PRESS RELEASE

August 19, 2003

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SCHOOL TEST RESULTS SHOW WIDE GAPS IN ACHIEVEMENT FOR ETHNIC GROUPS

Utah Foundation today released its July Research Report on the results of the Stanford Achievement Test (SAT 9) for Utah students in 2002. This year, in addition to reporting those results at the state, district and school level, Utah Foundation includes an analysis of the role technology plays in achievement. Additionally, this year's report includes statewide test results disaggregated by ethnicity. This is a measure that was previously not available to researchers, and will be tracked from here forward. The report, entitled "Utah's Statewide School Testing Results: 2002" should accompany this release, if not, it is available at http://www.utahfoundation.org/reports.html.

On the SAT 9 exams, Utah's school children have mostly maintained the same level of performance for 2002 compared to 2001, with several categories showing improvement and a few with declines (eighth grade reading and language scores are the only categories to decline). Students continue to score well in science at all levels, and in math in eighth and eleventh grades. Language skills are still an area of concern across the board, with scores ranging from the 38th percentile (third graders) to the 50th percentile (fifth graders).

While overall scores have remained largely static, when the scores are disaggregated by ethnicity, glaring discrepancies in achievement become obvious. Complete battery scores, for example, while consistently above the 50th percentile for Caucasian and Asian students, are below the 40th percentile for all other ethnic groups, and below the 30th percentile for Hispanic and American Indian students. In light of the new achievement standards set forth by No Child Left Behind, these statistics are particularly troubling.

In looking at this year's SAT 9 results, Research Analyst Sara Sanchez said, "Researchers have long known that achievement gaps exist among ethnic groups; however, this year's test results provide the most concrete illustration we've ever seen on just how large and disturbing that gap is. Under the federal No Child Left Behind Act, Utah is required to show progress for each ethnic group, and this highlights the challenges Utah will face if it is to meet that requirement and succeed under the new federal law."

Another section of the report focuses on the role technology plays in student achievement. Utah is a leader in integrating technology and education, according to surveys of student access to equipment, the percentage of equipment that is "high-end" technology, and legislatively mandated inclusions of technology in the curricula. This is particularly heartening considering Utah's distinction of spending the least per pupil in the country. It suggests that while resources are scarce, a maximum effort is being made to make the most of those resources. However, one area of concern is teachers' knowledge of technology and their ability to effectively utilize it. As shown in the report, Utah is one of the five worst states in terms of preparing novice teachers to effectively utilize technology in the classroom.

Research on the effectiveness of this technology has shown mixed results in terms of increased student performance. Specifically, these studies have been hindered by methodological concerns, making it difficult to accurately quantify achievement differentials that have occurred because of technology.

When asked about the findings of this report regarding technology and education, Ms. Sanchez concludes, "The fact that it has been difficult to quantify the impact of technology on education is not surprising given the myriad of programs that have been attempted on different levels to date. However, new federal regulations require more focused and targeted technology programs in order to receive federal funding, and these programs provide an opportunity for researchers to better isolate the effects of technology on student performance. It is hopeful that some more concrete analysis of the effect of technology on performance will be available in the coming years."

Utah Foundation is a nonprofit, non-advocacy research organization. Our mission is to encourage informed public policy making and to serve as Utah's trusted source for independent, objective research on crucial public policy issues.