Minnesota has received a three-year $4.5 million grant from the United States Department of Education to increase Advance Placement (AP) participation for low income students. The Minnesota Department of Education collaborated with leaders from Minneapolis and Saint Paul Public Schools on the Advanced Placement Access Initiative Program grant.
Minneapolis and St. Paul each identified 13 high-poverty high schools (more than 40 percent of their students eligible for free and reduced price lunch) and 15 high-poverty feeder schools that will qualify for AP Access grant services. Currently at these schools, less than one percent of the low-income students enrolled in the high-need high schools passed an AP test in 2006-07 - 74 of 10,683 students enrolled at that time.
One goal of the AP Access grant is to increase AP participation, testing and test passing rates of low-income students in English, math, science and critical languages by 10-16 percent annually at the targeted sites. To achieve this goal, the school districts will expand the use of best practices that include Quality Management, an Online Resource System, improving the AP access professional culture, applying research-based practices for both academics, and counseling/student support.
The grant also will align AP curriculum and the Pre-AP curriculum so that students can make a smooth transition into AP classes and be fully prepared for a successful experience. Additionally, the districts will provide improved services for targeted students that will better utilize business and community in-kind services.
The program aims to help students who have the skills to succeed in AP but don’t currently participate and those who need more engaging, challenging instruction and support programs in order to have true access to AP.
Friday, December 11, 2009
MN Social Studies Teacher Is US Winner
Named Middle Level Social Studies Teacher of the Year
The National Council for the Social Studies (NCSS) named Michelle Leba, a Geography teacher at Washington Technology Magnet Middle School in St. Paul, Minn., Outstanding Middle Level Social Studies Teacher of the Year.
This award is presented annually to recognize outstanding social studies teachers that demonstrate exceptional abilities in developing and using instructional material creatively and effectively; show that they incorporate innovative instructional strategies and techniques into their teaching; are able to demonstrate the ability to foster a spirit of inquiry; and encourage the development of democratic beliefs, values, and skills needed to become effective citizens.
More information on guidelines.
A social studies teacher since 2002, Leba is currently also serving as social studies department chair at Washington Technology Magnet Middle School. Her full grasp of inquiry based best teaching practices enables her to effectively teach concepts in a manner that will be meaningful and challenging to a full range of students, from special needs to advanced learners. She is a leader in application of new technology at her school, and continues to improve the education her students by writing and securing grants that have so far contributed $10,000 to school initiatives. Colleagues consider Leba's teaching and service to Washington Technology Magnet Middle School, invaluable.
"Michelle has that knack of bringing everyone in to become better learners, skilled geographers, and inspired historians," said Steve Cox, Teacher and G/T Coordinator, Washington Technology Magnet Middle School, and added, "Her enthusiasm for social studies and rapport with her students, motivates and actively engages even students that are known to be challenging in other classes."
Leba was awarded the 2008 Minnesota Council for the Social Studies Middle School Teacher of the Year. She is the state coordinator for the Geographic in Action Program, as well as the National Geographic Giant Maps Program. She is also on the steering Committee of the Minnesota Alliance for Geographic Education. In addition, she shares her teaching expertise by presenting at various local and state conferences. She has a Bachelor of Science in Secondary Education, Social Studies from Minnesota State University, Mankato, Minn., and is currently pursuing Masters in Education at Hamline University, Saint Paul, Minn.
Founded in 1921, the National Council for the Social Studies has a membership of 20,000 social studies professionals in all 50 States, the District of Columbia, and 69 foreign countries. Membership includes K-16 classroom teachers, curriculum supervisors and specialists, curriculum writers and designers, and teacher educators. The NCSS serves as an umbrella organization for K-16 teachers of civics, history, geography, economics, political science, sociology, psychology, anthropology and law-related education. Social studies is the integrated study of the social sciences and humanities to promote civic competence.
The National Council for the Social Studies (NCSS) named Michelle Leba, a Geography teacher at Washington Technology Magnet Middle School in St. Paul, Minn., Outstanding Middle Level Social Studies Teacher of the Year.
This award is presented annually to recognize outstanding social studies teachers that demonstrate exceptional abilities in developing and using instructional material creatively and effectively; show that they incorporate innovative instructional strategies and techniques into their teaching; are able to demonstrate the ability to foster a spirit of inquiry; and encourage the development of democratic beliefs, values, and skills needed to become effective citizens.
More information on guidelines.
A social studies teacher since 2002, Leba is currently also serving as social studies department chair at Washington Technology Magnet Middle School. Her full grasp of inquiry based best teaching practices enables her to effectively teach concepts in a manner that will be meaningful and challenging to a full range of students, from special needs to advanced learners. She is a leader in application of new technology at her school, and continues to improve the education her students by writing and securing grants that have so far contributed $10,000 to school initiatives. Colleagues consider Leba's teaching and service to Washington Technology Magnet Middle School, invaluable.
"Michelle has that knack of bringing everyone in to become better learners, skilled geographers, and inspired historians," said Steve Cox, Teacher and G/T Coordinator, Washington Technology Magnet Middle School, and added, "Her enthusiasm for social studies and rapport with her students, motivates and actively engages even students that are known to be challenging in other classes."
Leba was awarded the 2008 Minnesota Council for the Social Studies Middle School Teacher of the Year. She is the state coordinator for the Geographic in Action Program, as well as the National Geographic Giant Maps Program. She is also on the steering Committee of the Minnesota Alliance for Geographic Education. In addition, she shares her teaching expertise by presenting at various local and state conferences. She has a Bachelor of Science in Secondary Education, Social Studies from Minnesota State University, Mankato, Minn., and is currently pursuing Masters in Education at Hamline University, Saint Paul, Minn.
Founded in 1921, the National Council for the Social Studies has a membership of 20,000 social studies professionals in all 50 States, the District of Columbia, and 69 foreign countries. Membership includes K-16 classroom teachers, curriculum supervisors and specialists, curriculum writers and designers, and teacher educators. The NCSS serves as an umbrella organization for K-16 teachers of civics, history, geography, economics, political science, sociology, psychology, anthropology and law-related education. Social studies is the integrated study of the social sciences and humanities to promote civic competence.
Minnesota Educational Data Score: 8 out of 10
The 2009 Annual Progress Report on State Data Systems is a Data Quality Campaign
publication that reports on states’ progress in building the 10 Essential Elements in their statewide longitudinal data systems. States are making progress; however, many states lack critical Elements essential for addressing college and career readiness and the impact that teachers have on student achievement (Elements 5, 6 and 7).
Minnesota report.
publication that reports on states’ progress in building the 10 Essential Elements in their statewide longitudinal data systems. States are making progress; however, many states lack critical Elements essential for addressing college and career readiness and the impact that teachers have on student achievement (Elements 5, 6 and 7).
Minnesota report.
Minnesota Afterschool Programs Highly Rated
Minnesota Tops ‘States on the Move to Afterschool for All’ List, But Expert Says State Has More Work to Do
Afterschool Alliance Survey of Minnesota Households Finds Marked Increase in Afterschool Enrollment Since 2004, But Also Vast Unmet Demand for Afterschool Programs
A significant increase in participation in afterschool programs by Minnesota youth over the last five years, along with reductions in the number of children in self care, has put the state atop the Afterschool Alliance’s newly named “Six States on the Move to Afterschool for All” list. The list is based on data from the landmark America After 3PM study, conducted for the Afterschool Alliance.
America After 3PM found that 12 percent of Minnesota schoolchildren are enrolled in afterschool programs, up from 8 percent in 2004. “Minnesota should be proud that it is making such good progress, but the state still trails the national average of 15 percent of children in afterschool programs,” said Afterschool Alliance Executive Director Jodi Grant. “There’s more work to do. Quality afterschool programs keep kids safe, inspire them to learn, and help working families. The majority of Minnesota parents who want their kids in afterschool programs aren’t able to find them, usually because programs aren’t available, they can’t afford the fees, or transportation issues make it impossible. These are all barriers we must overcome.”
Despite the significant increase in the number of Minnesota children attending afterschool programs over the last five years, today 32 percent of the state’s schoolchildren are on their own in the afternoons, and another 14 percent are in the care of their brothers or sisters. In addition, the parents of 33 percent of children not already in afterschool say they would enroll their kids in a program if one were available.
Ninety-four percent of Minnesota parents say they are satisfied with the afterschool program their child attends. “We’re proud that Minnesota is being named one of just six States on the Move to Afterschool for All," said Laura LaCroix-Dalluhn, executive director of Youth Community Connections, Minnesota’s Afterschool Alliance. “But we still have a lot of work ahead. Too many children and youth who need afterschool programs don’t have them, and are at-risk as a result. Especially during this recession, we need government at all levels, businesses and the philanthropic community to step up and help meet the huge unmet need for afterschool programs in this state."
In key respects, the Minnesota results from the America After 3PM study reflect national
findings:
• The number and percentage of children participating in afterschool programs in the nation has increased significantly in the last five years, with 8.4 million children (15 percent) now participating. That compares with 6.5 million children in 2004 (11 percent).
• But the number of children left alone after the school day ends also has risen, to 15.1 million children (26 percent of school-age children) in 2009. That is an increase of 800,000 children since 2004. Thirty percent of middle schoolers (3.7 million kids) are on their own, as are four percent of elementary school children (1.1 million children).
• The parents of 18.5 million children (38 percent) not currently participating in an afterschool program would enroll their children in a program if one were available to them, a significant increase from the 15.3 million (30 percent) seen in 2004.
• The vast majority of parents of children in afterschool programs are satisfied with the programs their children attend, and overall public support for afterschool programs is similarly strong. Nine in 10 parents (89 percent) are satisfied with the afterschool programs their children attend. Eight in 10 parents support public funding for afterschool programs.
More national data.
More Minnesota data.
Afterschool Alliance Survey of Minnesota Households Finds Marked Increase in Afterschool Enrollment Since 2004, But Also Vast Unmet Demand for Afterschool Programs
A significant increase in participation in afterschool programs by Minnesota youth over the last five years, along with reductions in the number of children in self care, has put the state atop the Afterschool Alliance’s newly named “Six States on the Move to Afterschool for All” list. The list is based on data from the landmark America After 3PM study, conducted for the Afterschool Alliance.
America After 3PM found that 12 percent of Minnesota schoolchildren are enrolled in afterschool programs, up from 8 percent in 2004. “Minnesota should be proud that it is making such good progress, but the state still trails the national average of 15 percent of children in afterschool programs,” said Afterschool Alliance Executive Director Jodi Grant. “There’s more work to do. Quality afterschool programs keep kids safe, inspire them to learn, and help working families. The majority of Minnesota parents who want their kids in afterschool programs aren’t able to find them, usually because programs aren’t available, they can’t afford the fees, or transportation issues make it impossible. These are all barriers we must overcome.”
Despite the significant increase in the number of Minnesota children attending afterschool programs over the last five years, today 32 percent of the state’s schoolchildren are on their own in the afternoons, and another 14 percent are in the care of their brothers or sisters. In addition, the parents of 33 percent of children not already in afterschool say they would enroll their kids in a program if one were available.
Ninety-four percent of Minnesota parents say they are satisfied with the afterschool program their child attends. “We’re proud that Minnesota is being named one of just six States on the Move to Afterschool for All," said Laura LaCroix-Dalluhn, executive director of Youth Community Connections, Minnesota’s Afterschool Alliance. “But we still have a lot of work ahead. Too many children and youth who need afterschool programs don’t have them, and are at-risk as a result. Especially during this recession, we need government at all levels, businesses and the philanthropic community to step up and help meet the huge unmet need for afterschool programs in this state."
In key respects, the Minnesota results from the America After 3PM study reflect national
findings:
• The number and percentage of children participating in afterschool programs in the nation has increased significantly in the last five years, with 8.4 million children (15 percent) now participating. That compares with 6.5 million children in 2004 (11 percent).
• But the number of children left alone after the school day ends also has risen, to 15.1 million children (26 percent of school-age children) in 2009. That is an increase of 800,000 children since 2004. Thirty percent of middle schoolers (3.7 million kids) are on their own, as are four percent of elementary school children (1.1 million children).
• The parents of 18.5 million children (38 percent) not currently participating in an afterschool program would enroll their children in a program if one were available to them, a significant increase from the 15.3 million (30 percent) seen in 2004.
• The vast majority of parents of children in afterschool programs are satisfied with the programs their children attend, and overall public support for afterschool programs is similarly strong. Nine in 10 parents (89 percent) are satisfied with the afterschool programs their children attend. Eight in 10 parents support public funding for afterschool programs.
More national data.
More Minnesota data.
Minnesota TIMMS Report
Minnesota students made some incredible gains in academic achievement between 1995 and 2007, as evidenced by the Trends in International Math and Science Study (TIMSS). Of the 16 countries that participated in both the 1995 and 2007 TIMSS, Minnesota’s 4th-grade gain in math performance was among the largest internationally.
Analysis of these results indicates these gains are, in part, a result of rigorous academic standards that have been implemented in both the math and science subject areas, yet a significant gap in achievement, correlated to socioeconomic status, still exists.
TIMSS is the largest study of student math and science achievement around the world. There were more than 60 TIMSS participants, including seven regional “benchmark” participants as states or provinces, including Minnesota. TIMSS was taken by a sample of Minnesota 4th- and 8th-graders in 2007. Minnesota also participated in TIMSS as a benchmark participant in 1995.
Complete analysis here.
Analysis of these results indicates these gains are, in part, a result of rigorous academic standards that have been implemented in both the math and science subject areas, yet a significant gap in achievement, correlated to socioeconomic status, still exists.
TIMSS is the largest study of student math and science achievement around the world. There were more than 60 TIMSS participants, including seven regional “benchmark” participants as states or provinces, including Minnesota. TIMSS was taken by a sample of Minnesota 4th- and 8th-graders in 2007. Minnesota also participated in TIMSS as a benchmark participant in 1995.
Complete analysis here.
St. Paul ELL Success Studied
School districts have been struggling with the challenges of teaching English Language Learners (ELLs) for decades. Yet few studies have examined strategies for districtwide instructional reform for ELLs. To address this need, The Council of the Great City Schools sought to explore the experiences of large, urban districts with differing levels of success in raising ELL student achievement to shed light on potential strategies for ELL reform. The four districts selected for the study were Dallas, New York City, San Francisco, and St. Paul.
There are a number of clear parallels in the stories of districts that experienced gains in ELL achievement over the study period, as well as some striking contrasts with the experiences of districts that showed little improvement. These key themes and patterns can be grouped into three categories: 1) contextual features—the steps that improving districts took or events that occurred that helped set the stage for districtwide change, 2) promising practices—the shared characteristics of and strategies employed by improving districts, and 3) limiting factors—factors that seemed to inhibit quality instruction and support for ELLs in districts with less success in raising student achievement.
Full report: Succeeding with English Language Learners: Lessons: Learned from the Great City Schools
There are a number of clear parallels in the stories of districts that experienced gains in ELL achievement over the study period, as well as some striking contrasts with the experiences of districts that showed little improvement. These key themes and patterns can be grouped into three categories: 1) contextual features—the steps that improving districts took or events that occurred that helped set the stage for districtwide change, 2) promising practices—the shared characteristics of and strategies employed by improving districts, and 3) limiting factors—factors that seemed to inhibit quality instruction and support for ELLs in districts with less success in raising student achievement.
Full report: Succeeding with English Language Learners: Lessons: Learned from the Great City Schools
Minneapolis Special School District No. 1
Minneapolis Special School District No. 1 is coterminous with the city of Minneapolis which is a major regional financial, services, and trade center with above average income levels. Unemployment rates have increased, but remain below the national average. While the housing market has experienced challenges, foreclosure rates, which have been above average, have begun to decline. Historically, the district's enrollment declines averaged 3-5% annually; however, in the 2008/09 school year, the drop moderated to 2% and is expected to be less than 1% in the 2009-2010 school year. The district's capital investment focuses on rehabilitation of older buildings and debt levels are expected to remain manageable given reduced issuance and rapid debt amortization.
After a period of budget cuts, the district received voter approval of new operating levies in November 2008. Passed by a strong margin, the approximately $60 million of renewed and additional revenues will fund the maintenance of class sizes, new books and technology enhancements, and increased investment in math and early literacy programs. The district's unreserved general fund balance strengthened to 13% of spending in fiscal 2008 and is expected to remain roughly level for fiscal 2009. Federal stimulus funds allowed the district to offset what would have been an 8%-10% reduction in state aid; however, the outlook for state support in fiscal 2011 and beyond poses a significant risk to the district's financial position. In 2010, the tax increase helped preclude the need for severe budget cuts, but Fitch notes the budget also rests on a 0% wage increase for teacher salaries. Should current negotiations end outside budgeted expectations, the district would likely face financial challenges.
The district's debt ratios are manageable, at $2,400 per capita and 2.1% of fair market value including overlapping debt. Amortization is rapid. The capital plan, currently under development, is likely to be sizable, similar to most urban school districts; however, the district expects to continue to retire more debt than it issues on an annual basis. The plan will focus on rehabilitation and maintenance of existing facilities as well as addressing excess capacity.
The state's credit enhancement program for school districts provides that the state will make payments to the bond paying agent for debt service upon notification from the participating district that it will not be able to provide the funds. Moneys for this purpose are appropriated annually to the department of education from the state general fund. The program requirements assure timely payment to bondholders.
After a period of budget cuts, the district received voter approval of new operating levies in November 2008. Passed by a strong margin, the approximately $60 million of renewed and additional revenues will fund the maintenance of class sizes, new books and technology enhancements, and increased investment in math and early literacy programs. The district's unreserved general fund balance strengthened to 13% of spending in fiscal 2008 and is expected to remain roughly level for fiscal 2009. Federal stimulus funds allowed the district to offset what would have been an 8%-10% reduction in state aid; however, the outlook for state support in fiscal 2011 and beyond poses a significant risk to the district's financial position. In 2010, the tax increase helped preclude the need for severe budget cuts, but Fitch notes the budget also rests on a 0% wage increase for teacher salaries. Should current negotiations end outside budgeted expectations, the district would likely face financial challenges.
The district's debt ratios are manageable, at $2,400 per capita and 2.1% of fair market value including overlapping debt. Amortization is rapid. The capital plan, currently under development, is likely to be sizable, similar to most urban school districts; however, the district expects to continue to retire more debt than it issues on an annual basis. The plan will focus on rehabilitation and maintenance of existing facilities as well as addressing excess capacity.
The state's credit enhancement program for school districts provides that the state will make payments to the bond paying agent for debt service upon notification from the participating district that it will not be able to provide the funds. Moneys for this purpose are appropriated annually to the department of education from the state general fund. The program requirements assure timely payment to bondholders.
Minnetonka Schools Add Computers
The Minnetonka Public School District has chosen Wyse to deliver upon the district's mandate to increase student access to technology. The combination of thin clients and virtualization has maximized the school's technology budget, allowing the district to put in four times as many thin clients than PCs. Currently, more than 600 Wyse V10L devices are being used in the district's six elementary schools. According to National Center for Education Statistics, U.S. Dept of Education, and Minnesota Department of Education, the Minnetonka Public School District is ranked as No. 8 out of 167 school districts across the state.
"We're proud of the way that we've delivered our students and taxpayers an astonishingly high return on their investment in education. We couldn’t have done it without Wyse," said Julie Carter, Executive Director of Technology, Minnetonka Public School District. "Thin clients offered greater ease of implementation, management and maintenance compared to any desktop computers. Best of all, we could afford to put many more thin clients in classrooms for the same amount of money."
More computers in the classrooms help teachers to incorporate more hands-on project-based instruction. In the classrooms, students use Wyse thin clients for graphic-rich programs that help with math and reading, such as Tumblebooks, an online book reader. They also view streaming instructional videos and specific topics from Discovery Education. Most of these are Web-based educational programs for which the district has purchased a license, but students also use standard productivity software such as Microsoft Office. Other educational software and applications in use are: Audacity, Google Earth, Type to Learn, Inspiration, and EM Games.
An added benefit of replacing PCs with Wyse thin clients is that ongoing maintenance costs are kept low, allowing for future gains in the district's technology investment. "In our first full year with thin clients, we had a failure rate of less than 1%," according to Robert Wakefield, Network Security Specialist, Minnetonka Public School District. "In contrast, approximately 12% of our PCs break in a typical year. The PCs have to be physically removed from the classroom and brought in for repair. In contrast, our thin clients are centrally managed so that troubleshooting and repair occurs from the data center, minimizing downtime and staff resources."
Because thin clients last longer than PCs, the district will continue to reap cost savings over the course of the lifespan of each thin client device. "We don’t get more than four to five years' work out of a PC," added Wakefield. "But a thin client device is expected to last for ten years. If so, for every thin client we have in a classroom over a ten-year period, we save up to 90% of the hardware and set-up costs we'd be paying if we had a PC instead of a thin client." The district estimates that they could avoid two cycles of buying and setting up PCs where thin clients are being used.
For more information on Minnetonka’s use of Wyse Technology, download the complete case study at: http://www.wyse.com/solutions/education
"We're proud of the way that we've delivered our students and taxpayers an astonishingly high return on their investment in education. We couldn’t have done it without Wyse," said Julie Carter, Executive Director of Technology, Minnetonka Public School District. "Thin clients offered greater ease of implementation, management and maintenance compared to any desktop computers. Best of all, we could afford to put many more thin clients in classrooms for the same amount of money."
More computers in the classrooms help teachers to incorporate more hands-on project-based instruction. In the classrooms, students use Wyse thin clients for graphic-rich programs that help with math and reading, such as Tumblebooks, an online book reader. They also view streaming instructional videos and specific topics from Discovery Education. Most of these are Web-based educational programs for which the district has purchased a license, but students also use standard productivity software such as Microsoft Office. Other educational software and applications in use are: Audacity, Google Earth, Type to Learn, Inspiration, and EM Games.
An added benefit of replacing PCs with Wyse thin clients is that ongoing maintenance costs are kept low, allowing for future gains in the district's technology investment. "In our first full year with thin clients, we had a failure rate of less than 1%," according to Robert Wakefield, Network Security Specialist, Minnetonka Public School District. "In contrast, approximately 12% of our PCs break in a typical year. The PCs have to be physically removed from the classroom and brought in for repair. In contrast, our thin clients are centrally managed so that troubleshooting and repair occurs from the data center, minimizing downtime and staff resources."
Because thin clients last longer than PCs, the district will continue to reap cost savings over the course of the lifespan of each thin client device. "We don’t get more than four to five years' work out of a PC," added Wakefield. "But a thin client device is expected to last for ten years. If so, for every thin client we have in a classroom over a ten-year period, we save up to 90% of the hardware and set-up costs we'd be paying if we had a PC instead of a thin client." The district estimates that they could avoid two cycles of buying and setting up PCs where thin clients are being used.
For more information on Minnetonka’s use of Wyse Technology, download the complete case study at: http://www.wyse.com/solutions/education
Minnesota Ranks High In Math
Minnesota Eighth-grade Students Ranked Second in National Math Assessment; Fourth-graders Rank Third
Minnesota eighth grade math students are ranked second in the nation and the state’s fourth graders rank third in the 2009 National Assessment of Educational Progress (NAEP) released today by the National Center for Education Statistics.
The NAEP, administered nationally to fourth and eighth graders, again showed Minnesota students surpassing the national average in mathematics. In Minnesota, 6,000 students from 300 schools participated in the test.
Known as the "nation's report card," the NAEP is a federally mandated project administered by the National Center for Education Statistics to continuously monitor the knowledge, skills and performance of the nation's students. Since 1969, NAEP has measured and reported on the knowledge and abilities of America's fourth, eighth and twelfth grade students, providing data about student performance in a variety of subject areas at national, regional and state levels.
Minnesota Scores Compared to 2007
• Minnesota (249) has one of the highest scale scores for fourth grade math behind Massachusetts (252) and New Hampshire (251). No other state had a significantly higher score than Minnesota: Four states had similar scores (Massachusetts, Vermont, New Hampshire and New Jersey) and the rest were significantly lower than Minnesota.
• Minnesota fourth-grade students improved math scores by two points (from 247 to 249) exceeding the national average by ten points (249 compare to 239).
• In eighth-grade, Minnesota (294) was second in the nation exceeded only by Massachusetts (299). Vermont, North Dakota and New Jersey and New Hampshire scored similar to Minnesota (293), and all other states scoring significantly lower.
• Eighth-grade students improved in math (from 292 to 294), mirroring the national average increase (from 280 to 282). Minnesota remains 12 points above the national average and only Massachusetts posted results statistically higher than Minnesota.
African-American and Hispanic fourth grade improvement from 2007
• Minnesota’s African-American students improved from 222 to 227 in fourth grade mathematics and exceeded the nation’s scale score (222). Minnesota remains five points above the nation (222).
• Minnesota Hispanic students improved from 229 to 232 in fourth-grade mathematics and exceeded the nation’s scale score by five points (227).
• Minnesota’s African-American students made improvements from 260 to 264 in eighth-grade mathematics and exceeded the nation’s scale score (260). Minnesota remains four points above the national average (260).
• Minnesota Hispanic students remained at 269 in eighth-grade mathematics with Hispanic students scoring four points above the national average 266.
To narrow the achievement gap, a specific student group must make faster progress or have higher average score changes compared to white students.
For more information regarding Minnesota's performance on the 2009 NAEP Mathematics, visit http://nationsreportcard.gov
Minnesota eighth grade math students are ranked second in the nation and the state’s fourth graders rank third in the 2009 National Assessment of Educational Progress (NAEP) released today by the National Center for Education Statistics.
The NAEP, administered nationally to fourth and eighth graders, again showed Minnesota students surpassing the national average in mathematics. In Minnesota, 6,000 students from 300 schools participated in the test.
Known as the "nation's report card," the NAEP is a federally mandated project administered by the National Center for Education Statistics to continuously monitor the knowledge, skills and performance of the nation's students. Since 1969, NAEP has measured and reported on the knowledge and abilities of America's fourth, eighth and twelfth grade students, providing data about student performance in a variety of subject areas at national, regional and state levels.
Minnesota Scores Compared to 2007
• Minnesota (249) has one of the highest scale scores for fourth grade math behind Massachusetts (252) and New Hampshire (251). No other state had a significantly higher score than Minnesota: Four states had similar scores (Massachusetts, Vermont, New Hampshire and New Jersey) and the rest were significantly lower than Minnesota.
• Minnesota fourth-grade students improved math scores by two points (from 247 to 249) exceeding the national average by ten points (249 compare to 239).
• In eighth-grade, Minnesota (294) was second in the nation exceeded only by Massachusetts (299). Vermont, North Dakota and New Jersey and New Hampshire scored similar to Minnesota (293), and all other states scoring significantly lower.
• Eighth-grade students improved in math (from 292 to 294), mirroring the national average increase (from 280 to 282). Minnesota remains 12 points above the national average and only Massachusetts posted results statistically higher than Minnesota.
African-American and Hispanic fourth grade improvement from 2007
• Minnesota’s African-American students improved from 222 to 227 in fourth grade mathematics and exceeded the nation’s scale score (222). Minnesota remains five points above the nation (222).
• Minnesota Hispanic students improved from 229 to 232 in fourth-grade mathematics and exceeded the nation’s scale score by five points (227).
• Minnesota’s African-American students made improvements from 260 to 264 in eighth-grade mathematics and exceeded the nation’s scale score (260). Minnesota remains four points above the national average (260).
• Minnesota Hispanic students remained at 269 in eighth-grade mathematics with Hispanic students scoring four points above the national average 266.
To narrow the achievement gap, a specific student group must make faster progress or have higher average score changes compared to white students.
For more information regarding Minnesota's performance on the 2009 NAEP Mathematics, visit http://nationsreportcard.gov
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