270 (15) Areas of Concern: 8th grade math scores consistently finished below the national average Kentucky’s between 2003 and 2013. Test results for 2013 show that students who are eligible for free/reduced price lunch in Kentucky are half as likely to have NAEP test results that are at or above proficient as students who are not eligible for this program Table 2.17a Percentage of Students Finishing At or Above Proficient 2013 – Students Not Eligible for Students Eligible for Free/Reduced Price Lunch Free/Reduced Price Lunch 56% 4th Grade Math 28% 44% 8th Grade Math 16% 51% 4th Grade Reading 23% 50% 8th Grade Reading 25% NAEP Student Achievement Levels – Student test results are divided into four different student achievement levels advanced, – proficient, basic and below basic. These performance standards are set by the National Assessment Governing Board and provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public (NAEP, 2011). For comparison purposes this study reviewed NAEP student test results that were at or above basic and at or above proficient. Table 2.17b shows the results for students Kentucky’s between 2003 and 2013.
270 (15) Areas of Concern: Kentucky’s 8th grade math scores consistently finished below the national average between 2003 and 2013. Test results for 2013 show that students who are eligible for free/reduced price lunch in Kentucky are half as likely to have NAEP test results that are at or above proficient as students who are not eligible for this program Table 2.17a Percentage of Students Finishing At or Above Proficient – 2013 Students Eligible for Free/Reduced Price Lunch Students Not Eligible for Free/Reduced Price Lunch 4th Grade Math 28% 56% 8th Grade Math 16% 44% 4th Grade Reading 23% 51% 8th Grade Reading 25% 50% NAEP – Student Achievement Levels Student test results are divided into four different student achievement levels – advanced, proficient, basic and below basic. These performance standards are set by the National Assessment Governing Board and provide a context for interpreting student performance on NAEP, based on recommendations from panels of educators and members of the public (NAEP, 2011). For comparison purposes this study reviewed NAEP student test results that were at or above basic and at or above proficient. Table 2.17b shows the results for Kentucky’s students between 2003 and 2013.