Student Achievement since 2005: On State Tests and State-Level NAEP

Titel	Student Achievement since 2005: On State Tests and State-Level NAEP
Quelle	In: Education Digest: Essential Readings Condensed for Quick Review, 76 (2010) 4, S.63-64 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-127X
Schlagwörter	Reading Achievement; Mathematics Achievement; Achievement Tests; State Standards; Politics of Education; Achievement Gains; Educational Trends; Alabama; Alaska; Arizona; Arkansas; California; Colorado; Florida; Iowa; Louisiana; Maryland; Massachusetts; Montana; Nebraska; Nevada; New Mexico; North Dakota; Ohio; Pennsylvania; Tennessee; Texas; Utah; Washington; Wisconsin; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Educational policy; Bildungspolitik; Achievement gain; Leistungssteigerung; Bildungsentwicklung; Kalifornien; Master-Studiengang
Abstract	This article reports on a new study released by the Center on Education Policy (CEP) of states with five years of comparable test data which finds that student achievement in reading and math rose between 2005 and 2009 on state tests as well as on National Assessment of Education Progress (NAEP). The report also finds overlapping achievement gains in state test and state-level NAEP scores in most of these states, providing stronger evidence that students are mastering higher levels of knowledge and skills in reading and math. The study, "State Test Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP," focused on the 23 states with comparable proficiency test data on the state tests used for accountability under No Child Left Behind. Overall, research found more agreement than is commonly acknowledged between trends on state tests and NAEP, which is overseen by the U.S. Department of Education and often referred to as "The Nation's Report Card." Because of fundamental differences between NAEP and most state tests in the concept of proficiency, researchers conclude that it is most appropriate to compare trends in students reaching the proficient level on state tests with those reaching the basic level on NAEP. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10