ERIC ED459249: State Summary of Nevada. Ed Watch Online.

28 Pages·2001·0.54 MB·English

by  ERIC

DOCUMENT RESUME
UD 034 501
ED 459 249
State Summary of Nevada. Ed Watch Online.
TITLE
Education Trust, Washington, DC.
INSTITUTION
Carnegie Corp. of New York, NY.
SPONS AGENCY
2001-00-00
PUB DATE
27p.; Also supported by the Washington Mutual Foundation.
NOTE
For the other State Summaries, see UD 034 472-523. For the
Summary of the Nation, see UD 034 472.
The Education Trust, 1725 K Street, NW, Suite 200,
AVAILABLE FROM
Washington, DC 20006. Tel: [phone]; Fax: [phone].
For full text: http://204.176.179.36/dc/edtrust/edstart.cfm.
Numerical/Quantitative Data (110)
PUB TYPE
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EDRS PRICE
*Academic Achievement; *Black Students; Curriculum;
DESCRIPTORS
Educational Attainment; Educational Finance; Elementary
Secondary Education; Equal Education; *Hispanic American
Students; Mathematics Achievement; Minority Group Children;
*Poverty; *Racial Differences; Reading Achievement; Science
Achievement; Special Needs Students; Tables (Data); Teacher
Effectiveness; Teaching Skills; White Students
African Americans; Latinos; National Assessment of
IDENTIFIERS
Educational Progress; Nevada
ABSTRACT
This report provides data on the academic achievement gap
that separates low-income and minority students from other students,
examining how well different groups of students perform in Nevada and noting
inequities in teacher quality, course offerings, and funding. Included are
tables and data that provide: a frontier gap analysis (a comparison of Nevada
to the leaders in achievement and gap closing); student profile (the
demographic distribution of youth in Nevada); state performance (academic
opportunity (well prepared teachers,
achievement and educational attainment) ;
challenging curricula, special student placements, effective instruction, and
annual per pupil investments); minority achievement gains, state by state;
and analysis of minority-white achievement gaps by subject area and grade
level. Hispanic and African American 8th graders in Nevada score about 2
years behind white 8th graders in the state in reading. Hispanic 8th graders
score about 2 years behind white 8th graders in the state in writing. Eighth
graders from low-income families in Nevada score about 2 years behind
non-poor 8th graders in the state in reading and writing. The state's
poor/non-poor achievement gap would close for 8th graders in math if poor
students in Nevada scored as well as poor students in North Dakota. (Contains
24 references.)
(SM)
Reproductions supplied by EDRS are the best that can be made
from the original document.
State Sumniary
T
o eliminate the achievement gap that separates low-income and minority
students from other students, we must understand what that gap looks
like and where it originates. Consider first how well different groups of stu-
dents perform in your state. Look for in-state inequities in teacher quality and
course offerings.Attention must also be paid to funding gaps.This State
Summary Report provides a closer look at how these and other factors may
be contributing to the gap.
NEVADA HIGHLIGHTS
African American and Latino 8th graders in Nevada score about two years
behind White 8th graders in the state in reading.
Latino 8th graders in Nevada score about two years behind White 8th
graders in the state in writing.
Low-income 8th graders in Nevada score about two years behind non-
poor 8th graders in the state in reading and writing.
The state poor/non-poor achievement gap would CLOSE for 4th graders in
math if poor students in Nevada scored as well as poor students in North
Dakota.
(The description above is meant to provide a general overview of the state's
gaps and progress in student achievement. Readers who wish to compare
states on these measures should consult the precise figures reported on the
"Frontier Gap Analysis" page inside.)
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ffice of Educational Research and Improvement
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Points of view or opinions stated in this
TO THE EDUCATIONAL RESOURCES
document do not necessarily represent
INFORMATION CENTER (ERIC)
official OERI position or policy.
1
Table of Contents
Frontier Gap Analysis
I
a comparison of your state to the leaders in achievement and gap closing
Student Profile
2
the demographic distribution of youth in your state
State Performance
3
Academic achievement
3
NAEP, ACT/SAT scores by group
Attainment
7
high school & college by group
Opportunity
8
Well-prepared teachers
8
Challenging curricula
8
9
Special student placements
Effective instruction
9
Investments
10
Biggest Gainer
12
How big is the achievement gap in your state?
I 5
analysis of minority-White gaps by subject area and grade level
23
References
PLEASE NOTE that the State Summary Reports are merely
a selection of the data from the Education Watch Interactive
Data site. For more complete data, and for more cross-state com-
parisons, please visit the site at www.edtrustorg. Do remember,
however, that you may have fuller, richer or more current data
sets in your state for some of the indicators we report, because
we only use data that can be compared across states.We there-
fore encourage you to gather and examine a wide range of data
from your own state and local districts. In this way, communities
will come to see a full picture of how their students are faring
and what can be done to improve results.
3
NEVADA
(Frontier Gap Analysis
Education Watch Online introduces a new way to look at achievement gaps in each state: by comparing them with the "frontier"
state for a particular group of students, that is, the state with the highest average score for that group.The comparison shows that,
in most cases, achievement gaps would shrink dramatically if a state's poor or minority students performed as well as the same
group of students in the frontier state. But that's only part of a longer journey; visit the Education Watch Online interactive Web
site to see how far your state has to go before all groups of students perform at the "proficient" level on the National Assessment
of Educational Progress (NAEP).
How to read the table:
Group's Distance to Frontier State: For African American,
Within-State Achievement Gap: For African American and
Latino, and low-income students, this is the difference between
Latino students, this is the difference between that group's aver-
their average score and the average score for the same group of
age score and the average score of white students on a particu-
students in the frontier state.
lar test. For low-income students, this is the difference between
their average score and the average score of non-poor students
Example:"Latino students in Nevada scored 16 points behind
on the test
Latino students in North Dakota, the frontier state for Latino stu-
dents on that test"
Example: "On Average, Nevada's Latino students scored 19 points
lower than the state's White students on NAEP's 1996 4th Grade
Amount State's Achievement Gap Would Shrink:This is
Math Assessment"
appromiately how much the state's achievement gap would
Frontier State for Group:This is the state where a particu-
shrink if its African American, Latino, and low-income students
scored as well as the same group of students in the frontier
lar group of students - African American, Latino, or low-income
- scores the highest on the test But, because such students can
state.
achieve much higher than they do even in the frontier state, the
Example: "If Nevada's Latino 4th graders scored as well as those
current frontier should be viewed as a short-term target rather
in North Dakota, the state's math achievement gap between
than a long-term goal.
Latino and White 4th Graders would shrink by 82%."
Example: "Latino students in North Dakota out-perform Latino
students in all other states on NAEP's 1996 4th Grade Math_
NOTE:A difference of 10 points is roughly equivalent to one year's
Assessment"
worth of learning.
Frontier
Within-State
Amount State's
Group's
State for
Distance to Achievement Gap
Achievement
NAEP
Frontier
Would Shrink *
Group
Group
Assessment
Gap
TX
African American
29
56%
16
4th Grade
ND
Latino
82%
19 16
Math (1996)
ND
would close
Low-Income
21
21
African American
8th Grade
STATE DID NOT PARTICIPATE IN TEST
Latino
Math (1996)
Low-Income
African American
8th Grade
STATE DID NOT PARTICIPATE IN TEST
Latino
Science (1996)
Low-Income
CT
African American
26
62%
16
4th Grade
Latino IA
20
75%
15
Reading (1998)
Low-Income
27
28
96%
ME
African American
52%
25
KS
13
8th Grade
VA
Latino
48%
23
1 1
Reading (1998)
Low-Income
20
91%
22
ME
TX
African American
93%
14
15
8th Grade
VA
Latino
23
24
96%
Writing (1998)
OK
Low-Income
82%
22
18
Note: Low-Income refers to students eligible for
* Calculations take into account decimals. For clarity of presentation, data are displayed as whole numbers.
free or reduced price lunch.
Therefore, some figures may differ slightly from hand calculations.
SOURCE: Education Trust calculations based on average scale scores on the National Assessment of Educational Progress as reported by the National Center for
Education Statistics.
1
4
2001 Education Trust State Summaries
NEVADA
(Student Profile
STUDENT PROFILE
Population and enrollments:These data will offer a picture of the student population in your state. Comparing the
demographic distribution of students across each educational level will show what happens to children as they journey
through the education system. Significant differences should raise questions about equity.
FourYear
TwoYear
Population
Public K-I2
Private K-I2
Colleges Colleges
Ages 5-24
African American
8.7%
9.7%
6.1%
6.2% 5.4%
Asian
4.6% 7.9% 7.3%
4.8% 6.6%
Latino
22.6% 20.5% 8.2%
6.8%
11.4%
Native American
0.7%
2.3%
1.0%
1.8% 1.9%
White
77.1% 72.9%
62.4% 63.2% 74.3%
Other
0.6%
5.1%
Total
100.0% 100.0%
100.0% 100.0% 100.0%
Number
41,618
504,250
33,662
13,246
296,621
Population and Enrollment
100%
90%
80% -
70%
60%
0 African American
0 Asian
50% -
0 Latino
40% -
0 Native American
30% -
0 Mite
0 Other
20%
10%
0%
1
Four Year College
Population
Private K12
Public K12 Two Year College
5
NEVADA
(State Performance
ACADEMIC ACHIEVEMENT
NAEP achievement levels: The National Assessment of Educational Progress (NAEP) is administered to representative
samples of students nationally and in participating states. NAEP achievement is reported by percents in four categories:
Advanced, Proficient, Basic and Below Basic. "Proficient" indicates the desired level of competency for students at a particular
grade in a particular subject. In this indicator, closing the achievement gap between groups is critical, but it is not enough.
Schools have a long way to go to move all American young people to proficiency.
1998 NAEP 8th grade reading
Adv.
Prof.
< Basic
Basic
50
50
African
79251,099.1103191,
American
49
0
10 41
Asian
47
28
2
23
0
0
42
Latino 48
0
10
Native
American
-50
White
47
22
2
29
-50
All
45
23
31
1
Non-Poor
47
26
2 25
-100
Poor
40
0
48
12
-100
NoriPoor
Poor
African American Asian
Native American
Latino
IM-iite All
*Note:all proficiency level data in percents.
L
Proficient 0 Basic
0 Advanced
Below Basic
1998 NAEP 8th grade writing
Adv.
Prof.
Basic
< Basic
50
African
American
0
64 27
9
Asian
68
0
19 13
0
Latino
40
0
7
53
Native
American
0 60 28
12
White
62
16
21
-50
1
All
0 60
23
17
Non-Poor
20 62
17
1
Poor
56
37
0 7
-100
NonPoor
Poor
African American
Native American
Asian
Latino
All
1M-iite
*Note:all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
Below Basic
1998 NAEP 4th grade reading
Adv.
Prof.
< Basic
Basic
50
50
African
American
68
26
5
=13
1
.19=SID
Asian
4
37
36
23
1,1M:=0
0
0
Latino
27
2
10
61
Native
American
25 63
2
10
-50
White
22
38
35
5
-50
All
4
47
32
17
Non-Poor
22
36 37
5
-100
Poor
24
67
8
1
-100
Poor
NonPoor
Native American Mite
African American Asian
Latino
All
*Note:all proficiency level data in percents.
L!
Proficient 0 Basic
0 Advanced
Below Basic
ir6
6
N EVA DA
( State Performance
1996 NAEP 4th grade math
Adv. Prof.
< Basic
Basic
50
50
African
70
0 28
American
2
I.
43 36
Asian
20
o
o
60
0
Latino
7 33
Native
44 49
American
0
8
-50
White
49
33
-60
I 7
I
All
43
43
I 3
I
Non-Poor
47
36
16
I
-100
Poor
4 65
0
3 I
-100
I
I I
I
NonPoor
Poor
I I
Mrican American Asian
Native American
White All
Latino
*Note: all proficiency level data in percents.
Proficient 0 Basic
0 Advanced
Below Basic
1:-..l.
1996 NAEP 8th grade math
Adv.
Prof.
< Basic
Basic
African
American
3ice
Asian
Latino
fte.c-1?
Native
\Ao
American
White
All
40\6
Non-Poor
Poor
*Note:all proficiency level data in percents.
1996 NAEP 8th grade science
Adv.
Prof.
< Basic
Basic
African
American
Asian
Latino
Native
American
Oc.sib'
White
Qz:cic
All
\Aot
Non-Poor
,06
Poor
*Note: all proficiency level data in percents.
7
NEVADA
(State Performance
ACADEMIC ACHIEVEMENT
NAEP multiyear trends: Looking at change over time both in absolute student performance and in achievement gaps can
show whether a state is making progress, holding static, or even backsliding.This can help states focus actions needed for
improvement, and measure whether existing initiatives are effectively meeting their goals in achievement and equity.
1992-98 4th grade reading
Gap Changes Over Time
African American-
Latino-
Year
White Gap
White Gap
1992
1994
26
20
1998
Change*
92-98
Note: Change based on absolute difference in average group scale
scoreinterpret with caution (not necessarily statistically significant)
*positive change=gap widened; negative change=gap narrowed
1992-96 4th grade math
Gap Changes Over Time
African American-
Latino-
Year
White Gap
White Gap
1992
29
1996
19
Change*
92-96
Note: Change based on absolute difference in average group scale
scoreinterpret with caution (not necessarily statistically significant)
*positive change=gap widened; negative change=gap narrowed
1990-96 8th grade math
Gap Changes Over Time
African American-
Latino-
Year
White Gap
White Gap
1990
1992
1996
Change*
90-96
Note: Change based on absolute difference in average group scale
scoreinterpret with caution (not necessarily statistically significant)
*positive change=gap widened; negative change=gap narrowed
8
NEVADA
(State Performance
Average scores on college admissions tests:While increasing numbers of minorities are taking college admissions tests, in
virtually every state,African American, Latino and Native American students still score well below other students.To close this
gap, states should ensure that all students complete a rigorous college preparatory sequence, and that all students are held to
the same expectations of postsecondary attainment.The SAT and ACT are the major nationally used college admissions tests.
Below we report the scores for the predominant test used by your state's colleges and universities.
ACT Performance
ACT Performance by Race/Ethnicity, 2000
26
22
20
2Cf5
g60
flg,@
V13,2
15
10
5
0
Mite
African American
Latino
.Asi an
AJI
Note: A perfect score for the SAT is 1600. A perfect score for the ACT is 36.
Distribution of ACT Test Takers, 2000
Test Takers
African American
5.3%
Asian
7.8%
Latino
9.6%
Native American
1.r.
White
77.3%
Total
100.0%
Number
5,102
1.r. low reliability
9
NEVADA
(State Performance
ATTAINMENT
In order to determine equity in attainment rates, we compare regular diploma recipients with the number of 8th graders four
years earlier, and report freshmen enrollments compared to bachelor's degrees four years later.Taken together, these show the
flow of groups of students from middle school to high school graduation and through postsecondary education.Although these
data do not track individual students from year to year, they should paint a fairly representative picture of who makes it through
high school and college.
8th Graders vs. Diplomas
Diplomas
8th Graders
1993-94
1998
African American
9.3%
8.1%
Asian
5.8%
4.2%
Latino
I 2.8% 12.6%
Native American
2%
1.7%
White
72.0%
71.7%
Total
100.0%
100.0%
Number
13,052
17,825
Chances For College, 1998
In the fall of 1998, the percentage of 19 year-olds in Nevada who were enrolled in college
-
was (includes part-time and full-time students):
25.9%
Freshmen vs. Degrees Awarded
Freshmen*
Bachelor's Degrees
1993-94
1997
African American
4.8%
3.9%
Asian
4.7%
5.9%
Latino
4.5%
7.4%
Native American
1.r.
1.r.
White
73.7%
77.3%
Other
4.5%
13.3%
Total
100.0%
100.0%
Number
5,367
3,705
*Note:Includes first-time full time and part time freshmen at 2-year and 4-year institutions.
Ir. low reliability
I 0