Thursday, March 25, 2010

Reading growth even for most groups, slower for black students in grade 4

Here's a full array of disaggregated results from the fourth grade NAEP reading results released yesterday.   Most gaps stayed the same, but the race gap widened while the lunch gap narrowed slightly.

These graphs are a good illustration of a key feature of statistical significance: a change that is significant with a large sample of students may not be counted as significant for a smaller group.  For example, the four-point improvement for students without disabilities is significant, but the four-point improvement for students with disabilities is not--because fewer students with disabilities were tested.

The three-point movement for students in the free-and-reduced-lunch program is also significant, while the three-point changes for male, female, and white students are [not].  The two points for students not in the lunch program are not significant growth.  Unsurprisingly, raising black student results one point is not significant either.


  1. Interesting how the numbers for black and disability are the same. They do have some common issues: low expectations, reduced rigor and teacher quality.

    I would love to know these further breakdowns of the data. Is it available?
    black and lunch program
    black and no lunch program
    white and lunch program
    white and no lunch program
    black and disability
    black and no disability
    white and disability
    white and no disability

  2. It is a sorry state (KY), to think our educational leaders know better than our Sec. of Education. And more importantly, the robotic teaching and unimaginative class teaching is one reason for our students not advancing as a total
    entity. Meaning, break our the non white schools from the others to include minority dominated ones.
    Until we offer a better alternative, than what was sent to D.C., our ranking is an outrageous 46th ranking. Why are we afraid of testing the Charter School program that has done wonders in Harlem, and its comparison to Scardale.

    And our officials and educators want more money from incoming businesses. Forget it.

  3. I doubt if any of these results are significant in their advancement.

  4. This comment has been removed by the author.

  5. Anon at 10 a.m.,

    Kentucky has plenty of work ahead, but it will not include apologizing for the fact that our reading performance is above national average in spite of funding substantially below average.

  6. Anon at 10:02,

    As I pointed out in the last two paragraphs of the post, the statistically significant changes are those for students without disabilities and students who qualify for the free-and-reduced-price lunch program.


Updates and data on Kentucky education!