Wisconsin public schools assessed third-graders' reading comprehension each spring from 1989 to 2005 using the Wisconsin Reading Comprehension Test (WRCT, called the Third Grade Reading Test from 1989 to 1995). Since the fall of 2005 third graders have been assessed in reading and mathematics with the Wisconsin Knowledge and Concepts Examinations (WKCE) as part of a comprehensive state assessment and accountability system required under the No Child Left Behind Act of 2001.
Created to meet the requirements of Section 121.02(1)(c) and Section 121.02(1)(r) Wisconsin Statutes, the WRCT served to help identify the reading levels of students with respect to state standards and to provide districts with information useful for evaluating the effectiveness of their primary reading programs. Wisconsin educators participated throughout the lifetime of the WRCT as members of the WRCT Advisory Committee, two standard-setting panels, and an item writing committee.
The test consisted of three discrete reading passages and associated questions from 1989 to 2003. In 2004 and 2005 the test consisted of two related passages, questions on each of the passages, and a third set of questions related to both passages. This "paired passage" concept required students to connect information from both sources and has been carried over into the reading portion of the WKCE.
From 1989 to 1997 reading levels were reported as "Below the Standard," "At the Standard," and "Above the Standard." From 1998 to 2005 reading levels were reported as "Minimal," "Basic," "Proficient," and "Advanced." Nearly one million thrid graders took the WRCT over the 17 years during which it was administered. From 1998 to 2005 the percent of students scoring proficient or above on the WRCT rose from 65% to 87%.
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Test Results
For more information about statewide tests and other performance indicators go to:
To view or download test results by district and by school within district go to:
WRCT Frequently Asked Questions
Why a third grade reading test?
The Wisconsin Department of Public Instruction (DPI) is required,
under Standard(r) of Section 121.02(1) of the Wisconsin Statutes,
to test all public school third graders in reading every year
in spring. All school districts will administer the DPI-developed
third grade reading test to their third graders. The third grade
reading test requirement does allow districts to exclude some
students from testing.
Who may be excluded from the test?
The following categories of children may be excluded under certain
conditions: those who are absent, have exceptional educational
needs (EEN) or are limited English proficient (LEP).
- Absent.
- These are children who are not in school or who
are unable to complete the test during the test administration
period. The DPI expects this number to be very small.
- Exceptional Educational Needs (EEN).
- A child with EEN
may be excluded if, taking into consideration the EEN child's
reading level and other characteristics, the district determines
that the third grade reading test is not appropriate for that
child. This determination must be made on a case-by-case basis.
- Limited English Proficient (LEP).
- LEP children in level
five (as defined in PI 13.03(3) (e), Wis. Admin. Code) must take
the third grade reading test. These are students who read and
comprehend English with little help. Students in levels one through
four (as defined in PI 13.03 (a) through (d)) should be excluded.
May districts exclude Title I children or slow readers?
No. All Title I children must be tested. The only exclusions
are for absent children, and, under certain conditions, EEN and
LEP children.
May districts exclude all non-mainstreamed children with EEN?
No. Districts must look at each child with EEN individually and
make a determination of the appropriateness of the WRCT for each
child with EEN separately. There are no categorical exclusions.
That is, districts may not automatically exclude any children
with EEN based on their category of handicapping condition alone.
Must districts include all mainstreamed children with EEN?
No. All children with EEN, whether mainstreamed for reading or
not, must be reviewed individually. However, the department strongly
supports the right of all handicapped children to be provided
equal educational opportunities, equal access to programs and
services, and equal treatment as those provided to non-handicapped
children. Logically, then, the district would need particularly
strong documentation for not testing children with EEN who are
mainstreamed for reading.
May we exclude a child who was determined to be EEN but whose
parents or guardians denied placement?
No. Unless the district begins due process procedures to challenge
the parents' decision, that child must be treated as a non-handicapped
child and must be included in the testing.
May we exclude a child who has been referred for an EEN multidisciplinary
team (M-team) evaluation?
No. A child who has been referred is non-handicapped until an
M-team, following established legal procedures, determines that
the child has exceptional educational needs. Referred children
must be included in the testing.
What should we do with the test booklet of a child who starts
the test but cannot finish?
All test booklets sent to the scoring contractor will be scored
and included in the school and district results. If a child becomes
ill and cannot complete the test or if a child with EEN, given
the "benefit of the doubt" and allowed to begin the
third grade test, becomes too frustrated to continue or complete
the test, these test booklets should probably not be sent to the
scoring contractor.
Some children will not be able to complete the test, but this
is a true measure of their reading ability. These booklets must
be included and sent to the scoring contractor with the district's
tests.
Will scores of children with EEN be reported separately?
No. Scores for a school and district will be reported as single
totals. Districts may purchase a tape or diskette and do this
further analysis themselves.
What should we do if parents or guardians insist we test a
child for whom we feel the third grade reading comprehension test
is inappropriate, or parents or guardians insist we not test a
child for whom we feel the test is appropriate?
Although districts have the ultimate authority for their students'
educational programs, there is little to be gained by either defying
parents or guardians or arguing with them. If agreement cannot
be reached, students whose parents want them tested could be allowed
to attempt the test, and the district could score it by hand rather
than send it to the scoring contractor for inclusion in school
and district results. Students whose parents or guardians do
not want them tested may be counted as absent.
Many of our EEN programs are located in one school or certain
specific schools. Where should the scores be reported?
Between district programs/transfers: If a district's
EEN programs include children from other school districts, scores
for those children with EEN should be included with the scores
of their district and school of residence. The district of residence
is responsible for the children and must make the determination
regarding testing. The district of residence, then, should collect
those test booklets and include them with their tests.
Between
schools within a district programs/transfers: If a district's
EEN programs for resident district children require relocation
of children with EEN, the district should include the scores of
resident children in the school they are attending and are counted
for enrollment purposes. Although this may skew the scores a
bit, the district and school reports include the number of children
with EEN in the school and the number of children with EEN tested
and excluded from testing. These data will provide explanatory
information for scores.
How should the determination to test children with EEN be made?
Refer to "The Testing of Exceptional Educational Needs Students:
DPI Guidelines for Non-Discriminatory Testing;"
for a discussion of the process and criteria to use in testing
students with EEN.
Would it be okay to cut up the passages into smaller sections
because some students are overwhelmed at the sight of so much
text on a page?
No, the test booklet cannot be cut up into smaller sections.
During the scoring process the entire booklet goes through a scanner.
If the booklet is not intact, it cannot be scored. Within the
format constraints of the test, white space and illustrations
are used as much as possible to make the text less overwhelming
in appearance. Students can use bookmarks or a piece of paper
to help them keep their place while reading.
Would it be okay to have the students read a small section,
answer the questions pertaining to that section, then continue
with the next small section, etc.?
One of the purposes of this test is to have students read entire
selections so that they can fully understand the whole story or
report. Therefore, many of the test questions are based on understanding
information and important messages of the whole passage. These
questions cannot be successfully answered by reading only a small
section. Instructions to the students encourage them to go back
to the passages while they are answering the questions.
Would it be okay to read aloud passages and/or questions to
help students comprehend better?
No, neither the passages nor the comprehension questions can be
read aloud. This is a reading comprehension test. Reading
passages and/or comprehension questions aloud would change the
test into a listening test. This is not acceptable. The only
questions that can be read aloud are those printed in the Test
Administration Guide: prior knowledge and strategy questions.
The answers to these questions are not part of the student's
comprehension score, but are included to help teachers better
understand and interpret reading comprehension scores. For example,
if a student has a low score on the reading comprehension and
a low score on reading strategies, this may indicate that the
student needs help on developing reading strategies that could
help the student comprehend better.
Would it be okay to allow a student to read the passage and
items aloud?
Yes, if the student normally reads this way. However, to avoid
disturbing other students, it would be best to test this student
in another room.
Would it be okay for students to use highlighters to mark in
the passages as they read so it is easier for them to go back
and find important information?
No, students may not use highlighters, pencils, pens, etc. to
mark in the passages or questions. Such marks can make a test
unscorable. Also, if a young child were allowed to use markers,
etc., he/she might forget to switch back to the pencil to mark
the answer. A sharp, number 2 pencil should be used for indicating
the correct answers - no other marks should be made.
Would it be okay for students to take the test over a longer
period of time (i.e., more than three sessions)?
The test is now divided into three parts and each session is untimed.
This should help cut down on fatigue. Unless the child is a
student with EEN and requires extra time as a modification in
testing, the test should be given in three sessions as described
on page 1.
Can districts get enlarged-print copies of the test, and can
they be used with students who aren't visually impaired but are
used to reading larger print?
The type size used on the test is comparable to the type size
used in most third grade materials. Only visually impaired students
are allowed to use enlarged copies of the test. For visually
handicapped students, enlarged copies and Braille copies of the
test are available from the Wisconsin School for the Visually
Handicapped in Janesville (608) 758-6145. If the district wishes
to have tests of students using enlarged copies scored with the
rest of the tests, answers must be recorded in a regular-sized
test booklet. Enlarged copies cannot be scored by the contractor.
Can a student who has attention deficit disorder be tested
in a room away from the regular classroom?
Yes, if this is a modification that is normally made for this
child when the child is involved in similar tasks.
What, if any, modifications can be made for Title I students?
Title 1 students can be tested as a group with their regular Title
1 teacher if they are normally taught and/or tested in this manner.
Having the test administered by the Title 1 teacher away from
other students may help put children at ease so they can do their
best.
For questions about this information, contact oeamail@dpi.state.wi.us
Last updated on 1/25/2008 9:04:18 AM
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