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Exit Exams - This database provides 50-state information on numerous areas related to high school exit exams. (Michael Colasanti, Education Commission of the States, March 2008)...

High School-Level Assessment - This 50-state database provides information on key questions related to statewide assessment at the high school level, including whether voluntary or mandatory assessments include college-ready indicators, and whether end-of-course exams are used for exit purposes or NCLB accountability. (Jennifer Dounay, Education Commission of the States, April 2007)...

High School-Level Assessments: Purpose(s) of Exams MS Word PDF - This ECS StateNote indicates the purposes served by statewide assessments administered in grades 9-12. (Jennifer Dounay, Education Commission of the States, February 2007)...

High School-Level Assessments: Subjects Tested MS Word PDF - This ECS StateNote table below indicates the subject areas by state in which students in any grades 9-12 must be administered one or more assessments. (Jennifer Dounay, Education Commission of the States, February 2007)...

State Reading, Math and Science Assessments MS Word PDF - No Child Left Behind requires states to test students annually in reading and mathematics in grades 3-8 and once in high school by the 2005-06 school year. The federal law also requires states to administer science assessments at least once in the following grade ranges: 3-5, 6-9 and 10-12 by 2007-08. This StateNote lists the grades in which these subjects are tested or scheduled for all 50 states and the District of Columbia as of spring 2006. (Mary Fulton, Education Commission of the States, April 2006)...

Assessment Models for No Child Left Behind MS Word - Passage of the No Child Left Behind Act requires that states assess all students in mathematics and reading in grades 3-8 and once at the high school level by the 2005-06 school year. States have choices in how to design an assessment system that meets federal requirements. This paper suggests ways states might seek to comply with this federal law, while maintaining the types of conceptual and policy designs that match state purposes. (Edward Roeber, Measured Progress, April 2003)...

State Assessment Programs in Grades and Subjects Required Under ESEA MS Word - This ECS StateNote examines which states annually assess students in the subjects and grades required under the reauthorized Elementary and Secondary Education Act (ESEA). Under the new law, states must begin testing students annually in reading and mathematics for grades 3-8 by the 2005-06 school year. By the 2007-08 school year, science assessments must be administered once to students in grades 3-5, once in grades 6-9 and once in grades 10-12. A summary of current state assessments in reading, mathematics and science is provided. (Kirstin Craciun, Education Commission of the States, March 2002)...

Estimated Per-Student Spending on Statewide Testing Programs MS Word - Some states spend as much as $80 per student on statewide testing, while others spend as little as $1.50 per student. How much states spend per student and overall, plus the total enrollment, number of grades tested, and number of students tested are included in this table. Data are from FY2000-01. (Michael P. Griffith, ECS, October 2001)...

The Value-added Side of Standards MS Word - This article looks at how Tennessee's Value-Added Assessment System is being used to develop profiles of students' academic growth. Studies found that an effective teacher in the classroom is the biggest determinant of student success, particularly for low-achieving students. (Chris Pipho, reprinted with permission from Phi Delta Kappan, January 1998)...

Formative Assessment Policies, Programs, and Practices in the Southwest Region - Formative assessments help educators target instructional practices to meet specific student needs and monitor and support student progress toward valued state learning outcomes. Policies and programs in the five southwest region states--Arkansas, Louisiana, New Mexico, Oklahoma and Texas--suggest a range of strategies to support the development and use of formative assessments. (Carole Gallagher and Peter Worth, REL Southwest Regional Educational Laboratory, January 2008)...

Mapping 2005 State Proficiency Standards onto the NAEP Scales - This report uses the National Assessment of Education Progress (NAEP) as a common yardstick for comparing state reading and math proficiency standard, and for comparing these state standards with national performance benchmarks. Key findings: states vary widely in the NAEP-equivalents of their proficiency standards; most state proficiency standards fall within the NAEP Basic level; and a state's proficiency standard is not necessarily tied to student performance on NAEP. (The National Center for Education Statistics, June 2007) ...

No Child Left Behind Act (NCLB): Most Students with Disabilities Participated in Statewide Assessments, But Inclusion Options Could Be Improved - NCLB requires all students – including those with disabilities – be assessed to determine their level of academic achievement. Students with disabilities may be included through the use of accomodations, which may include extended time or alternate assessments. This report examines: (1) the extent to which students with disabilities were included in statewide assessments; (2) what issues selected states faced in implementing alternative assessments; and (3) how the U.S. Department of Education supported states in their efforts to assess students with disabilities. (U.S. Government Accountability Office, July 2005)...

State Schedules of Assessment - This 50-state assessment schedule provides test names, time of year the tests will be administered, subjects and grade levels being tested and contact information. Also available is a four-page policy brief, ISTEPing in the Right Direction? An Analysis of Fall Versus Spring Testing, discussing states that have recently made a change in the timing of their tests and providing examples of states examining online student testing. (Terry E. Spradlin, Center for Evaluation and Education Policy, February 2005)...

Statewide Student Assessment to Meet NCLB Requirements - These charts display assessment information – name and type of test and grades tested – for all 50 states, Puerto Rico and the District of Columbia in English/Language Arts, Science and Mathematics for the 2003-2005 school years. (The Council of Chief State School Officers, 2004)...

Education Needs to Monitor States’ Scoring of Assessments - According to this General Accounting Office (GAO)report, 35 states are not in compliance with the assessment requirements of 1994 reauthorization of the Elementary and Secondary Education Act (ESEA). The 1994 legislation required states to be in full compliance with the requirements by January 2001, but allowed the Department of Education to extend that deadline. The report finds that many states are poorly positioned to meet the deadlines for implementing added requirements in the 2001 ESEA reauthorization. (General Accounting Office, April 2002)...

Policy Issues Associated with School Improvement (Nebraska) - This brief presentation from the Nebraska Department of Education (NDE) demonstrates the framework the state is using to address the issues of standards, accountability, assessment and school improvement. It outlines the components and goals of Nebraska’s school improvement policies, and is a useful instrument for other states and policymakers. (Nebraska Department of Education, 2002)...

Assessment and Accountability Systems in the 50 States: 1999-2000 - Accountability and assessment are becoming almost daily topics on the national news and in state and local education discussions. This report uses data collected from all 50 states to describe state assessment and accountability systems and to examine the extent to which state policies meet federal objectives. (Margaret E. Goertz and Mark C. Duffy with Kerstin Carlson Le Floch, Consortium for Policy Research in Education, March 2001)...

What Do Test Scores in Texas Tell Us? - This study by RAND cautions against making too much of Texas' claims about gains on the Texas Assessment of Academic Skills (TAAS). While students did improve significantly more on a 4th-grade NAEP math test than their counterparts nationally, the size of this gain was smaller than their gains on TAAS and was not present on the 8th-grade math test. The differences between the NAEP and TAAS scores were especially striking when it came to the gap in average scores between whites and students of color, the report says. An earlier report by RAND, Improving Student Achievement: What NAEP Test Scores Tell Us, drew a different conclusion. Texas was among several states with math gains of twice the national average. (Stephen P. Klein, Laura S. Hamilton, Daniel F. McCaffrey and Brian M. Stecher of RAND, Education Policy Analysis Archives, October 26, 2000)...


What States Are Doing Current

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