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Relationships Between High-Stakes Testing Policies And Student Achievement After Controlling For Demographic Factors In Aggregated Data, Gregory J. Marchant, Sharon E. Paulson, Adam Shunk
Relationships Between High-Stakes Testing Policies And Student Achievement After Controlling For Demographic Factors In Aggregated Data, Gregory J. Marchant, Sharon E. Paulson, Adam Shunk
Education Policy Analysis Archives (EPAA)
With the mandate of No Child Left Behind, high-stakes achievement testing is firmly in place in every state. The few studies that have explored the effectiveness of high-stakes testing using NAEP scores have yielded mixed results. This study considered state demographic characteristics for each NAEP testing period in reading, writing, mathematics, and science from 1992 through 2002, in an effort to examine the relation of high-stakes testing policies to achievement and changes in achievement between testing periods. As expected, demographic characteristics and their changes were related significantly to most achievement outcomes, but high-stakes testing policies demonstrated few relationships with achievement. …
Nclb: Local Implementation And Impact In Southwest Washington State, Linda Mabry, Jason Margolis
Nclb: Local Implementation And Impact In Southwest Washington State, Linda Mabry, Jason Margolis
Education Policy Analysis Archives (EPAA)
The research reported here is from the first two years of an ongoing and largely qualitative study to examine the impact of the No Child Left Behind federal education policy on educational practice and climate in elementary schools in two districts in southwest Washington. Based on systematic drop-in observations in classrooms and interviews with teachers and school and district administrators, data indicated that the policy had partially yielded the intended standards-based reforms but at considerable local cost. While most participating administrators described efforts to use NCLB to leverage needed change, most teachers described struggles to sustain best practice and to …
Perceptions Of The Impact Of Accountability On The Role Of Principals, James E. Lyons, Bob Algozzine
Perceptions Of The Impact Of Accountability On The Role Of Principals, James E. Lyons, Bob Algozzine
Education Policy Analysis Archives (EPAA)
Calls for accountability in America’s schools have created increased responsibilities for educational leaders. In this article, we describe and discuss a study of elementary, middle, and high school principals’ perceptions of the state-wide educational accountability program in North Carolina. The respondents indicated that the state’s accountability program has had its greatest impact on how they monitored student achievement, aligned the curriculum to the testing program, provided student remedial or tutorial opportunities, assigned teachers to grades levels or subjects, and protected instructional time. Views of some components, such as measures of school effectiveness, school safety standards, expectations and promotion standards for …
The Impact Of Language And High-Stakes Testing Policies On Elementary School English Language Learners In Arizona, Wayne E. Wright, Daniel Choi
The Impact Of Language And High-Stakes Testing Policies On Elementary School English Language Learners In Arizona, Wayne E. Wright, Daniel Choi
Education Policy Analysis Archives (EPAA)
This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants …
Gathering Evidence On An After-School Supplemental Instruction Program: Design Challenges And Early Findings In Light Of Nclb, Madhabi Chatterji, Young Ae Kwon, Clarice Sng
Gathering Evidence On An After-School Supplemental Instruction Program: Design Challenges And Early Findings In Light Of Nclb, Madhabi Chatterji, Young Ae Kwon, Clarice Sng
Education Policy Analysis Archives (EPAA)
The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the "gold standard" for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of federally-recommended RCT versus the demonstrated extended term mixed-method (ETMM) designs as options for monitoring effects of novel programs in real-time field settings. Guided by the program's theory of action, a year-long, two-phase study was conducted to monitor the context, processes and early outcomes of an after-school supplemental program in a New York …
Successive Student Cohorts And Longitudinal Growth Models: An Investigation Of Elementary School Mathematics Performance, Keith Zvoch, Joseph J. Stevens
Successive Student Cohorts And Longitudinal Growth Models: An Investigation Of Elementary School Mathematics Performance, Keith Zvoch, Joseph J. Stevens
Education Policy Analysis Archives (EPAA)
Mathematics achievement data from three longitudinally matched student cohorts were analyzed with multilevel growth models to investigate the viability of using status and growth-based indices of student achievement to examine the multi-year performance of schools. Elementary schools in a large southwestern school district were evaluated in terms of the mean achievement status and growth of students across cohorts as well as changes in the achievement status and growth of students between student cohorts. Results indicated that the cross and between-cohort performance of schools differed depending on whether the mean achievement status or growth of students was considered. Results also indicated …
High-Stakes Testing And Student Achievement: Does Accountability Pressure Increase Student Learning?, Sharon L. Nichols, Gene V. Glass, David C. Berliner
High-Stakes Testing And Student Achievement: Does Accountability Pressure Increase Student Learning?, Sharon L. Nichols, Gene V. Glass, David C. Berliner
Education Policy Analysis Archives (EPAA)
This study examined the relationship between high-stakes testing pressure and student achievement across 25 states. …