Indicator: Math and reading proficiency in high school
Definition
Students demonstrate proficiency in math and reading/English language arts according to high-quality state standards.
RECOMMENDED METRIC(S)
Percentage of tested students who meet grade-level standards in reading/English language arts and math, as measured by state standardized tests
Type(s) of Data Needed
AssessmentsWhy it matters
Math and reading proficiency are highly predictive of later outcomes. In high school, measures of students’ academic proficiency can be used to identify high-achieving students from marginalized backgrounds for the purposes of college access and outreach initiatives. Researchers have also identified a possible role for test scores as part of on-track indicator systems. Reflecting disparities in access to strong systems and supports for learning, there are large and persistent gaps between the test scores of Black, Latino, and low-income students, and the scores of their White, Asian, and economically advantaged counterparts.
What to know about measurement
Under the Every Student Succeeds Act (ESSA), schools are required to collect and report test scores for students in one grade level in high school. However, testing for a specific high school grade level is not required, so tested grade levels vary widely in practice, as do the types of assessments used across states (including state proficiency tests, end-of-course tests, and college readiness tests such as the Preliminary SAT [PSAT], ACT, and SAT). This variation severely limits the comparability of this indicator. Proficiency rates should not be compared across states except when using National Assessment of Educational Progress (NAEP) data, which are available for grades 4, 8, and 12. Despite this and other concerns, including those discussed under the indicators of proficiency in grades 3 and 8, we recommend measuring high school math and reading proficiency because of the predictive value of this information and its potential to be used for intervention purposes. We encourage the field to converge on tested grades and approaches to assessment that best support high school students’ learning.
E-W Case Studies
Source frameworks
This indicator appeared in seven source frameworks reviewed for this report, including the Urban Institute’s Robust and Equitable Measures to Identify Quality Schools (REMIQS) framework, CORE Districts Improvement Measures, and the National Academies Framework for Monitoring Educational Equity.
References
The framework's recommendations are based on syntheses of existing research. Please see the framework report for a list of works cited.