NEGP Monthly

The NEGP Monthly was started in July of 1997. Similar in format to the NEGP Weekly, the NEGP Monthly presents more in-depth coverage of Goal-related issues. The Monthly attempts to answer questions such as, "Which states are performing the best on many of the Panel's indicators, and why?"; and, "How have states and communities implemented their standards and modified curricula, teacher training, textbooks and assessments?"

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March 2002
Almost every state made steady progress on improving math achievement results on the National Assessment of Educational Progress during the 1990s. They did not solve, however, the issue of closing the gap between white and minority students and between poor and non-poor students.

September 2001
On October 2, 2000 the NEGP will release Minnesota & TIMSS: Exploring High Achievement in Eighth Grade Science. It is previewed in this month's NEGP MONTHLY as groundwork for using the rich data that will be available soon from TIMSS-R, administered in 1999.

August 2001
The results of the 2000 math assessment conducted by the National Assessment of Educational Progress shows steady progress at the 4th and 8th grades and some improvement at the 12th grade over a decade of the assessments. In addition to well-documented efforts in some leader states, such as North Carolina and Texas, the new assessment found that persistent, long-term efforts in other states, including Indiana, Ohio, Kansas, and Montana, result in considerable progress. The racial gap in math scores, however, remains a problem throughout the country. Check out the attached August issue of the NEGP Monthly for more information!!!

July 2001
Principles for the assessment of young children were developed under the aegis of the National Education Goals Panel and subsequently integrated into policy and research initiatives, especially the first-ever longitudinal study of early childhood by the National Center for Education Statistics. Read July's NEGP MONTHLY to find out more....

June 2001
A new study from the Council of Great City Schools, Beating the Odds, provides surprising evidence that improvements in student achievement are being made among urban students. The report summarizes the results of urban student performance on state assessments, and it shows these students are not only making significant academic progress, but in some cases are improving faster than the state average. The June NEGP Monthly delves into this report and provides information about Baltimore, Boston, Charlotte-Mecklenburg (NC) and Houston.

May 2001
A new analysis of trends in the reading and math assessments administered by the National Assessment of Educational Progress during the 1990s shows state-by-state performance on more than gains in the percentage of students at the proficient level or higher. For example, progress on math achievement has been steady in some states, but the gap between top readers and weak readers has increased in most states. Among those that show significant progress in both subjects are Connecticut, Mississippi, and North Carolina. Their stories point to the importance of long-term, consistent, and focused state policies directed at building the capacity of teachers and schools to improve student achievement. Check out the NEGP's MAY MONTHLY to find out more!

April 2001
The 27 states, districts, and consortia of districts that volunteered to participate in the 1999 Third International Mathematics and Science Study were brave to compare their results with more than three dozen countries. However, they also now have available to them a wealth of information to help them reshape their math and science programs to world-class standards. Read this month's NEGP Monthly to find out more!

March 2001
Despite wrenching incidents of school violence in recent weeks, schools remain one of the safest environments for students. On average, only about 4 percent of students report that they have been absent within the past month because of fear for their safety at school. States and districts have worked vigorously to create safer environments through smaller groupings of students, partnerships with communities, and strict enforcement of rules of conduct. Among the states making the most progress in this area are North Dakota, Wisconsin, Wyoming, and Nevada.

February 2001
The high school credential has become the minimum standard for young people in the United States, representing an important hurdle to be overcome for entrance into post-secondary education, employment, or even enlistment into the military services. The second National Education Goal states that the high school graduation rate will increase to at least 90 percent. As of 1998, 19 states had met the Goal, compared to 15 when the baseline data were first reported in 1990. During this time the U.S. average for high school completion fell from 86.6 percent to 84.8 percent. In addition, five states made significant improvements in their high school completion rate, while another five states experienced statistically significant declines in their rate. This edition of the NEGP Monthly looks at three states - Tennessee, Vermont and West Virginia - that made significant improvements in their high school completion rate.

January 2001
The academic preparation of secondary school teachers for their main teaching assignment and their appropriate certification are basic elements of assuring quality teaching. These are indicators used by the National Education Goals Panel to determine progress on Goal 4-teacher education and professional development. State and organizational policies around the country are moving toward an emphasis on secondary school teachers acquiring academic degrees and on more rigorous certification processes. Among the highest performers on both indicators are North Dakota, Rhode Island, Connecticut, and Minnesota.

December 2000
Since last April, the National Education Goals Panel has collected information and testimony throughout the country on progress toward bringing all students to high standards. At a teleconference and four field hearings, the Panel reviewed local and state efforts that have proven successful in closing the achievement gap, especially the policies contributing most to the progress. Its report, "Bringing All Students to High Standards," released December 7, 2000, describes major themes and lessons from the testimony. The Panel builds on the finding that consistent, informed state policymaking underlies the progress that has been made by further policy recommendations centered on the common themes evident in the message from successful educators.

November 2000
The development of responsible citizenship is an underlying purpose of the National Education Goals. For the last decade the Panel has reported on Voting and Voter Registration in Presidential elections as measures of citizenship. The November NEGP Monthly summarizes efforts in civic education and youth engagement by various national organizations, and states with high voter turnout including Minnesota, Maine, Montana, Wisconsin, and South Carolina.

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