigan North Dakota Arkansas National Public Hawaii Tennessee Georgia North Carolina Wyoming Texas Maine West Virginia Connecticut Illinois Utah Missouri New Mexico Oregon Mississippi Oklahoma Idaho Maryland Alabama Nevada Rhode Island Minnesota Indiana Montana Arizona Ohio Alaska Colorado 66 Delaware 63 District of Columbia DoDEA Florida 51 Iowa Kansas Nebraska New Hampshire 76 New Jersey 65 New York Pennsylvania South Dakota 76 Washington 66 Wisconsin 70 Source: NAEP 2000 and 2005 Science Assessments (see for standard errors of estimates); USED, NCES. Council of Chief State School Officers, State Education Indicators, Washington, DC 2007.

12 Table 5: Closing the Gap in Science of Grade 8 Students, 2000 and 2005 NAEP, by Largest Minority Group Largest Minority Change All Grade 8 % All Grade 8 Change '00 to '05 '00 to '05 at or above Basic State % at or above Basic % at or above Basic 2005 Massachusetts California South Carolina Michigan Hawaii Kentucky Louisiana Tennessee Oregon Virginia Wyoming Connecticut Missouri Mississippi Georgia National Public North Carolina Arkansas Texas Rhode Island Utah Illinois New Mexico Maryland Nevada Alabama Indiana Arizona North Dakota Oklahoma Idaho Ohio Montana Vermont Maine 0 72 West Virginia 0 57 Minnesota Alaska Colorado 66 Delaware 63 District of Columbia DODEA Florida 51 Iowa Kansas Nebraska New Hampshire 76 New Jersey 65 New York Pennsylvania South Dakota 76 Washington 66 Wisconsin 70 Source: NAEP 2000 and 2005 Science Assessments (see for standard errors of estimates); USED, NCES. Council of Chief State School Officers, State Education Indicators, Washington, DC 2007.

13 Table 6: Closing the Gap in Science of Grade 8 Students, 2000 and 2005 NAEP, by Low Income and Minority % All Grade 8 Change All Grade 8 Low Income Largest Minority at or above Basic '00 to '05 Change '00 to '05 Change '00 to '05 State 2005 % at or above Basic % at or above Basic % at or above Basic Alabama Alaska Arizona Arkansas California Colorado 66 Connecticut Delaware 63 District of Columbia DoDEA Florida 51 Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire 76 New Jersey 65 New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota 76 Tennessee Texas Utah Vermont Virginia Washington 66 West Virginia Wisconsin 70 Wyoming National Public Source: NAEP 2000 and 2005 Science Assessments (see for standard errors of estimates); USED, NCES. Council of Chief State School Officers, State Education Indicators, Washington, DC 2007.

14 Table 7: Proficient and Basic Levels for Science Grade 4, 2000 and 2005 NAEP /lunch 2000/lunch % at or above % at or above % at or above % at or above % at or above % at or above State Proficient Basic Proficient Basic Basic Basic Alabama Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming National Public Source: NAEP 2000 and 2005 Science Assessments (see for standard errors of estimates); USED, NCES. Council of Chief State School Officers, Washington, DC, 2007.

15 Table 8: Proficient and Basic Levels for Science Grade 8, 2000 and 2005 NAEP Proficient Basic Proficient Basic Low Income Low Income % at or above % at or above % at or above % at or above % at or above % at or above State 2005 All 2005 All 2000 All 2000 All 2005 Basic 2000 Basic Alabama Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming National Public Source: NAEP 2000 and 2005 Science Assessments (see for standard errors of estimates); USED, NCES. Council of Chief State School Officers, Washington, DC, 2007.

16 Table 9: Percentage of K-12 Public School Students by Race/ethnic Group School Year State Name White Black Hispanic Asian/Pacific Islander American Indian Alabama 60% 36% 2% 1% 1% Alaska 59% 5% 4% 7% 26% American Samoa 0% 0% 0% 100% 0% Arizona 49% 5% 37% 2% 7% Arkansas 70% 23% 5% 1% 1% California 33% 8% 47% 11% 1% Colorado 65% 6% 25% 3% 1% Connecticut 68% 14% 15% 3% 0.3% Delaware 57% 32% 8% 3% 0.3% District of Columbia DoDEA 53% 21% 16% 9% 1% Florida 51% 24% 22% 2% 0.3% Georgia 52% 38% 7% 3% 0.2% Guam 1% 0.3% 0.2% 98% 0.1% Hawaii 20% 2% 4% 72% 1% Idaho 84% 1% 12% 1% 2% Illinois 57% 21% 18% 4% 0.2% Indiana 82% 12% 5% 1% 0.2% Iowa 88% 5% 5% 2% 1% Kansas 76% 9% 11% 2% 1% Kentucky 87% 10% 2% 1% 0.2% Louisiana 48% 48% 2% 1% 1% Maine 96% 2% 1% 1% 1% Maryland 50% 38% 6% 5% 0.4% Massachusetts 75% 9% 12% 5% 0.3% Michigan 73% 20% 4% 2% 1% Minnesota 80% 8% 5% 5% 2% Mississippi 47% 51% 1% 1% 0.2% Missouri 78% 18% 3% 1% 0.4% Montana 85% 1% 2% 1% 11% Nebraska 80% 7% 10% 2% 2% Nevada 51% 11% 30% 7% 2% New Hampshire 94% 1% 2% 2% 0.3% New Jersey 58% 18% 17% 7% 0.2% New Mexico 33% 2% 52% 1% 11% New York 54% 20% 19% 7% 0.5% North Carolina 58% 32% 7% 2% 1% North Dakota 88% 1% 1% 1% 9% Northern Marianas 0.4% 0.03% 0% 100% 0% Ohio 79% 17% 2% 1% 0.1% Oklahoma 61% 11% 8% 2% 18% Oregon 77% 3% 14% 4% 2% Pennsylvania 76% 16% 6% 2% 0.1% Puerto Rico 0% 0% 100% 0% 0% Rhode Island 71% 9% 16% 3% 1% South Carolina 54% 41% 3% 1% 0.3% South Dakota 85% 2% 2% 1% 11% Tennessee 71% 25% 3% 1% 0.2% Texas 39% 14% 44% 3% 0.3% Utah 83% 1% 11% 3% 2% Vermont 96% 1% 1% 2% 1% Virgin Islands 1% 84% 14% 0.2% 0.2% Virginia 61% 27% 7% 5% 0.5% Washington 71% 6% 12% 8% 3% West Virginia 94% 5% 1% 1% 0.1% Wisconsin 79% 11% 6% 3% 1% Wyoming 86% 1% 8% 1% 3% Total 58% 17% 19% 4% 1% Note: = data not available Source: Common Core of Data (CCD), "State Nonfiscal Survey of Public Elementary/Secondary Education

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