SACRAMENTO — The U.S. Department of Education's National Center for Education Statistics (NCES) released the results of the 2002 National Assessment of Educational Progress (NAEP) in writing for California and the nation today. The writing test was administered to students in grades four, eight, and twelve during the winter of 2002. The results released today include national results for all three grades. State level results, however, are only reported for grades four and eight.

In California, students at the eighth grade level showed a slight improvement over 1998. In that year, only 20 percent of California eighth graders were found to be proficient in writing. In comparison, 23 percent were proficient in 2003. This was the first time the writing skills of fourth graders were assessed by NAEP so no comparison is possible.

"While I am pleased our scores are moving in the right direction, these results underscore the need for a much stronger statewide focus on writing," said State Superintendent of Public Instruction Jack O'Connell. "Our students must be able to express themselves effectively in preparation for higher education, the job market, and citizenship in a democracy. Effective communication is essential for success in a high-tech society."

In fourth grade, for the nation as a whole, only 27 percent of students performed at a level designated as proficient by the National Assessment Governing Board. In California, 23 percent performed at this level. White, black, Hispanic, and Asian fourth graders in California had average scores that were not significantly different from those of the nation as a whole for these groups.

Notably, however, average scores for Hispanic students improved significantly from 1998, and outpaced the increase in scores for the nation as a whole. California's Hispanic eighth grade population gained nine points as compared to a five-point gain nationally. Eighth grade students classified as English learners also made a significant gain of nine points on the assessment.

"The increase in scores for Hispanic and eighth grade students classified as English learners is encouraging," said O'Connell. "Our task now is to take this positive movement and find ways to continue to improve as well as to find ways to ensure all of California's kids realize similar gains."

In twelfth grade, for the nation as a whole, more students (26 percent) performed at the below basic level in 2002 compared to 1998 (22 percent).

A definite score gap persists between boys and girls at both grade levels nationally and in California. Female students had an average score 21 points higher than boys at grade four and 15 points at grade eight. These gaps were not significantly different from those for the nation as a whole.

"When interpreting the results for California, and in comparing the state's results with the rest of the country, it is important to note that California's demographics are significantly different from other states. Our ultimate purpose is to provide a road map for raising student achievement. This task, although daunting, is critical to the future of California and the nation," said O'Connell.

NAEP assesses only a small sample of students in each state with the goal of providing an approximate measure of overall student performance. A total of 268 schools participated in the writing assessment, resulting in samples of 4,016 students in grade four and 3,124 students in grade eight. The margin of error for the assessment was plus or minus three points for grade four results and plus or minus two points for grade eight.

NCES cautions states against using these test scores as the basis for making broad state-by-state comparisons. This is because the population of the states varies considerably and the NAEP assessment is only intended to give an approximate estimate of the performance of all students in the state. For example, California has the largest percentage of English learners of any state at both grade four (30 percent) and grade eight (21 percent). Also, California is the most inclusive state in the nation, with only 10 percent of English learners excluded from the test compared with about 25 percent nationwide.

NAEP, also known as the Nation's Report Card, is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas. Since 1969, assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and the arts. State NAEP assessments began in 1990.

For further information, contact NCES on the Web at http://www.nces.ed.gov/nationsreportcard/ (Outside Source).