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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)...

A Guide to Standards-Based Assessment PDF - This No Child Left Behind issue brief discusses standards-based asssessments -- their role in education reform; how they differ from other tests; and the challenges they pose to state leaders and educators. (Education Commission of the States, May 2002)...

Selected Tables from the: 2003-04 Schools and Staffing Survey (SASS) PDF - Access the SASS table detaililng the percentage of public school districts that required all schools to participate in state or district assessments, that required all schools except charter schools to participate, that permitted schools to participate on a voluntary basis and that had no state or district-level assessment program, by selected public school district characteristics: 2003-04. Full report available here. (Gregory A. Strizek, Jayme L. Pittsonberger, Kate E. Riordan, Deanna M. Lyter, Greg F. Orlofsky and Kerry Gruber, National Center for Education Statistics, March 2006)...

Consistency for State Achievement Standards under NCLB - The requirements of No Child Left Behind (NCLB) mean that many states will have to add additional grades to their assessment programs and establish achievement levels for each additional grade level tested. This paper identifies and discusses those points at which state departments of education can exert leverage to instill greater consistency into achievement levels. The paper provides three scenarios for setting achievement level standards under NCLB and contains a section addressing consistency between content domains such as reading and mathematics, and identifying elements that affect year-to-year consistency. (Howard Mitzel, Council of Chief State School Officers, June 2005)...

Standards and Assessments Peer Review Guidance: Information and Examples for Meeting Requirements of the No Child Left Behind Act of 2001 - The goals of this document are to: (1) inform states about what would be useful evidence to demonstrate that they have met NCLB standards and assessments requirements; and (2) guide teams of peer reviewers who will examine the evidence submitted by states and advise the Department as to whether a state has met the requirements. This guidance is designed to help states develop comprehensive assessment systems that provide information for holding districts and schools accountable for student achievement against state standards. This document addresses each requirement separately, but cautions reviewers and states that the requirements are interrelated and that decisions about whether a state has met the requirements will be based on a comprehensive examination of the evidence submitted. (U.S. Department of Education, April 2004)...

Standards and Assessments: Non-Regulatory Guidance - Written to assist states, districts and schools in understanding and implementing the No Child Left Behind Act in the area of standards and assessments, this guidance addresses such questions as, "For what subjects must a state adopt and implement academic standards?" and "How many levels of academic achievement standards must a state have?" (U.S. Department of Education, March 2003)...

Errors in Standardized Tests: A Systemic Problem - This report examines non-random human error in educational testing. The authors argue that these types of errors should be of greater concern than random measurement errors because they do not occur randomly and they bring unseen consequences. (Kathleen Rhoades and George Madaus, National Board on Educational Testing and Public Policy, May 2003)...

Title I: Characteristics of Tests Will Influence Expenses; Information Sharing May Help States Realize Efficiencies - According to this report from the General Accounting Office (GAO), over the next six years states could spend $1.9-$5.3 billion implementing No Child Left Behind testing requirements. Spending at the lower level would entail all states relying on machine-scored, multiple-choice tests. The report estimates that under the current mix of tests used by states, costs would be close to $4 billion. (GAO, May 2003)...


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