Georgia has made some changes in its testing program in recent years. As a result, trend data were only available for reading in grades 4 and 8 from 2006 through 2009, and only at the proficient and advanced levels. In math, data were only available for the high school level from 2004 through 2009. Achievement data for low income students were…

This paper profiles the student subgroup achievement and gap trends in Iowa for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Iowa had data for racial/ethnic subgroups, low income students, and boys and girls at the proficient and advanced levels. Trends at the proficient and advanced levels were…

This paper profiles the student subgroup achievement and gap trends in Indiana for 2010. Indiana made changes to its state testing program in 2009, so comparisons to earlier years could not be made for the sake of discerning trends in student achievement. Data on student achievement from earlier years are presented. (Contains 9 tables.) [For the…

This paper profiles the student subgroup achievement and gap trends in Kansas for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Kansas students showed across-the-board gains--both reading and math at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and…

This paper profiles the student subgroup achievement and gap trends in Oregon for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Oregon showed a clear trend of gains in reading and math at the basic-and-above, proficient-and-above, and advanced levels for all major racial/ethnic subgroups, low-income…

This paper profiles the student subgroup achievement and gap trends in Washington for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Washington showed across-the-board gains in math--improvements at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and…

This paper profiles the student subgroup achievement and gap trends in Vermont for 2010. Vermont's demographic profile is such that achievement trends could only be determined for white, male and female, and low-income student subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), the white, low-income,…

This paper profiles the student subgroup achievement and gap trends in Virginia for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Virginia showed across-the-board gains--improvements in reading and math at the proficient-and-above and advanced levels for all racial/ethnic subgroups, low-income…

This paper profiles the student subgroup achievement and gap trends in Tennessee for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Tennessee showed across-the-board gains--improvements in reading and math at the proficient-and-above, and advanced levels for all racial/ethnic subgroups, low-income…

This paper profiles the student subgroup achievement and gap trends in South Dakota for 2010. South Dakota's demographic profile is such that, with the exception of Native American students, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to count for this…

This paper profiles the student subgroup achievement and gap trends in South Carolina for 2010. South Carolina introduced new tests in grades 3-8, so trend data that include 2009 are not available. Progress in narrowing achievement gaps at grade 10 was mixed. Comparable data were available for 2004-2009 at grade 10. (Contains 9 tables.) [For the…

This paper profiles the student subgroup achievement and gap trends in Texas for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Texas showed across-the-board gains--improvements in reading and math at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and…

The Common European Framework of Reference (CEFR) describes language proficiency in reading, writing, speaking, and listening on a 6-level scale. In this study, English-language experts from across Europe linked CEFR levels to scores on three tests: the TOEFL® iBT test, the TOEIC® assessment, and the TOEIC "Bridge"™ test.…

The BRIGHT program was designed to improve the educational outcomes of children in Burkina Faso. It focused on girls in particular and was implemented in 132 rural villages throughout the 10 provinces of the country in which girls' enrollment rates were lowest. It consisted of constructing primary schools with three classrooms and implementing a…

Alaska showed improvement in reading and math in grade 8 at the proficient level for almost all racial/ethnic subgroups, low income students, and boys and girls (subgroup trends were not available at the basic or advanced levels). Most student subgroups had upward trends in percentages proficient, with a few exceptions. Gains in math tended to be…