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Accountability Systems: Ramifications of the No Child Left Behind Act of 2001 MS Word - The new Elementary and Secondary Education Act requires states to demonstrate that students are making academic progress as evidenced by annual gains in test scores. States have some flexibility in defining adequate yearly progress (AYP), but their definitions must be based on academic indicators, be technically rigorous and apply to school, district and state levels of progress. These ambitious goals will present significant challenges to states as they attempt to implement the new accountability requirements. (Robert L. Linn, Eva L. Baker, Damian W. Betebenner, Education Commission of the States, May 2002)...

The Impact of a National Test at the State Level MS Word - In 1992, the debate over a single national test reemerged. This speech, delivered at the American Educational Research Association annual meeting, discusses the likelihood of such a test becoming a reality. (Chris Pipho, AERA Annual Meeting, San Francisco, California, April 22, 1992)...

The Nation's Report Card: NAEP 2009--Year in Review - This report shows all reports for the 2009 NAEP mathematics, reading, science and High School Transcript Study reports. It is a compilation of executive summaries from the reports, and includes results for the nation and participating states and districts for NAEP 2009. (National Center for Education Statistics, September 2011)...

The Nation's Report Card: Grade 12 Reading and Mathematics 2009, National and Pilot State Results - Nationally representative samples of 12th-graders from 1,670 public and private schools in the 11 states which participated in the 2009 National Assessment of Educational Progress. Approximately 52,000 students were assessed in reading and 49,000 were assessed in mathemathics. Average mathematics scores were higher in 2009 than in 2005. While the overall reading score was also higher in 2009 than in 2005, reading scores did not change significantly for Black, Hispanic, American Indian/Alaska Native students or for female students. (National Center for Education Statistics, 2010)...

The Nation's Report Card: Trial Urban District Assessment Reading 2009 - Results from the 2009 NAEP Trial Urban District Assessment (TUDA) make it possible to compare the performance of students in urban districts to public school students in the nation and large cities with populations of 250,000 or more. Changes in students' performance over time can also be seen for those districts that participated in earlier assessments. (National Center for Education Statistics, May 2010)...

The Nation's Report Card: Mathematics 2009--Trial Urban District Assessment - Results from the 2009 NAEP Trial Urban District Assessment make it possible to compare the performance of students in urban districts to public school students in the nation and large cities (i.e. cities with populations of 250,000 or more). Changes in students' performance over time can also be seen for those districts that participated in earlier assessments. (National Center for Education Statistics, 2009)...

Mapping State Proficiency Standards Onto NAEP Scales: 2005-2007 - Presents mapping results using the 2005 and 2007 NAEP assessments in mathematics and reading for 4th and 8th grades. The mapping procedure offers an approximate way to assess the relative rigor of the states' adequate yearly progress (AYP) standards established under NCLB. (National Center for Education Statistics, October 2009)...

Student Achievement in Private Schools: Results from NAEP 2000–2005 - This is the first report to focus on private school students’ performance on NAEP assessments. It provides results in reading, mathematics, science and writing in 2000, 2002, 2003 and 2005. Specifically, it focuses on the three private school types that combined enroll the greatest proportion of private school students – Catholic, Lutheran and Conservative Christian – as well as private schools overall. It also compares the performance of students in these schools to that of public school students to provide additional perspective. (Marianne Perie, Alan Vanneman and Arnold Goldstein, National Center for Education Statistics, December 2005)...

NAEP 2004 Trends in Academic Progress Three Decades of Student Performance in Reading and Mathematics - This report provides trend data on student performance in reading and mathematics since 1971, with results disaggregated by gender, race/ethnicity and parents’ highest level of education. The report finds reading and mathematics improvement for 9- and 13-year-olds, but little or no improvement in the scores of 17-year-olds. Also available are results in brief. (Marianne Perie, Rebecca Moran, Anthony D. Lutkus and William Tirre, National Center for Education Statistics, July 2005)...

Highlights from the Trends in International Mathematics and Science Study (TIMSS) 2003 - The 2003 TIMSS study provides information on the performance in math and science by 4th and/or 8th graders in 46 countries. In some nations, changes in student achievement in these subjects can be tracked from 1995 to 2003. Findings: In 2003, U.S. 4th and 8th graders exceeded the international average, but their performance appeared less stellar when compared to just their peers in OECD-member countries. American 8th graders made substantial gains in average math performance between 1995 and 2003, while U.S. 4th graders’ scores remained level over this same period. The report also is broken out by chapter. (Patrick Gonzales, Juan Carlos Guzmán, Lisette Partelow, Erin Pahlke, Leslie Jocelyn, David Kastberg and Trevor Williams, National Center for Education Statistics, December 2004)...

The Nation's Report Card: Reading 2002 – Trial Urban District Assessment (TUDA) - The National Assessment of Educational Progress conducted the first TUDA in reading and writing in 2002. Due to the differences in individual state assessments, districts had previously not been able to validly compare themselves to a district in another state. TUDA is designed to make such comparisons possible. Data are disaggregated by gender, race/ethnicity, parents’ highest level of education and eligibility for free or reduced-price lunch. (Anthony D. Lutkus, Arlene W. Weiner, Mary C. Daane and Ying Jin, National Center for Education Statistics, July 2003)...

Using TIMSS To Inform Policy and Practice at the Local Level - In this policy brief, the author looks at the ways in which the Third International Mathematics and Science Study (TIMSS) 1995 and TIMSS-1999 data have helped to provide information on assessing student achievement. The author notes that TIMSS has a number of advantages as a tool for improvement: (1) it was a rigorously executed international study and has credibility in terms of measuring student achievement by global standards, (2) comparative international data allow educators to consult the policies and practices of higher achieving nations as possible strategies for reform, and (3) TIMSS provides data not only on student achievement but on as many as 1,500 contextual variables that might explain variations in achievement. (Deborah I. Nelson, Consortium for Policy Research in Education, May 2002)...

Mathematics and Science Benchmarking Reports for TIMSS 1999: A Bridge to School Improvement MS Word - The Third International Mathematics and Science Study (TIMSS) and Third International Mathematics and Science Study-Repeat (TIMSS-R) are the result of the need in the American education community for reliable and timely data on the mathematics and science achievement of our students compared to that of students in other countries. TIMSS, conducted in 1995, involved 42 countries at three grade levels and was the largest, most comprehensive and rigorous assessment of its kind ever undertaken. In 1999, TIMSS-R collected data in 38 countries at the 8th-grade level to provide information about change in the mathematics and science achievement of our students compared to those in other nations over the last four years. (International Study Center, Boston College, Lynch School of Education, 2001)...

The Nation's Report Card: Fourth-Grade Reading 2000 - Efforts to improve reading achievement in elementary grades have not yet yielded results, according to this statistical analysis report from the U.S. Department of Education. The report presents results of the National Assessment of Educational Progress (NAEP) 2000 reading assessment at grade 4 and makes comparisons to 4th-grade reading performance on previous NAEP assessments. One chapter focuses on student-reported background information about school and home experiences, and their relation to reading performance; the final chapter includes the performance of special-needs students who were permitted accommodations in the test administration. In addition, the report includes the full text of a reading passage, sample test questions and examples of student responses. (P.L. Donahue, R.J. Finnegan, A.D. Lutkus, N.L. Allen and J.R. Campbell, National Center for Education Statistics, U.S. Department of Education, April 2001)...


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