Measure for Measure: A Magnified Look at Standardized Test Scores.

Autor/in	Antonucci, Mike
Institution	Education Intelligence Agency, Carmichael, CA.
Titel	Measure for Measure: A Magnified Look at Standardized Test Scores.
Quelle	(1999), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Educational Policy; Elementary Education; Ethnic Groups; Expenditure per Student; Income; Limited English Speaking; Mathematics Achievement; Mathematics Tests; National Competency Tests; Parent Background; Reading Achievement; Reading Tests; Scores; Sex Differences; Special Education; Standardized Tests; Student Evaluation; Tables (Data); Test Bias; Test Results; Test Use; Testing Problems; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Politics of education; Bildungspolitik; Elementarunterricht; Ethnie; Einkommen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternhaus; Leseleistung; Lesetest; Sex difference; Geschlechtsunterschied; Special needs education; Sonderpädagogik; Sonderschulwesen; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung; Tabelle; Testkritik; Testanwendung
Abstract	This document is a study of standardized tests by sub-group, ranking the states according to scores divided (in turn) by gender, race and ethnicity, location of school, family income, parental education, teacher qualification and experience, limited English proficiency, special education participation rate, and per-pupil spending. The tests examined are the 1996 National Assessment of Educational Progress (NAEP) mathematics assessments and the 1998 NAEP reading assessments for grades 4 and 8. How much policymakers and the public should rely on standardized tests to determine public policy is an ongoing battle. It is important to acknowledge, as these analyses show, that who a student is and where he or she comes from can be as important, if not more so, than what happens to him or her at school. It is necessary to treat these factors and these differences as obstacles to be overcome, not alibis to be delivered whenever test scores are bad. The analyses in this report provide a new set of rankings to show which states are overcoming obstacles and which are delivering alibis. (Contains 22 tables.) (SLD)
Anmerkungen	Education Intelligence Agency, P.O. Box 2047, Carmichael, CA 95609; Tel: 916-422-4373; Fax: 916-392-1482; e-mail: EducIntel@aol.com (single copies free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC