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Missouri
Education News
April
2008
Copyright
© 2008 Queue, Inc.
IN
THIS ISSUE:
National Assessment of Educational Progress
(NAEP) Assesses Writing
The National Assessment of Educational Progress (NAEP) assesses
writing for three purposes identified in the NAEP framework: narrative,
informative,
and persuasive. The NAEP writing scale ranges from 0 to 300.
In 2007, the average scale score for eighth-grade students in
Missouri was
153. This was not significantly different from their average score
in 2002
(151) and was higher than their average score in 1998 (142).1
Missouri's average score (153) in 2007 was not significantly
different from
that of the nation's public schools (154).
Of the 45 states and one other jurisdiction that participated in
the 2007
eighth-grade assessment, students' average scale score in Missouri
was
higher than those in 10 jurisdictions, not significantly different
from those in
17 jurisdictions, and lower than those in 18 jurisdictions.2
The percentage of students in Missouri who performed at or above
the
NAEP Proficient level was 26 percent in 2007. This
percentage was not
significantly different from that in 2002 (27 percent) and was
greater than
that in 1998 (17 percent).
The percentage of students in Missouri who performed at or above
the
NAEP Basic level was 89 percent in 2007. This percentage was
greater
than that in 2002 (86 percent) and was greater than that in 1998
(80
percent).
In 2007, male students in Missouri had an average score that was
lower
than that of female students by 20 points. This performance gap
was not
significantly different from that of 1998 (23 points).
In 2007, Black students had an average score that was lower than
that of
White students by 16 points. This performance gap was not
significantly
different from that of 1998 (21 points).
In 2007, Hispanic students had an average score that was lower
than that
of White students by 14 points. Data are not reported for Hispanic
students
in 1998, because reporting standards were not met.
In 2007, students who were eligible for free/reduced-price school
lunch, an
indicator of poverty, had an average score that was lower than
that of
students who were not eligible for free/reduced-price school lunch
by 20
points. This performance gap was the same as that of 1998 (20
points).
In 2007, the score gap between students at the 75th percentile and
students at the 25th percentile was 41 points. This performance
gap was
not significantly different from that of 1998 (46 points).
Technology
Counts is
a joint project of Education Week and the Editorial Projects in Education Research
Center. As in previous years, the EPE Research Center surveyed the states to
assess the status of K-12 educational technology across the nation in the areas
of access, use, and capacity. The report assigns grades to the states for their
technology performance overall and in those three categories. The state report
assembles key findings from the survey and other sources.
MissouriÕs scores:
Access to technology D+
Use of technology A-
Capacity to use technology C
Overall grade C+
Complete Missouri report:
http://www.edweek.org/media/ew/tc/2008/30MO_STR2008.h27.pdf
Survey Shows 12 States Offer No Programs, Others Falter; Gains are Threatened by Possible Recession
State-funded preschools served over one
million children last year, yet public pre-K was unavailable for most 3- and
4-year-olds, according to the annual survey released by the National Institute
for Early Education Research (NIEER).
Funded by The Pew Charitable Trusts, The State of Preschool 2007 (http://nieer.org/yearbook/ ) ranks all 50 states on the
percentage of children served and spending per child. It also compares the
number of quality benchmarks each state meets for the 2006-2007 school year.
The survey found that enrollment, quality and state spending per child increased.
Yet, 12 states offered no state-funded preschool education and others faltered in their commitment to the quality of their early education programs. The report showed that nationally less than half of all 4-year-olds were enrolled in government-supported preschool education programs and one quarter received no preschool. For 3-year-olds the situation was worse, with only 15 percent enrolled in public programs and 50 percent receiving no early education.
Children from wealthy families can attend
expensive private preschools while the federal Head Start program and most
state-funded preschool education is targeted at lower income families.
Research shows that high-quality preschool
education for disadvantaged children improves later high school graduation rates
and college attendance, employment opportunities and earnings, even marriage
rates. It lessens future crime, delinquency and teenage pregnancy. In economic
terms, high-quality preschool education returns to the individual and the
public up to $17 for each $1 invested. New studies find educational benefits
for middle-income children as well.
Alaska, Hawaii, Idaho, Indiana, Mississippi, Montana, New Hampshire, North Dakota, Rhode Island, South Dakota, Utah, and Wyoming have no state-funded
programs. Serious problems also exist in four states Ð California, Texas, Florida, and Ohio Ð that are home to
one-third of all American preschoolers."
On a more positive note, the yearbook
reported that in 2006-2007:
¥ Average state spending per child was
$3,642, halting a trend of declining per-child commitments that had persisted
since at least the 2002-2003 school year.
¥ More than one million 3- and 4-year-old
children attended state-funded preschool education programs.
¥ Thirty states increased enrollment.
Nationally, enrollment was up by 80,000.
¥ Eight states met higher quality standards.
Yet, some states still require preschool education teachers to have little more
than a high school diploma.
¥ Of the 26 states that served 3-year-olds,
enrollment increased in all but five states. Overall enrollment of 3-year-olds
was up 10 percent, mostly due to increases in Illinois, which became the first
state to commit to serving all 3-year-olds.
Pre-K funding could be attached to state
funding formulas for K-12 education to ensure that funds increase
proportionally with enrollment as it expands and that funding per child is more
dependable the authors say. They also said the federal government could play a
vital role by providing an inducement to states to expand enrollment, particularly
at age 3, by offering matching funds.
The 2007 Yearbook pointed out that
one-quarter of all 4-year-olds and half of all 3s had no access to preschool
education. State and federal regular preschool education, special education and
Head Start combined served 39 percent of the country's 4-year-olds, and some
attend private programs, leaving one-quarter of 4-year-olds with no preschool
program at all. At age 3, state and federal programs combined to serve only 15
percent. Even with some others attending private programs, 50 percent of
3-year-olds had no access to a preschool education.
Other key findings in the yearbook include:
Access:
¥ Enrollment increases in most states tended
to be modest, but some states made large gains. Enrollment increased by 52
percent in Tennessee, 33 percent in Pennsylvania, and 17 percent in Illinois, Florida, and New York.
¥ State pre-K programs served 22 percent of
4-year-olds and 3 percent of 3-year-olds nationwide.
¥ Three states with "Pre-K for
All" served more than half of their 4-year-olds: Oklahoma (68 percent), Florida (58 percent), and Georgia (53 percent). When Head
Start and preschool special education enrollments are taken into account, Oklahoma served 90 percent of all
4-year-olds; Florida, 71 percent; and Georgia, 65 percent.
The State of Preschool 2007 is available at
http://nieer.org/yearbook/pdf/yearbook.pdf
State Profiles are available at:
http://nieer.org/yearbook/states/
Missouri
profile:
http://nieer.org/yearbook/pdf/yearbook.pdf#page=86