11

What Does What Does NAEP Grade 8 NAEP Grade 8 Data on School Data on School

Experience Show Experience Show about Student about Student

Learning?Learning?

Wendy GeigerVA NAEP Coordinator

Carrie L. GiovannoneAZ NAEP Coordinator

Pam A. SandovalCO NAEP Coordinator

Michele SonnenfeldFL NAEP Coordinator

NATIONAL CONFERENCE ON STUDENT ASSESSMENT

Los Angeles, CaliforniaJune 23, 2009

2222

Overview of PresentationOverview of Presentation

Grade 8 PerspectiveGrade 8 Perspective Use of Various NAEP data results from Use of Various NAEP data results from

students, teachers and schools tostudents, teachers and schools to– Show new findingsShow new findings– Support current researchSupport current research– Make connections across research studiesMake connections across research studies

Give suggestions on how to use the Give suggestions on how to use the NAEP background dataNAEP background data

NAEP Reading Grade 8 NAEP Reading Grade 8 Comparing 2003 to 2007Comparing 2003 to 2007

3311DoDEA is Department of Defense Education ActivityDoDEA is Department of Defense Education Activity

What Does a Grade 8 What Does a Grade 8 Student Look Like?Student Look Like?

44

Media characterization of Media characterization of middle-school studentsmiddle-school students

Self-CenteredSelf-Centered Hormone-DrivenHormone-Driven ThoughtlessThoughtless Undisciplined (Kinney, 2007)

55

Middle-school students Middle-school students can also becan also be

ConcernedConcerned CaringCaring Compassionate Compassionate (Kinney,

2007)

66

1960s Perception1960s Perception The brain of a child ages The brain of a child ages

12 to 14 does not grow. 12 to 14 does not grow. Teaching complex Teaching complex

material during the material during the middle-school years will middle-school years will have a damaging effect. have a damaging effect.

Middle school is a time for Middle school is a time for social adjustment, social adjustment, individual growth, and individual growth, and coping with early coping with early adolescence, not adolescence, not academic learning or self-academic learning or self-discipline. This is known discipline. This is known as the Life-Adjustment as the Life-Adjustment Movement. Movement. (Yecke, 2005)(Yecke, 2005)

77

2121stst Century Perception Century Perception Focus must be on Focus must be on

students’ acquisition of students’ acquisition of essential academic skills essential academic skills and knowledge. and knowledge. (ACT, 2008)

Talent can be practical, creative, communicative, enterprising, as well as analytical intelligence. (Prime Minster Brown, 2009)

Students must be instilled with a love of learning for its own sake. (Rose, 2009)

88

99

The Forgotten Middle

Middle schools should be dedicated to Middle schools should be dedicated to the the

goals of high academic standards and goals of high academic standards and achievement, challenging curriculum, achievement, challenging curriculum,

results-based accountability, and results-based accountability, and sound discipline. sound discipline. (ACT, 2008)

10101010

“…“…eighth-grade achievement is the eighth-grade achievement is the best predictor of students’ ultimate best predictor of students’ ultimate

level level of college and career readiness by of college and career readiness by high school graduationhigh school graduation–even more –even more than students’ family background, than students’ family background,

high school coursework, or high school coursework, or high school grade point average.”high school grade point average.”

-The Forgotten Middle(ACT, 2008)

What are the students What are the students saying?saying?

What students said:What students said: 92% indicated they would 92% indicated they would

definitely or probably attend definitely or probably attend college.college.

93% said there was no chance 93% said there was no chance they would drop out of high they would drop out of high school and not graduate.school and not graduate.

What really happens:What really happens: Only Only 66% begin college directly 66% begin college directly

after high school.after high school. Only 83% actually graduate Only 83% actually graduate

from high school. from high school. (NASSP/PDK, 2007)

1111

Why do Grade 8 students Why do Grade 8 students who say they will attend who say they will attend

college college fail to enroll?fail to enroll?They do not:They do not:

have the knowledge and skills needed to have the knowledge and skills needed to enter and succeed in high school;enter and succeed in high school;

have the academic and behavioral have the academic and behavioral discipline to be successful in high school; discipline to be successful in high school;

know which courses are required for know which courses are required for college entry;college entry;

have access to adequate funds to pay for have access to adequate funds to pay for college;college;

think the university is for them; have encouragement from home. (ACT,

2008)1212

13131313

What Does the NAEP Data Say What Does the NAEP Data Say about Grade 8 Student Learning?about Grade 8 Student Learning?

Main NAEP

Long Term Trend

High School Transcript StudyQuestionnaire Data

Average Scale Scores

Percentages

14141414

NAEP QuestionnairesNAEP Questionnaires

15151515

NAEP Student NAEP Student Questionnaires Questionnaires

Completed by students Completed by students and used to collect and used to collect background information.background information.

Collected information on Collected information on students' demographic students' demographic characteristics, characteristics, classroom experiences, classroom experiences, and educational support.and educational support.

16161616

NAEP Teacher NAEP Teacher Questionnaires Questionnaires

Completed by teachers and used to Completed by teachers and used to collect background information.collect background information.

Collected data on teachers’ Collected data on teachers’ background, training, and classroom-background, training, and classroom-by-classroom information.by-classroom information.

17171717

NAEP School Questionnaires NAEP School Questionnaires

Completed by school principal or other head Completed by school principal or other head administrator.administrator.

Collected information about school policies that Collected information about school policies that relate to or describe characteristics of schools.relate to or describe characteristics of schools.

Investigated the relationship Investigated the relationship between student achievement between student achievement and school factors that may and school factors that may influence achievement.influence achievement.

17171717

1818

Uses for the NAEP Background Data

Gives us “rich” data that can be linked to students’ NAEP scores

Can be corroborated with other research

Can reveal areas of interest for further research

1919

Limitations of the NAEP Background Data

Does not determine causality Must keep in mind the standard

errors Many explanations can play a role –

only used to raise “red flags” in the data

2020

““How hard was this test compared to most How hard was this test compared to most other tests you have taken this year in other tests you have taken this year in school?”school?”

Students chose from the following options:Students chose from the following options: Easier than other testsEasier than other tests About as hard as other testsAbout as hard as other tests Harder than other testsHarder than other tests Much harder than other testsMuch harder than other tests

2020

Affective Disposition/Affective Disposition/Difficulty of Assessment Difficulty of Assessment

2020

Student Questionnaire, Grade 8 NAEP 2007 Reading

Difficulty of AssessmentDifficulty of Assessment

2121

The data verifies that the students’ answers on the background questionnaires are valid.

These data show that the easier the test was perceived to be by the students, the higher their scale scores.

Student Questionnaire, Grade 8 NAEP 2007 Reading

Easier than

others

As hard as

others

Harder than

others

Much harder

62% 30% 6% 2%

t

Importance of Success on Importance of Success on NAEP Reading AssessmentNAEP Reading Assessment

As students placed greater importance on the NAEP test, the lower their scale scores.

Not Very Importan

t

Somewhat Important

Important Very important

16% 34% 30% 20%

2222

Student Questionnaire, Grade 8 NAEP 2007 Reading

23232323

  Difficulty of this reading test

Importance of success on this reading test

Easier than others As hard as others

Not very important 263 259

Somewhat important 268 264

Important 266 262

Very important 261 256

The majority of the students are in the “easier than others” and “somewhat important”/”important” cross-tab cells.

The NAEP data shows that the more value the students placed on the test, the lower they scored.

Cross Tab - Difficulty and Cross Tab - Difficulty and ImportanceImportance

Student Questionnaire, Grade 8 NAEP 2007 Reading

2424

Teachers Play a Role in Student Learning

Teachers help Develop a students character and mind Instill an ambition to achieve and a love of

life-long learning Offer friendship to the students Build student confidence, resilience, and

determination Encourage students to plan ahead, work with

others, and stay on task Emphasize the importance of healthy living

25252525

““Teachers who can Teachers who can create a climate for create a climate for learning and focus on learning and focus on relationship-building relationship-building with their students with their students will encourage their will encourage their students to reach students to reach their future goals and their future goals and dreams.” dreams.” (ICLE, 2008)

““A curriculum is only A curriculum is only as good as those who as good as those who teach it.” teach it.” (Alexander, 2009)

2525

Pages Read in School and Pages Read in School and for Homeworkfor Homework

29% of Grade 8 students selected to take the NAEP Reading assessment reported that their teachers only asked them to read 5 or fewer pages in school and for homework.

The more pages Grade 8 students are asked to read for school or homework (up to 20 pages), the higher their NAEP Reading test score.

Percentage

*

*Indicates significantly lower than other categories

Student Questionnaire, Grade 8 NAEP 2007 Reading

*

2626

27272727

The 15 Key Elements of EffectiveThe 15 Key Elements of EffectiveAdolescent Literacy ProgramsAdolescent Literacy Programs

(Biancarosa & Snow, 2006)

What does the NAEP data tell us about 4 out of the 15 elements?

Direct, Explicit Comprehension InstructionDirect, Explicit Comprehension Instruction Effective adolescent literacy interventions must address Effective adolescent literacy interventions must address

reading comprehensionreading comprehension

Effective Instructional Principles Embedded in Effective Instructional Principles Embedded in ContentContent

Motivation and Self-Directed LearningMotivation and Self-Directed Learning Students choose the books they want to read in schoolStudents choose the books they want to read in school

Extended Time for LiteracyExtended Time for Literacy Need 2 to 4 hours of literacy-connected learning dailyNeed 2 to 4 hours of literacy-connected learning daily

Direct, Explicit Comprehension Direct, Explicit Comprehension InstructionInstruction

Language Arts Classes Most-Advanced Students Least-Advanced Students

Ask students to explain or support their understanding of what they have read

Those students asked to do this task “more than once a week” scored higher than those asked to explain what they read “only once a month”

No Difference in Scores

Ask students to make generalizations and draw inferences based on what they have read

No Difference in Scores Students that were asked to complete this task at least “once a month” scored higher than those “never or hardly ever” asked to make generalizations based on what they read

Ask students to describe the style or structure of the text they read

Students that were asked to complete this task at least “once a month” scored higher than those “never or hardly ever” asked to describe the style of the text they read

Teacher Questionnaire, Grade 8 NAEP 2007 Reading

2828

Teacher Questionnaire, Grade 8 NAEP 2007 Reading

Language arts is taught primarily as a discrete subject with little or no integration with instruction in other subjects.

Some language arts instruction is integrated with other subjects, and some language arts instruction is presented as a discrete subject [combined].

Language arts lessons are primarily integrated with instruction in other subjects.

Effective Instructional Principles Effective Instructional Principles Embedded in ContentEmbedded in Content

2929

“Which best describes how language arts instruction is organized

for 8th grade students at this school?” (Choose only one option.)

Discrete Combined Integrated

25% 65%* 10%*Significantly higher than the other categories

*

Teacher Questionnaire, Grade 8 NAEP 2007 Reading

Effective Instructional Principles Embedded in Content

Language Arts Class Organization

3030

NAEP 2007 data shows that 65% of Grade 8 students selected to take NAEP Reading were in “Combined” language arts classes.

*

*Significantly higher than “Integrated”

The students in “Integrated” courses scored lower than their peers.

**

**

Motivation and Self-Directed Motivation and Self-Directed LearningLearning

Never or HardlyEver

Once or Twice/Month

Once or Twice/Week

Almost Every Day

15%* 22% 31% 32%

NAEP 2007 data shows that “least advanced” Grade 8 students scored significantly lower when asked to read “almost every day” even though they chose their books.

There is no difference in the average scale scores of those who are given time in class to read books they chose when asked to read “once or twice a month” or “once or twice a week.”

Teacher Questionnaire, Grade 8 NAEP 2007 Reading

3131

*Significantly different from other categories

““Most advanced” Most advanced” students had similar students had similar results for average results for average scale scores.scale scores.

Total time teacher spends with one Grade 8 Language Arts class in typical week.

<3 hrs 3 - 4.9 hrs

5 - 6.9 hrs

7 - 9.9 hrs

10 hrs +

2% 48% 31% 15% 4%

Extended Time for LiteracyExtended Time for LiteracyTeacher Questionnaire, Grade 8 NAEP 2007 Reading

3232

Extended Time for LiteracyExtended Time for LiteracyTeacher Questionnaire, Grade 8 NAEP 2007 Reading

Reading Skills & Strategies

Appreciation & Analysis of Literature

Student Writing

Breakdown of

Language Arts

Instruction time

1-10 Percent

9% 11% 7%

11-40 Percent

46% 49% 47%

41-60 Percent

25% 26% 27%

61-90 Percent

13% 10% 13%

91+ Percent

6% 4% 5%

~100% 100% ~100%

255

263

265

264

262

269

265

259

257

255

257

263

263

262

261

3333

3434

How to Use the NAEP Data

Within State Departments To Support State Initiatives for Grant

Proposals For Teacher Professional Development To Guide Policy Development As an Integral Part of the Overall State

Assessment Program

3535

Opportunities in the 21st Century

“Education is no longer just a pathway to opportunity,

it’s a prerequisite for success.”

President Barack Obama’s speech to a joint session of Congress

February 24, 2009http://www.cbsnews.com/stories/2009/02/24/politics/

main4826494.shtml

36363636

ReferencesReferencesNAEP Data Explorer: http://nces.ed.gov/nationsreportcard/naepdata/

NAEP Questionnaires: http://nces.ed.gov/nationsreportcard/bgquest.asp

________________________________________________________________________ ACT. (2008). The forgotten middle: Ensuring that all students are on target for college and

career readiness before high school. Iowa City: ACT. Alexander, R.J. (2009) Towards a New Primary Curriculum: a report from the Cambridge

Primary Review. Part 2: The Future. Cambridge: University of Cambridge Faculty of Education.

Biancarosa, C., & Snow, C. E. (2006). Reading next: A vision for action and research in middle and high school literacy. (2nd Ed.). Washington, D.C.: Alliance for Excellent Education.

International Center for Leadership in Education. (2008). Florida middle school mathematics initiative, institute 6. Elementary-Middle School Transition Student Engagement Initiative in Review.

Kinney, P. (October, 2007). A voice from the middle: Middle level students care about their education and their future. Principal Leadership, 35-36.

National Association of Secondary School Principals & Phi Delta Kappa. (2007). A voice from the middle: Highlights of the 2007 NASSP/PDK middle school student poll. Bloomington, IN: NASSP/PDK.

Prime Minister Brown. (2009). PM’s speech on education for the new global age. Retrieved from the internet June 18, 2009 http://www.number10.gov.uk/Page19209

Rose, J. (2009). Independent review of the primary curriculum: Final report. Retrieved from the internet June 18, 2009 http://publications.teachernet.gov.uk/default.aspx?PageFunction=

productdetails&PageMode=publications&ProductId=DCSF-00499-2009& Yecke, C. P. (2005). Mayhem in the middle: How middle schools have failed America and

how to make them work. Washington, D.C.: Thomas B. Fordham Institute.

37373737

Thank you!Thank you!

Wendy GeigerWendy GeigerVirginia NAEP CoordinatorVirginia NAEP Coordinator

Carrie L. GiovannoneCarrie L. GiovannoneArizona NAEP CoordinatorArizona NAEP Coordinator

Pam A. SandovalPam A. SandovalColorado NAEP CoordinatorColorado NAEP Coordinator

Michele SonnenfeldMichele SonnenfeldFlorida NAEP CoordinatorFlorida NAEP Coordinator

Contact your State NAEP Coordinator for the latest NAEP results