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<p><span style="font-size:11.0pt;font-family:"Calibri","sans-serif"">Hello! Two studies were released today (see the bottom of this email for details and links). I’ve copied and pasted a few key results directly from report. These results make me think about
how libraries are focusing resources on Black and Hispanics youth, kids in poverty, and boys who are struggling more in reading. I also wonder, “What is happening between 4<sup>th</sup> Grade when American kids are doing okay in science and 8<sup>th</sup>
Grade when American kids drop to the middle of the pack?” How can libraries help? These results may also be useful in grant writing and advocacy.<o:p></o:p></span></p>
<p><span style="font-size:11.0pt;font-family:"Calibri","sans-serif"">Comparisons of the
<b><u><span style="color:#C00000">reading achievement of 4th-grade students</span></u></b> in 2011 are made among the 53 education systems that participated at grade 4.<o:p></o:p></span></p>
<p style="margin-left:.5in;text-indent:-.25in;mso-list:l5 level1 lfo2"><![if !supportLists]><span style="font-size:11.0pt;font-family:Symbol"><span style="mso-list:Ignore">·<span style="font:7.0pt "Times New Roman"">
</span></span></span><![endif]><span style="font-size:11.0pt;font-family:"Calibri","sans-serif"">In 2011, the United States was among the top 13 education systems (5 education systems had higher averages and 7 were not measurably different). The United States
average was higher than 40 education systems. The 5 education systems with average scores above the U.S. average were Hong Kong-CHN, Florida-USA, the Russian Federation, Finland, and Singapore.<o:p></o:p></span></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo2">
The average score for girls was higher than the average score for boys in the United States (562 vs. 551).<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo2">
Compared to the U.S. national average reading score: White, Asian, and multiracial students scored higher on average, while Black and Hispanic 4th-graders scored lower on average than the U.S. average.<o:p></o:p></li><li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l5 level1 lfo2">
In the United States, schools were classified into five categories on the basis of the percentage of students in the school eligible for free or reduced-price lunch. In all cases, students from schools with lower proportions of free lunch eligibility scored
higher, on average, than students from schools with higher proportions of free lunch eligibility.<o:p></o:p></li></ul>
<p><span style="font-size:11.0pt;font-family:"Calibri","sans-serif"">Comparisons of the
<b><u><span style="color:#00B050">science achievement of 4th-graders </span></u></b>in 2011 are made among 57 countries and other education systems. <o:p></o:p></span></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l4 level1 lfo6">
At grade 4, the United States was among the top 10 education systems in science (6 education systems had higher averages and 3 were not measurably different) and scored higher, on average, than 47 education systems. The 6 education systems with average science
scores above the U.S. score were Korea, Singapore, Finland, Japan, the Russian Federation, and Chinese Taipei-CHN.
<o:p></o:p></li></ul>
<p><span style="font-size:11.0pt;font-family:"Calibri","sans-serif"">Comparisons of the
<b><u><span style="color:#00B050">science achievement of 8th-graders</span></u></b> in 2011 are made among 56 countries and other education systems.<o:p></o:p></span></p>
<ul type="disc">
<li class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l3 level1 lfo9">
At grade 8, the United States was among the top 23 education systems in science (12 education systems had higher averages and 10 were not measurably different) and scored higher, on average, than 33 education systems. The 12 education systems with average science
scores above the U.S. score were Singapore, Massachusetts-USA, Chinese Taipei-CHN, Korea, Japan, Minnesota-USA, Finland, Alberta-CAN, Slovenia, the Russian Federation, Colorado-USA, and Hong Kong-CHN.<o:p></o:p></li></ul>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal" align="center" style="text-align:center"><span style="color:black">Katie Anderson, Library Development Services<o:p></o:p></span></p>
<p class="MsoNormal" align="center" style="text-align:center"><span style="color:black">* Youth Services Consultant * Oregon Center for the Book Coordinator *<o:p></o:p></span></p>
<p class="MsoNormal" align="center" style="text-align:center"><span style="color:black">Oregon State Library, 250 Winter St. NE, Salem, OR 97301<o:p></o:p></span></p>
<p class="MsoNormal" align="center" style="text-align:center"><span style="color:black"><a href="mailto:katie.anderson@state.or.us">katie.anderson@state.or.us</a>, 503-378-2528<o:p></o:p></span></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>New PIRLS 2011 Highlights Report Compares U.S. Students with Their Peers Around the World</b>. To view the full report please visit
<a href="http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013010">http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013010</a><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">This report from the National Center for Education Statistics summarizes the performance of U.S. fourth-grade students on the 2011 Progress in International
<b>Reading Literacy Study</b> (PIRLS), comparing their scores with their peers internationally as well as documenting changes in reading achievement since 2001. The report also describes additional details about the achievement of students within the United
States, by sex, racial/ethnic background, and the poverty level of the schools they attend. It also includes state-level results for public school students in Florida.
<br>
<br>
The PIRLS 2011 Highlights Report is a product of the National Center for Education Statistics at the Institute of Education Sciences, part of the U.S. Department of Education.
<br>
<br>
<b>New TIMSS 2011 Highlights Report Compares U.S. Students with Their Peers Around the World</b>. To view the full report please visit
<a href="http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013009">http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013009</a><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">This report from the National Center for Education Statistics summarizes the performance of U.S. fourth- and eighth-grade students on the 2011 Trends in International
<b>Mathematics and Science Study</b> (TIMSS), comparing their scores with their peers internationally as well as documenting changes in mathematics and science achievement since 1995. The report also describes additional details about the achievement of students
within the United States, by sex, racial/ethnic background, and the poverty level of the schools they attend.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">The TIMSS 2011 Highlights Report is a product of the National Center for Education Statistics at the Institute of Education Sciences, part of the U.S. Department of Education.<o:p></o:p></p>
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