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

Thirty-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).
Fifty-eight percent of New York students receive 3 to 4.9 hours of language arts instruction (higher than the nation and all the other Mega-States).

Percentage of students in grade 8 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		3 to 4.9 hours/week on language arts instruction		More than 20 pages read in school and for homework daily
Nation (public)	52		65		9		12		44		20
California	48		64		22	*	35	**	42		19
Florida	39	**	54	*	17	*	12		49		22
Illinois	65	**	57	*	4	*	7	*	35		23	*
New York	85	**	87	**	6	*	10		58	**	23	*
Texas	27	**	68		13	*	8		44		17	¹
* 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 spent 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.