Large urban school districts show improvement in math and reading achievement at both the 4th and 8th grades according to the NCES report
The Nation’s Report Card Trial Urban District Assessment Results at Grades 4 and 8: Mathematics and Reading 2007. The report also found that in most cases low-income and minority students in these large urban districts performed as well or higher than their peers nationally.
The findings
Fourth Grade Mathematics
- Eight (Atlanta, Boston, Chicago, District of Columbia, Houston, Los Angeles, New York City, and San Diego) of the ten districts that participated in both 2003 and 2007 scored higher in 2007 than 2003, while four (Atlanta, Boston, District of Columbia, and New York City) had increases over 2005.
- Each of the eight districts also had more students scoring at or above the basic and proficient levels, thereby reducing the percent of students scoring below basic.
- In 2007 low-income students in five districts score similarly to the average low-income student across the nation.
Eighth Grade Mathematics
- Just as with fourth graders, eight districts (Atlanta, Boston, Charlotte, Chicago, District of Columbia, Houston, Los Angeles, and San Diego) scored higher in 2007 than 2003, but six performed higher in 2005.
- Seven of these eight districts had more students scoring at or above the basic and proficient levels and five states increased the percent of students scoring at the advanced level.
- Compared to 2003, in 2007 black students had higher scores in five districts, Hispanic students had higher scores six districts, and low-income students had higher scores in eight districts.
Fourth Grade Reading
- Four (Atlanta, Chicago, District of Columbia, and New York City) of the six districts that participated in both 2002 and 2007 improved their score while Atlanta and the District of Columbia improved their scores from 2005 to 2007 as well.
- Between 2002 and 2007, five districts increased the percent of students scoring at or above the basic level while three districts increased the percent of students scoring at or above the proficient level.
- In 2007, four of the eleven district’s low-income students scored similarly or higher than the national average for low-income students.
Eighth Grade Reading
- Two (Atlanta and Los Angeles) of the five participating districts were able to improve their performance between 2002 and 2007, but four (Atlanta, Cleveland, District of Columbia, and Houston) of the eleven participating districts were able to improve their reading performance from 2005 to 2007.
- Results were similar in increasing the percent of students at or above the basic level. Two districts were able to do so between 2002 and 2007, and 2005 and 2007.
Keep in mind that:
- The eleven districts in this report participated voluntarily so their results should not be taken as representing the achievement of all large urban school districts.
- The percent of students excluded from taking the assessments due to a disability or language proficiency varies from one to twenty percent across districts due to the varying student population and local rules for excluding such students.
- Interpretations of students’ scoring at each of the achievement levels should be made with caution, since these achievement levels are being evaluated to determine their appropriateness.
Conclusion
Just as with the national and state-by-state results released a few weeks back, the overall NAEP results for these eleven districts were quite positive. Many of the districts were able to improve their performance over the last four of five years especially for their low-income and minority students. These results highlight the fact that the hard work and dedication of our urban educators has been paying dividends. However, as the results also show there is still a long road ahead to get students in large urban districts where they need to be. School board members can look to successful districts like Atlanta to see what policies and practices they have implemented that have been successful in improving their students' achievement. By learning from each other large urban districts can determine what works best for the unique needs of their students.
Posted: November 16, 2007
© 2007 Center for Public Education
