Jack BuckleyCommissioner

National Center for Education StatisticsMay 4, 2011

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National samples

• 7,100 fourth-graders

• 9,600 eighth-graders

• 9,900 twelfth-graders

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Performance reported as

• Average scale scores (0 – 300 scale)

• Achievement levels (Basic, Proficient, Advanced)

Comparisons to 1998 and 2006

Administered January – March 2010

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Civic Knowledge Grade 4 Grade 8 Grade 12

Assessment questions measure knowledge of basic concepts about constitutional democracy in the United States

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Proportion of assessment

Civic life 25% 15% 10%

American political system 20% 25% 20%

Principles of democracy 15% 25% 25%

World affairs 10% 15% 20%

Roles of citizens 30% 20% 25%

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Each question assesses an intellectual skill students use in comprehending and interpreting civic life

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Intellectual Skill Grade 4 Grade 8 Grade 12

Proportion of assessment

Identifying and describing 40% 35% 25%

Explaining and analyzing 30% 35% 40%

Evaluating, taking, and 30% 30% 35% defending a position

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Some questions also measure students participatory skills and/or civic dispositions

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Participatory skills include:

• Interacting with others

• Monitoring politics and government

• Influencing the processes of politics and governance

Civic dispositions include:

• Becoming an independent member of society

• Assuming personal, political, and economic responsibilities

• Respecting individual worth

• Participating in civic affairs

• Promoting the functioning of democracy

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Percentile scores from 1998 increase

•13 points at the 10th

•10 points at the 25th

•6 points at the 50th

•4 points at the 75th

Fourth-graders post highest score to date

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Percentile scores from 2006 increase

• 4 points at the 25th

Percentages at Basic and Proficient higher in 2010 than in 1998

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9# Rounds to zero.* Significantly different (p < .05) from 2010.NOTE: Sample size insufficient to permit reliable estimates for American Indian/Alaska Native students in 1998.

* Significantly different (p < .05) from 2010.NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences between unrounded average scores.

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Racial/ethnic gaps narrow from 1998

Recent gains for female students create gender gap in 2010

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* Significantly different (p < .05) from 2010.NOTE: Score gaps are calculated based on differences between unrounded average scores. The score differences between male and female students were not found to be statistically significant in 1998 and 2006.

12* Significantly different (p < .05) from the score for “not at all.”

Teachers report on the extent they cover civics topics

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52% of fourth-graders identified an idea from the Declaration of Independence

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No significant change in eighth-grade score

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Percentage of eighth-graders at Basic increases from 1998 to 2010

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* Significantly different (p < .05) from 2010.NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences between unrounded average scores.

White – Hispanic gap narrows

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Students from all family income levels make gains

18* Significantly different (p < .05) from 2010.

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One-third or more of students study civics topics

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* Significantly different (p < .05) from 2010.

Percentage of students

2020

52% of eighth-graders were able to interpret the message in a political cartoon

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Score for students at the 75th percentile decreases

Decline in twelfth-grade score since 2006

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Percentage of twelfth-graders at Proficient decreases since 2006

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* Significantly different (p < .05) from 2010.NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences between unrounded average scores.

White – Hispanic gap narrowing

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Average score for female students declines

# Rounds to zero.* Significantly different (p < .05) from 2010.NOTE: Score gaps are calculated based on differences between unrounded average scores. The score differences between male and female students were not found to be statistically significant in 2006 and 2010. 25

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Less than one-half of twelfth-graders report studying international topics

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* Significantly different (p < .05) from 2010.

Percentage of students

* Significantly different (p < .05) from 2010.

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35% of twelfth-graders demonstrated a “Complete" understanding of terms related to immigration and assimilation

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No significant change at grade 8

No significant change at grade 8

Decline atgrade 12

Decline atgrade 12

Improvement at grade 4

Improvement at grade 4

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* Significantly different (p < .05) from 2010.

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Hispanic students make gains from 1998 to 2010 at all three grades

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For more information

http://nationsreportcard.gov

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