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01-MTUDA-FrntCov 11/18/09 sam
Mhm
2009
trial urban districtassessMent
results at grades 4 and 8
U.S. Department of EducationNCES 2010–452
Institute of Education Sciences
Embargoed untilDecember 8, 2009DO NOT CITE
What is Te Nation’s Report Card
™
?
Te Nation’s Report Card™ informs the public about the academic achieve-ment of elementary and secondary students in the United States. Reportcards communicate the findings of the National Assessment of EducationalProgress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time.Since 1969, NAEP assessments have been conducted periodically in reading,mathematics, science, writing, U.S. history, civics, geography, and othersubjects. NAEP collects and reports information on student performance atthe national, state, and local levels, making the assessment an integral partof our nation’s evaluation of the condition and progress of education. Only academic achievement data and related background information are collect-ed. Te privacy of individual students and their families is protected.NAEP is a congressionally authorized project of the National Center forEducation Statistics (NCES) within the Institute of Education Sciences of theU.S. Department of Education. Te Commissioner of Education Statistics isresponsible for carrying out the NAEP project. Te National AssessmentGoverning Board oversees and sets policy for NAEP.
Contents
1
Executive Summary
4
Introduction
7
Grade 4
19
Grade 8
31
District Profiles
68
Technical Notes
70
Appendix Tables
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Changes in 2009 average mathematics scores since 2003 and2007
District
GRADE 4GRADE 8
Since 2003Since 2007Since 2003Since 2007
Nation
5* # 6* 2*
Large city
7* 2* 9* 3*
Atlanta
10* 2 15* 3
Austin
— # — 5*
Boston
16* 3* 18* 3
Charlotte
3 1 4* #
Chicago
8* 2 9* 3
Cleveland
–1 –2 3 –1
District o Columbia (DCPS)
15* 6* 8* 3
Houston
9* 2 13* 3
Los Angeles
6* 1 13* 1
New York City
11* 1 7* 3
San Diego
10* 2 16* 8*
— District did not participate in 2003.# Rounds to zero.* Significant (
p
< .05) score change.NOTE: Large city results are representative o all large cities in the nation and not just the participating urban districts. Beginning in2009, i the results or charter schools are not included in the school district’s Adequate Yearly Progress (AYP) report to the U.S.Department o Education under the Elementary and Secondary Education Act, they are excluded rom that district’s TUDA results.DCPS = District o Columbia Public Schools.
Executive Summary
Results from the 2009 NAEP Trial Urban District Assessment (TUDA) make itpossible to compare the performance of students in urban districts to publicschool students in the nation and large cities (i.e., cities with populations of 250,000 or more). Changes in students’ performance over time can also be seenfor those districts that participated in earlier assessments.
Scores for most districts higher than in2003, but few make gains since 2007
Representative samples of fourth- andeighth-grade public school students from18 urban districts participated in the2009 assessment. Eleven of the districtsalso participated in earlier assessmentyears, and seven districts participatedfor the first time in 2009. Between 1,800and 4,300 fourth- and eighth-graderswere assessed in each district.In comparison to 2007, average math-ematics scores for students in largecities increased in 2009 at both grades 4and 8; however, only two participatingdistricts at each grade showed gains.Scores were higher in 2009 for Bostonand the District of Columbia at grade 4,and for Austin and San Diego at grade 8.No districts showed a decline in scores ateither grade.In comparison to 2003, scores forstudents in large cities were higher in2009 at both grades 4 and 8. Increases inscores were also seen across most urbandistricts that participated in both years,except in Charlotte at grade 4 and inCleveland at grades 4 and 8, where therewere no significant changes.
1MATHEMATICS 2009TRIAL URBAN DISTRICT ASSESSMENT
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