At its most fundamental level, reading comprehension requires knowing the meaning of words. Because vocabulary plays such an important role in reading comprehension, the measurement of students’ understanding of word meaning was integrated with the measurement of passage comprehension in the National Assessment of Educational Progress (NAEP) reading assessment beginning in 2009.
National: Compared to 2009, reading scores for fourth-graders are unchanged and eighth-graders score higher.
State: Students in Hawaii and Maryland make gains since 2009 at both grades.
District: At grade 4, students in none of the urban districts score higher in 2011 than in 2009. At grade 8, students in Charlotte score higher in 2011 than in 2009.
To investigate the relationship between students’ achievement and various contextual factors, NAEP collects information from teachers about their background, education, and training. On the teacher questionnaires for grade 4 and grade 8 teachers were asked to indicate the highest degree that they hold. Explore this contextual factor by navigating through the slides below for the nation, states, and the districts participating in the Trial Urban District Assessment (TUDA).
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Explore these results further.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2005-2011 Reading Assessments.