Reading Classroom Context

NAEP collects information on student, teacher, and school characteristics to provide context for results. The tables below provide a selection of results from the 2011 teacher and student questionnaires. These results focus on teacher preparation and instructional practices.

Grade 4

Grade 8

Twenty-five percent of California students have teachers with a graduate major or minor emphasis in teaching English language learners (ELL) (higher than the nation and all the other Mega-States).
Eighty-six percent of New York students have teachers with master’s degrees (higher than the nation and all the other Mega-States).
Twenty-nine percent of Texas students read more than 20 pages in school and for homework (lower than the nation and all the other Mega-States).

Percentage of students in grade 4 reading, by selected characteristics and jurisdiction: 2011
Jurisdiction	Teacher has master’s degree as highest academic degree		Teacher has undergraduate major/minor in English		Teacher has undergraduate major/minor in ELL		Teacher has graduate major/minor in ELL		More than 10 hours/week on language arts instruction		More than 20 pages read in school and for homework daily
Nation (public)	48		13		7		9		49		33
California	40	*	14		13	*	25	**	67	**	37	*
Florida	34	*	8	**	24	**	11		55	*	35	*
Illinois	60	**	17	*	4	*	9		55		33
New York	86	**	20	*	5	*	7		43		39	*
Texas	24	**	18	*	16	*	8		45		29	**
* Significantly different (p < .05) from the nation. ** Significantly different (p < .05) from the nation and the other Mega-States. NOTE: See complete data for highest academic degree, undergraduate major/minor in English, undergraduate major/minor in ELL, graduate major/minor in ELL, time per week on language arts instruction, and number of pages read in school and for homework. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Reading Assessment.