News Release: NAEP 2009 Science Assessment Result

Release: #11-12

January 25, 2011

Contact: Pam Slater

E-mail: communications@cde.ca.gov

Phone: 916-319-0818

State Schools Chief Tom Torlakson Comments on 
Release of NAEP 2009 Science Assessment Result

SACRAMENTO — State Superintendent of Public Instruction Tom Torlakson today commented on the release of the fourth and eighth grade science results from the 2009 National Assessment of Educational Progress (NAEP).

"As a science teacher, these results are troubling. Despite the enormous efforts being made by educators, we’re seeing the consequences of lagging behind other states in investing in education," Torlakson said. "This test is a less-than-precise measure of student performance in California, but it is one more signal about where we stand and where we’re headed.

"These scores are telling us — loud and clear — that it’s time to expand science instruction and close the achievement gap, starting with making sure our schools have the resources they need to do the job," he said.

"Like other educators and business leaders across California, I have become increasingly concerned about this issue — and more determined than ever to see more science taught in our schools. My Transition Advisory Team includes a working group on Science, Technology, Engineering, and Mathematics to make this effort a priority."

At grade four, the overall average scores for both California and the nation were at the NAEP Basic achievement level, which denotes partial mastery of fundamental skills at each grade. At grade eight, the overall average score for California fell below the NAEP Basic achievement level, while the overall average score for the nation was at the NAEP Basic achievement level.

The NAEP science assessment is not specifically aligned to California’s science content standards. There is no national science curriculum and each state sets its own standards. California’s own science assessment system, as it has for other subjects, shows students making steady progress.

The NAEP science framework was updated for the 2009 assessment to keep the content current with key developments in science and curriculum standards, and therefore cannot be compared with results from assessments in previous years.

Looking at the average results for different demographic groups, California’s white, black, and Asian students scored comparably to their peers in most other states, while the state’s Hispanic students scored lower than their peers in most other states.

California is home to a significantly larger percentage of English learners than any other state. The percentage of English learners in California that participated in the grade four NAEP assessment was 29 percent, which was 19 percentage points higher than the national average. Similarly, 19 percent of California’s grade eight students that participated were English learners, compared to 5 percent at the national level.

In California and at the national level, the average score for English learners fell below the NAEP Basic achievement level, while the average score for non-English learners was at the NAEP Basic achievement level.

Large gaps remain between the scores of Hispanic and black students and their white and Asian peers. In California and at the national level, Hispanic and black students scored approximately 35 points lower than white and Asian students. Additionally, grade four and eight white and Asian student subgroups scored at the NAEP Basic achievement level on average, while their black and Hispanic peers scored below the NAEP Basic achievement level. Similarly, students with disabilities and English learners scored significantly lower than their non-disabled and non-English learner peers.

NAEP is a longitudinal national assessment that tests a representative sample of students in grades four, eight, and twelve in various subjects such as reading, writing, mathematics, and science. NAEP provides a common yardstick for measuring student achievement nationwide, allowing for state comparisons. NAEP assessments are not aligned to California’s content standards, but are based on an assessment framework developed under the direction of the National Assessment Governing Board, which sets policy for NAEP. Results are released for the nation, states, and certain large urban school districts; no results are released for individual students or schools.

In evaluating NAEP results, it is important to consider sampling error because small score differences may not be statistically or practically significant. Additionally, it is important to consider demographic differences between states and how such differences can affect overall state scores. It is important to examine subgroup level performance when making comparisons between states and the nation.

Complete state and national results for the 2009 NAEP science assessment are available online at The Nation's Report Card - National Assessment of Educational Progress - NAEP (Outside Source). Results for the school districts that participated in the NAEP Trial Urban District Assessment program are expected to be released in February.

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Tom Torlakson — State Superintendent of Public Instruction
Communications Division, Room 5206, 916-319-0818, Fax 916-319-0100

Arts, Culture and Economic Development

NCSL Labor and Economic Development Committee - Policy expires August 2013 Arts and culture can influence an array of policy goals, including economic development, rural development, urban revitalization, revenue generation, tourism, accessibility and participation, diversity, education, and youth development. For many of these areas, states and the federal government are partnered. Support for the production, distribution, and infrastructure of the arts is critical to success in tourism, attracting business interests, economic development, and quality of life issues. Further, the arts are a core academic subject in our schools. Strong and sequential arts education through primary and secondary school contributes to student success and workforce development. In our education systems, the study of the arts should remain vibrant. The National Conference of State Legislatures (NCSL) encourages a better and stronger understanding of this partnership as well as a reasoned study and understanding of the inputs and benefits. Economic Development Arts and culture are consistent sources of economic growth, during both good and difficult economic times. Specifically, arts and culture policies and programs increase economic development in states by attracting businesses, creating new jobs, increasing tax revenues and promoting tourism. Additionally, the arts and culture play a key role in urban revitalization and community renewal strategies. NCSL encourages the federal government to support arts and culture through investments in programs that will promote economic development, jobs creation, and community revitalization at the state and local level. Tourism Tourism is a vital element of state economic development, diversification, and rural development programs, as well as a leading services sector employer.   NCSL encourages Congress and the Administration to open and maintain consultative processes with state governments, and state legislatures in particular, to ensure that state and federal policies and programs encourage the continued vitality of this important sector of the economy. Further, federal economic development and disaster recovery programs should include tourism among the activities eligible for support. National Heritage Areas The National Park Service defines a National Heritage Area as a place designated by the United States Congress where natural, cultural, historic, and recreational resources combine to form a cohesive, nationally distinctive landscape arising from patterns of human activity shaped by geography.   Recognizing these areas as viable drivers for historic preservation and cultural tourism, the National Park Service and the Congress should consult state legislators, as both state policymakers and community leaders, to identify ways of maximizing the National Heritage Area designation to the benefit of their communities and their states. Collaboration and Coordination  The National Endowment for the Arts, the National Endowment for the Humanities, the National Trust for Historic Preservation, the White House Preserve America initiative, offices within USDA Rural Development, the National Park Service, the Smithsonian Institution, the U.S. Department of Education, and many others are engaged in promoting various aspects of culture, the arts, heritage preservation, and tourism. NCSL encourages collaboration and coordination among these disparate agencies and budgetary line-items with state legislatures to ensure that the policy and program outcomes meet the needs and goals identified by state policymakers. Further, this collaboration and coordination should improve the identification and sharing of best practices from and among the states and the federal government. Labor and Economic Development Committee

Advocacy

The Latest on Music Education Policy from Capitol Hill

MENC Legislative Memo

Feb 7, 2011

On February 7, MENC, along with ASTA and NAMM, hosted “A Music Education Policy Roundtable” under the SupportMusic umbrella at MENC headquarters in Reston, Virginia.

MENC and NAMM collaborate on SupportMusic.com, which provides tools and resources to advance community support for music education.

Chris Woodside, MENC Assistant Executive Director for Advocacy and Public Affairs, said this is a “pivotal time to make our case” because efforts to scale back arts education funding appear to be gaining steam.

“We want to come together, talk strategy and share information about crucial issues,” Woodside said.

Mike Blakeslee, MENC Chief Operating Officer and Deputy Executive Director, asked, “What is our policy agenda? What are our legislative ‘asks?’ What do we want to accomplish for our individual organizations but also, what is best for the common good?”

MENC's Mike Blakeslee records the Roundtable's consensus recommendations

Blakeslee also said there is urgency to that work. The Obama administration’s emphasis on STEM (Science, Technology, Engineering, and Mathematics) subjects has raised flags for music and arts education advocates, as well as those from other disciplines such as history and foreign languages.

Representatives from various additional entities attended as well:

• Americans for the Arts
• Chorus America
• League of American Orchestras
• Music Teachers National Association
• National Association of Schools of Music
• Nelson Mullins Riley & Scarborough
• VH1 Save the Music
   

Several others participated remotely via webinar.

Those attending discussed how smaller organizations can work with larger ones to achieve common goals. Roundtable attendees agreed that it is also important to encourage members to participate in local advocacy and not to rely solely on national efforts.

By the end of the session, attendees had reached consensus on a set of “working” recommendations:

• Congress needs to maintain the status of the arts as a core academic subject.
• The Department of Education should collect research to help the field of music education better understand its needs.
• Accountability provisions, which include a measurement of music success, are essential.
• Funding should be sought either throughout the Elementary and Secondary Education Act (ESEA) or by addressing specific titles.
   

  From left: Roundtable discussion participants Heather Noonan, League of American Orchestras; Gary Ingle, Music Teachers National Association; and Laurie Lock, VH1 Save the Music

Roundtable attendees agreed to keep in touch and to continue to work together to make adjustments to the “asks” listed above, and to make progress on common advocacy goals.

The Latest on Music Education Policy from Capitol Hill

MENC Legislative Memo

Jan 14, 2011

Rolled back government discretionary spending in Education to Fiscal Year (FY) 2008 levels

Take a look at a 2011 calendar. As in any year, there are 12 months, 52 weeks, 365 days. This year in Washington, DC, with elections looming in 2012, the year 2011 is much shorter on Capitol Hill. Many Congressional insiders believe that legislators will handle little of substance after late summer, as 2012 nears. In fact, the 2012 fiscal year begins on October 1.

Now that Republicans control the House of Representatives and hold more seats in the Senate, much of the early goal-setting seems to be focused on repealing, or beginning to dismantle the health care reform bill. Some newly minted members of Congress have also called for rolled back government discretionary spending, including education funding, to Fiscal Year (FY) 2008 levels.

Where does that leave education and, in particular, arts education funding in FY'11? "Pretty low in the pecking order" says Mike Blakeslee, MENC Chief Operating Officer and Deputy Executive Director.

With the 112th Congress in place, members of the Committee for Education Funding (CEF), which includes MENC, met January 5 to assess potential scenarios for the weeks ahead.

According to CEF, a rollback would mean a cut of about 13.6%, or $63 billion for all discretionary spending. That would translate into $9.42 billion in funding cuts to education programs like:

• Title 1
• Pell Grants
• Federal Work Study Programs
• 21st Century Community Learning Centers
• Improving Teacher Quality State Grants
• Federal Supplemental Educational Opportunity Grants

CEF's goal is "combining resources to effectively advocate for an increased federal commitment to education from early education to higher education."

Nancy Townes, MENC's new Director of Government Relations & Advocacy Communications, attended the meeting. She said there was some discussion suggesting that the biggest education issue, reauthorization of the Elementary and Secondary Education Act (ESEA), could still potentially attract support because it is seen as a bipartisan issue.

MENC's position is to advocate for music education on numerous fronts, including with other music and arts groups, with other education groups, and with education funding organizations.

Speakers at the early January CEF meeting included policy advisors as well as Congressional staffers.

One Hill staffer at the meeting offered some advice that music education advocates might find useful: No matter the level of government, meetings with elected officials or their staff members should be brief.

Personal stories about teachers' accomplishments and those of their students are far more effective than long speeches about statistics and dollar amounts. The staffer encouraged advocates to use their time to express the positive aspects of supporting education programs.

Equally important, however, is leaving behind a one-page summary of music educator concerns, or "Asks." An Ask is a request for Congressional appropriations, for specific bill language, or for support made by an individual or an organization for a member of Congress.

CEF Website

CEF Appropriations Tracker

Read a wrap-up of MENC's 2010 legislative efforts

—Roz Fehr, January 14, 2011. © MENC: The National Association for Music Education

Resources

• Music Education Advocacy Central
• MENC Webinar: How MENC Advocates for YOU

For today's students to succeed tomorrow, they need a comprehensive education that includes music taught by exemplary music educators.

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Music Advocacy

The Latest on Music Education Policy from Capitol Hill

MENC Legislative Memo

October 28, 2010

Discussing Links Between Arts Education, Creativity, and Pre-Service Teacher Training

On October 20 the Higher Education Working Group of the Arts Education Partnership (AEP) presented a forum in Denver, Colorado. MENC President Scott C. Shuler, MENC Deputy Executive Director and Chief Operating Officer Mike Blakeslee, and MENC's Butera participated in the discussions.

The group focused on the importance of partnerships in pre-service education for classroom teachers. Collaborations could link higher education with PreK–12 schools, artists, and cultural organizations like MENC.

The session also focused on the role creativity plays in how students learn today and will succeed tomorrow. MENC coordinated similar discussions through the Partnership for 21st Century Skills, resulting in the development of a "Skills Map" for the arts.

MENC originally convened the working group of national arts education organizations to complete 21st Century Skills Map, which demonstrates how quality, standards-based arts instruction helps students master 21st century skills. "The original audience for this document included school administrators and policymakers who need to understand how important a quality music/arts education to help children succeed in the 21st century," Shuler said. "Members of the groups are now presenting the map, as we did at the AEP meeting, to encourage arts educators and arts organizations to use the map. We all need to help get out the word about the importance of music/arts education."

Shuler believes, "All citizens need to study the arts. It is particularly important that classroom teachers receive a quality arts education, because they are in a position to transfer both their arts skills and values to the each generation of students. While it is arguably unrealistic to expect all classroom teachers to possess the skills to be the primary teachers of music and the other arts (no pun intended), they can and should encourage their students to sing, to listen to music of different cultures and historical periods, and to write about the music they hear."

During the work-group meeting Colorado Governor Bill Ritter said that America once led through creativity and innovation, "We have lost our competitive edge," an edge that needs to be restored.

"Creativity isn't just about music and the arts, but you can't talk creativity without talking about the tremendous influence the arts and arts education can have in the world of educating kids," Ritter said.

Speaking at the same meeting, Lieutenant Governor Barbara O'Brien said, "the thoughtful connection between the arts and how we educate young people with an eye on our economy is a vibrant way to think about the arts."