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Equity and Excellence in Educational Testing and Assessment

  • Michael T. Nettles
  • Arie L. Nettles

Part of the Evaluation in Education and Human Services book series (EEHS, volume 40)

Table of contents

  1. Front Matter
    Pages i-xv
  2. Identifying Equity Challenges in the Context of Educational Testing and Assessment Reform

  3. Reforms in Assessment and Testing: Are New Practices Better and More Equitable?

  4. Impact of Assessment Reforms at Three Levels: The Classroom, the State, and the Nation

  5. Back Matter
    Pages 367-377

About this book

Introduction

5 TABLE I Average Reading Proficiency and Achievement Levels by RacelEthnicity Grades 4 8 and 12 1992 Reading Assessment Percentage of Student At or Above Percentage of Average Proficient Basic Below Basic Advanced I Students Proficiency I Grade 4 White 71 226 6 31 68 J2 69 16 193 0 Black 7 31 Hispanic 9 202 2 13 41 59 Asian/Pacific Islander 2 216 2 21 55 45 American Indian 2 208 2 15 50 50 Grade 8 70 White 268 3 34 77 23 Black 16 238 0 8 44 56 Hispanic 10 242 I 13 49 51 AsianlPacific Islander 3 270 6 38 77 23 American Indian 1 251 I 18 60 40 Grade 12 White 72 297 4 43 82 18 Black 15 272 0 16 54 46 9 277 Hispanic 1 21 61 39 Asian/Pacific Islander 4 291 4 39 74 26 American Indian 0 272 I 24 S2 48 Source: National Assessment of Educational Progress (NAEP), 1992 Reading Assessment. Reprinted from "NAEP 1992 Reading Report Card for the Nation and the States. " l be reading at the advanced level . A much higher percent of White Americans are performing at the proficient and advanced levels.

Keywords

Action Common Core Standards District Training assessment cognition education funding innovation mathematics minority quality reform school state

Editors and affiliations

  • Michael T. Nettles
    • 1
  • Arie L. Nettles
    • 1
  1. 1.School of EducationUniversity of MichiganUSA

Bibliographic information