3
METHODOLOGY AND ANALYSIS OF TUDA DATA CONT’D Pieces of the Puzzle
Table 3.2 Number of statistically significant gains based on the full population estimates of average scale scores in reading and mathematics in grades 4 and 8, and the number of times a district is among the top four with significant gains, by district Reading 4
Reading 8
Mathematics 4
Mathematics 8
Atlanta Houston Los Angeles
2 0 0
0 2 2
3 2 2
2 3 3
Number of times in top four 3 3 3
Charlotte Cleveland
0 0
0 0
0 1
1 0
0 0
District
Boston District of Columbia San Diego Chicago New York City Austin
0 1 0 0 0 0
0 0 0 0 0 0
2 3 2 1 3 0
3 1 2 2 0 1
2 2 2 1 1 0
Note: (1) Top four districts are highlighted in yellow. In cases of ties, districts with the same number of points as the fourth-ranked district are also highlighted. In cases where there are not four districts with one or more points, only those with points are highlighted. (2) Districts not in the top four in any category are listed alphabetically. (3) Austin did not participate in 2003. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003, 2005, and 2007 Reading and Mathematics Assessments: Full Population Estimates.
Table 3.3 Number of statistically significant gains at each quintile based on the full population estimates of average scale scores in reading and mathematics in grades 4 and 8, and the number of times a district is among the top four with significant gains, by district District
Reading 4
Reading 8
Mathematics 4
Mathematics 8
Atlanta Los Angeles Boston District of Columbia
6 2 0 7
1 6 0 0
11 7 12 12
10 13 13 1
Number of times in top four 4 3 2 2
San Diego
0
0
9
8
0
Houston New York City Austin Charlotte Chicago Cleveland
0 1 0 0 0 0
6 0 0 0 0 0
8 13 0 1 6 3
11 1 1 3 3 2
2 2 0 0 0 0
Note: (1) Top four districts are highlighted in yellow. In cases of ties, districts with the same number of points as the fourth-ranked district are also highlighted. In cases where there are not four districts with one or more points, only those with points are highlighted. (2) Districts not in the top four in any category are listed alphabetically. (3) Austin did not participate in 2003. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2003, 2005, and 2007 Reading and Mathematics Assessments: Full Population Estimates.
35 Council of the Great City Schools and the American Institutes for Research 54
PIECES OF THE PUZZLE: FACTORS IN THE IMPROVEMENT OF URBAN SCHOOL DISTRICTS ON THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS