main
community
contact staff ecs twitter facebook
No Child Left BehindAssessmentWhat States Are Doing (Additional Resources)
 
  NO CHILD LEFT BEHIND
 ASSESSMENT
 
 What States Are Doing
 Selected Research & Readings
 


Accountability
Assessment


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)...

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)...

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) ...

Making the Cut: How States Set Passing Scores on Standardized Tests - States too rarely explain what it actually means for a student to pass a state test, to be "proficient," or how passing scores are established. This gives parents, policymakers and the public only a partial understanding of educational progress and what measures like "adequate yearly progress" really mean. That's because trying to interpret student performance on a test without understanding the passing score is like reading a map without a scale. This 10-page paper describes the methods states use to set passing or "cut" scores on tests, examines influences on states' score-setting work and recommends steps to ensure that the public can better understand this important educational process. (Andrew J. Rotherham, Education Sector, July 2006) ...

No Child Left Behind Act: Assistance from Education Could Help States Better Measure Progress of Students with Limited English Proficiency - NCLB focuses attention on the academic achievement of more than 5 million students with limited English proficiency. Obtaining valid test results for these students is challenging, given their language barriers. This report describes: (1) the extent to which these students are meeting annual academic progress goals, (2) what states have done to ensure the validity of their academic assessments, (3) what states are doing to ensure the validity of their English language proficiency assessments and (4) how the U.S. Department of Education is supporting states’ efforts to meet NCLBA’s assessment requirements for these students. The report recommends that the secretary of education: (1) support research on accommodations, (2) identify and provide technical support states need to ensure the validity of academic assessments, (3) publish additional guidance on requirements for assessing English language proficiency, and (4) explore ways to provide additional flexibility for measuring annual progress for these students. Also available are report highlights. (Government Accountability Office, July 2006) ...

Uneven Transparency: NCLB Tests Take Precedence in Public Assessment Reporting for Students with Disabilities - This report analyzes the public reporting of state assessment results for students with disabilities. Overall, a total of 48 states reported some state-level information about students with disabilities on their state assessments: 35 reported participation and performance for all their general assessments, 11 reported participation and performance data for some of these, two reported only performance information and two did not report information. When considering only tests that were part of NCLB accountability systems, more states reported all information publicly: 44 states reported participation and performance information for all these assessments, two reported participation and performance information for some of these assessments, two reported only performance information for all these assessments and two did not report information. (Jean A. Klein, Hilda Ives Wiley and Martha L. Thurlow, National Center on Educational Outcomes, March 2006) ...

NAEP vs. State Proficiency 2005 - In addition to state assessments, students in every state took the National Assessment of Educational Progress (NAEP) in reading and mathematics in 2005. Included charts compare student achievement on state assessments and on the NAEP assessment for 4th grade math and reading and 8th grade math and reading students. (Achieve, 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)...


What States Are Doing Current

Print Friendly and PDF

4

Thank you, Issue Site Sponsors
pearson

 
Home  |  About ECS  |  Education Issues A-Z  | Research Studies  |  Reports & Databases  |  State Legislation  |  State Profiles  |  Projects & Institutes  |  Newsroom  |  Website User's Guide


Information provided by ECS combines the best of the most recent and useful research available. Should you have questions, please contact our Information Clearinghouse at 303.299.3675.

700 Broadway, #810 Denver, CO 80203-3442
Phone: 303.299.3600 | Fax: 303.296.8332
 
©2014 Education Commission of the States
www.ecs.org | ecs@ecs.org
Read our privacy policy