Good and Bad News in Latest ETS Report on Nation's Fourth-Grade Reading Classrooms.

PRINCETON, N.J. -- The overall health of the nation's fourth-grade reading instruction is good, however many minority students do not share equally in educational resources, quality teachers, and smaller classes, reports a new ETS study.

The Fourth-Grade Reading Classroom examines data

from the National Assessment of Educational Progress (NAEP) to draw a portrait of what reading instruction looks like in U.S. classrooms, how that instruction is different for students of various groups, and what the characteristics are of the teachers who deliver that instruction.

"First and foremost, there is much good news," writes co-author Richard Coley. "In most U.S. fourth-grade reading classrooms, the teachers appear to meet typical state teacher certification requirements. Nearly all hold a bachelor's degree and many hold graduate degrees. This population of teachers is also experienced; over half have taught for more than 10 years.

"There is also bad news," Coley continues. "Not all students share equally in educational resources. Black students, for example, are more likely than White and Asian students to attend schools with high teacher turnover. And Hispanic fourth-graders are more likely than Black and White fourth-graders to be in larger classes."

The report looked at teachers, schools, instructional practices, and classroom assessment practices. Researchers found the following:

--Teacher attendance and attrition do not seem to be general problems.

--Most fourth-grade teachers reported that they received all or most of the resources needed to teach their classes.

--More than half of fourth-graders receive between 45 and 90 minutes of reading instruction per day.

--Seventy percent of teachers indicated they use integrated reading and writing as a central part of their instruction.

--Fourth-graders were more likely to have teachers who focus instruction on reading to gain information than on reading to perform a task.

--The most frequently used assessment practices were having students write paragraphs about what they had read, giving short-answer tests, and giving oral reading assignments.

"The educational progress of states, school districts, and individual schools is being measured in unprecedented ways, including disaggregating performance data to examine the progress of specific groups of students defined by gender and race and ethnicity," says co-author Ashaki Coleman. "Progress will be determined, in large part, by what goes on in individual classrooms."

Considering that, she says, the following findings are cause for concern:

--White students are more likely than Hispanic and Asian students to have teachers with 25 years or more experience.

--Black students are more likely than White students to be grouped by ability.

--Hispanic students are more likely than White and Black students to be in large classes.

--Title I students are less likely to have teachers who feel well prepared in classroom management and organization.

--Students in central city schools are less likely than other students to attend schools where no teachers left during the year.

"Literacy for all Americans is one of our national education goals -- one that has yet to be achieved," Coley says. "If, as the National Research Council concludes, 'quality classroom instruction in kindergarten and the primary grades is the single best weapon against reading failure,' then we need to replicate the successes identified in this report for all children, regardless of race, poverty, or the type of school they attend."

Download The Fourth-Grade Reading Classroom for free at www.ets.org/research/pic. Purchase copies for $15.00 (prepaid) by writing to the Policy Information Center, ETS, MS 19-R, Rosedale Road, Princeton, N.J., 08541-0001; by calling 609-734-5694; or by sending an e-mail to pic@ets.org.

About ETS

ETS, with Fiscal Year 2004 consolidated revenues of $825 million, is the world's largest private educational testing and measurement organization. Our mission is to advance quality and equity in education by providing fair and valid assessments, research, and related services for all people worldwide. Our products and services measure knowledge and skills, promote learning and performance, and support education and professional development. Founded in 1947, ETS today develops, administers or scores nearly 24 million tests annually in more than 180 countries.