State Test Score Trends Through 2007-08, Part 2: Is There a Plateau Effect in Test Scores?

Autor/inn/en	Chudowsky, Naomi; Chudowsky, Victor
Institution	Center on Education Policy
Titel	State Test Score Trends Through 2007-08, Part 2: Is There a Plateau Effect in Test Scores?
Quelle	(2009), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Test Results; Testing Programs; Federal Legislation; Academic Achievement; Mathematics Tests; Scores; Accountability; Educational Legislation; Reading Tests; Trend Analysis; Achievement Tests; Achievement Gains; Elementary School Students; High School Students; Middle School Students; Mathematics Achievement; Reading Achievement; Educational Trends + Suchen Sie Ihr Suchwort? Bundesrecht; Schulleistung; Verantwortung; Bildungsrecht; Schulgesetz; Lesetest; Trendanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Achievement gain; Leistungssteigerung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Bildungsentwicklung
Abstract	Many in the research and policy worlds have taken for granted the existence of a phenomenon known as the "plateau effect," wherein test scores rise in the early years of a test-based accountability system and then level off. Drawing from our database of reading and math test results from all 50 states going back as far as 1999, the Center on Education Policy (CEP) looked for evidence of a plateau effect in 55 trend lines from 16 states with six to ten years of consistent test data. Reported findings include: (1) In the current testing context, one cannot assume the existence of a plateau effect when trying to predict state test score trends; (2) The largest gains did not consistently show up in the early years of a testing program; (3) A clear upswing in test results was apparent after the enactment of the No Child Left Behind Act (NCLB); and (4) In the three states with the longest trend lines, gains generally did level off after nine or ten years, but the data were too limited to know whether this is a consistent pattern in state test performance. (Contains 6 figures and 1 table.) [Additional funding was provided by Phi Delta Kappa International Foundation. For "State Test Score Trends Through 2007-08, Part 1: Is the Emphasis on "Proficiency" Shortchanging Higher- and Lower-Achieving Students?", see ED506121.] (ERIC).
Anmerkungen	Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10