The Influence of Multiple Administrations of a State Achievement Test on Passing Rates for Student Groups

Autor/inn/en	Nese, Joseph F. T.; Tindal, Gerald; Stevens, Joseph J.; Elliott, Stephen N.
Titel	The Influence of Multiple Administrations of a State Achievement Test on Passing Rates for Student Groups
Quelle	In: Education Policy Analysis Archives, 23 (2015) 70, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Achievement Tests; Educational Legislation; Federal Legislation; Measurement; State Policy; Educational Policy; Student Evaluation; Testing; Testing Accommodations; Outcome Measures; Educational Indicators; Regression (Statistics); Mathematics Tests; Reading Tests; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Oregon + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bildungsrecht; Schulgesetz; Bundesrecht; Messverfahren; Politics of education; Bildungspolitik; Schulnote; Studentische Bewertung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter; Educational indicato; Bildungsindikator; Regression; Regressionsanalyse; Lesetest; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	The stakes of large-scale testing programs have grown considerably in the past decade with the enactment of the No Child Left Behind (NCLB) and Race To The Top (RTTT) legislations. A significant component of NCLB has been required reporting of annual yearly progress (AYP) of student subgroups disaggregated by sex, special education status, English language proficiency, and race/ethnicity. In this study we address the implications of a state policy that allows students to have multiple test opportunities to reach proficiency within an academic year, and its effect on passing rates. We found through logistic regression analyses that additional testing opportunities benefited specific majority student subgroups: White, non-free or reduced lunch program, non- limited English proficient, general education, and students close to the proficiency score. As states move to new achievement standards and assessments in 2015, policymakers may want to assess the potential benefits and costs of a multiple testing policy. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01