| Congressional Testimony |
| Democracy & Public Schools |
| Dropouts |
| Economic Stimulus Package |
| Education & Jobs |
| Federal Education Programs |
| High School Exit Examinations |
| Improving Public Schools |
| International Studies |
| No Child Left Behind |
| Public Engagement |
| Public School Facts |
| Rethinking the Federal Role |
| Special Education |
| Standards-Based Educ. Reform |
| State Testing Data |
| Student Achievement |
| Teachers |
| Testing |
| Title I |
| Vouchers |
| Violence & Crime in Schools |
| Virtual Schools |
|
If you have trouble viewing documents on the Center on Education Policy web site, please: • Make sure you are using the latest Adobe Reader (version 9 or later). • Clear your web browser's cache and cookies. • If you clear your web browser's cache and cookies, and confirm that you are using the latest version of Adobe Reader, and are still unable to view documents or pages on the Center on Education Policy web site, please contact the CEP web support team. We will assist you promptly. |
Has Student Achievement Increased Since 2002?State Test Score Trends Through 2006–07General Information about State Profiles and State Testing DataThe state profiles and testing data posted on this Web site include information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states by the deadline for CEP's 2008 study of test score trends. The process of collecting and verifying these data began in July 2007 and lasted through April 2008. We are extremely grateful to the state departments of education in the 50 participating states for their cooperation in making these data available and their involvement in verifying the data. National findings from this study are described in the report, Has Student Achievement Increased Since 2002? State Test Score Trends Through 2006-07, published in June 2008 and available on this Web site. To assist others in the education and research communities who want to do further research and analysis, we are making available to the public the data we collected from states. These data are extensive and could inform a variety of research questions. The data are available in two forms:
All 50 states are represented by some data, but for various reasons several states could not provide all of the requested information. Users of these data should cite the Center on Education Policy as the source of data. STATE PROFILES The state profiles posted on this Web site include the following information for each of the 50 states:
More information on the rules used to analyze and determine trends from the data in the profiles can be found in chapter 2 and appendix 2 of the full report, Has Student Achievement Increased Since 2002? STATE TESTING DATA FILES In addition to the state profiles, this Web site contains two data files for each state: XX Proficiency 2007_CEP.xls and XX Scale Scores 2007_CEP.xls (XX stands for the two-character abbreviation for the state name). Each Excel file contains worksheets for school years 1998-99 through 2006-07. All or part of some worksheets may be blank for a variety of reasons: a) data were not available, do not exist, or could not be obtained from the state or any public source; b) some grades were not tested in the years prior to and soon after 2002 when NCLB was enacted; c) data were not collected at all because they were from a previous test that would not be used in reporting; or d) there was a break in trend between years. In some cases, data from different trend lines are included in the same file if there was a break in trend between years. The proficiency file details the percentage of students in each grade who scored at each state-defined achievement level, for all tested students in the state and for each racial, ethnic, or demographic subgroup (i.e., male, female, white, African American, Latino, Asian, Native American, students eligible for free/reduced lunch, students with disabilities, English language learners, Title I students, and migrant students. (Individual states may use different labels for these subgroups.) For the demographic subgroups, data from comparison groups were also disaggregated (including students who are not eligible for free/reduced lunch, are not low-income, do not have disabilities, or are not English language learners). The top several rows summarize the percentage of students scoring at or above the proficiency cut score. The scale scores file is structured similarly, but contains mean scale scores, standard deviations, and numbers of examinees for each group of students at each grade for each year. The contents of these Excel files were verified by each state. Only a subset of the data was used in the state profiles for this project; those data cells are highlighted in bold. Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawai'i Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming |
