Good grades suggest that states are setting a high proficiency bar — that students must perform at a high level to be deemed
proficient in a given subject at their grade level.
The errors primarily stem from looking at the percentage of students
proficient in a given subject from one year to the next — but it measures different groups of students from year to year, leading to false impressions of growth or loss.
Not exact matches
First, we know that
in the instruction of world languages, there are not enough teachers, so using technology to
give students access to teachers
proficient in other areas and other disciplines will be one way we get at the question, particularly
in rural communities, on how we teach these
subjects to all children.
As NAGB officials have explained: «Students who may be
proficient in a
subject,
given the common usage of the term, might not satisfy the requirements for performance at the NAEP achievement level» (Loomis & Bourque, 2001, p. 2).
GreatSchools conveys this testing data through bar graphs depicting the percentage of students at a
given school who tested as
proficient or better
in each
subject.
That is, students who may be considered
proficient in a
subject,
given the common usage of the term, might not satisfy the requirements for performance at the NAEP achievement level.»