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Percent Proficient on the State Assessment in Reading, Grade 4 - All Students: 2010-11 1

The percentage of all students in fourth grade who scored proficient or above on the state assessment in reading. Due to the variation between states in content, standards, and assessments, it is not possible to compare state assessment data across states. [More about...]

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Warning Message You have selected a data element that has limitations when comparing across states and years. Please select the link to learn more. [More about...]

State assessments, which are used to measure student achievement in reading, math, and science, are designed by each state to measure the content the state has determined appropriate for that grade and subject. As a result, both the content on the tests and achievement standards students must meet to be considered “proficient” vary widely across states, so proficiency rates should not be compared across states. Many states have also changed their standards and assessments at some point in the process of measuring their students, so it is often not possible to create a trend line that looks at changes in achievement across years, since a change could actually reflect a change in the assessment.

Through the 2009-10 school year, states were allowed to calculate student graduation rates differently, as long as the figure represents students who graduated in the standard number of years (i.e., four). Starting in the 2010-11, states converted to an adjusted cohort graduation rate, which may or may not be the same as the calculation they used in prior years. Due to the potential differences, caution should be used when comparing graduation rates across states.

For detailed information about state assessments and graduation rates, please see the state Accountability Workbooks, which can be found at: State Accountability Workbooks: http://www2.ed.gov/admins/lead/account/stateplans03/index.html

The user can use the Graphs and Tables tool to explore basic state data values for the selected Data Element. The user can use the Data Mapping tool to explore basic state data values state-by-state for the selected data element, color-coded by value.    
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State Sort states in alphabetical ascending orderSort states in alphabetical descending order Value Sort states by data element value in ascending orderSort states by data element value in descending order
   050%100%
National 
US †
Alabama  88%
AL 88%
Alaska  74%
AK 74%
Arizona  75%
AZ 75%
Arkansas  82%
AR 82%
California  63%
CA 63%
Colorado  88%
CO 88%
Connecticut  74%
CT 74%
Delaware  61%
DE 61%
District of Columbia  44%
DC 44%
Florida  71%
FL 71%
Georgia  88%
GA 88%
Hawaii  68%
HI 68%
Idaho  87%
ID 87%
Illinois  75%
IL 75%
Indiana  82%
IN 82%
Iowa  82%
IA 82%
Kansas  90%
KS 90%
Kentucky  74%
KY 74%
Louisiana  72%
LA 72%
Maine  67%
ME 67%
Maryland  89%
MD 89%
Massachusetts  53%
MA 53%
Michigan  84%
MI 84%
Minnesota  75%
MN 75%
Mississippi  54%
MS 54%
Missouri  53%
MO 53%
Montana  83%
MT 83%
NebraskaA  75%
NE 75%
Nevada  65%
NV 65%
New Hampshire  77%
NH 77%
New JerseyB  63%
NJ 63%
New Mexico  47%
NM 47%
New York  57%
NY 57%
North CarolinaC  72%
NC 72%
North Dakota  77%
ND 77%
Ohio  85%
OH 85%
OklahomaD  62%
OK 62%
Oregon  85%
OR 85%
Pennsylvania  72%
PA 72%
Puerto Rico  44%
PR 44%
Rhode Island  69%
RI 69%
South Carolina  78%
SC 78%
South DakotaE  78%
SD 78%
TennesseeF  45%
TN 45%
Texas  85%
TX 85%
Utah  76%
UT 76%
Vermont  69%
VT 69%
Virginia  87%
VA 87%
Washington  67%
WA 67%
West Virginia  48%
WV 48%
Wisconsin  83%
WI 83%
WyomingG  84%
WY 84%

Key
this symbol means not applicable.
- this symbol means data value was not available.
n< this symbol means that the data have been suppressed.
# this symbol means data value rounds to zero.
this symbol means reporting standards not met.
 
   
   
 
 
   
1 Description: The state-reported percentage of fourth grade students, by subgroup, who scored proficient or above on the state assessment in reading. Each state is required to administer annual tests in grades 3-8 and once in high school in reading/language arts and mathematics, which are used to determine whether each school and district is making adequate yearly progress (AYP). The tests are designed by each state to measure the content the state has determined appropriate for that grade and subject. Both the content and achievement standards vary widely across states, so proficiency rates cannot be compared between states. Cells with a dash (-) indicate that the data are not available. The symbol "n <" indicates that the data have been suppressed due to a small count. The symbols "> 97%" and "< 3%" indicate that the value is higher than 97 percent or less than 3 percent, respectively.; Academic Year: 2010-11; Grade: 4; Source: EDFacts/Consolidated State Performance Report: http://www2.ed.gov/admins/lead/account/consolidated/index.html; Data Uploaded On: 10/09/2012 

NE: Nebraska implemented new state-wide reading assessments in 2009-10.
NJ: As part of its emphasis on raising academic standards, in Spring 2009 NJDOE administered a new Assessment for Grade 4. The results are not comparable to previous years. Please refer to the NJ Accountability Workbook for Assessment schedule.
NC: Retest scores (first retest only) for students who scored below the Achievement Level III standard on reading and mathematics assessments in grades 3 through 8 were used in calculations of AYP and the ABCs performance composites. Students in grades 3-8 who scored Achievement Level II on the first administration of the reading or mathematics assessments and/or their alternate assessments were required to take a retest. (Students who scored Level I could 'opt in' to take the retest at their parents' request.) The higher of the original score or the first retest score was used in the calculation of the ABCs performance composites and AYP.
OK: Oklahoma raised the achievement standards for reading and mathematics in grades 3-8 in 2008-2009, which decreased the number of students attaining proficiency.
SD: South Dakota implemented new reading standards and assessments in 2008-09. There were fewer students proficient or advanced in reading in 2009 than in previous years of the prior test. South Dakota has limited diversity within the state and small student groups may show greater fluctuations in student performance because of the low student numbers. Actual populations can change dramatically from one year to the next.
TN: Tennessee implemented new curriculum and assessment standards in 2009-10.
WY: Wyoming had a technical failure with their assessment system that prevented them from reporting 2009-10 assessment data. They received a reporting waiver for SY 2009-10.