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No More Aggregate Naep Studies?, Sherman Dorn
No More Aggregate Naep Studies?, Sherman Dorn
Education Policy Analysis Archives (EPAA)
This editorial reviews recent studies of accountability policies using National Assessment of Educational Progress (NAEP) data and compares the use of aggregate NAEP data to the availability of individual-level data from NAEP. …
On Ideology, Casual Inference And The Reification Of Statistical Methods: Reflections On "Examining Instruction, Achievement And Equity With Naep Mathematics Data", Harold Wenglinsky
On Ideology, Casual Inference And The Reification Of Statistical Methods: Reflections On "Examining Instruction, Achievement And Equity With Naep Mathematics Data", Harold Wenglinsky
Education Policy Analysis Archives (EPAA)
The purpose of this article is to comment on the prior article entitled “Examining Instruction, Achievement and Equity with NAEP mathematics data,” by Sarah Theule Lubienski. That article claims that a prior article by the author suffered from three weaknesses: (1) An attempt to justify No Child Left Behind (NCLB); (2) drawing causal inferences from cross-sectional data; (3) and various statistical quibbles. The author responds to the first claim, by indicating that any mention of NCLB was intended purely to make the article relevant to a policy journal; to the second claim, by noting his own reservations about using cross-sectional …
Examining Instruction, Achievement, And Equity With Naep Mathematics Data, Sara Theule Lubienski
Examining Instruction, Achievement, And Equity With Naep Mathematics Data, Sara Theule Lubienski
Education Policy Analysis Archives (EPAA)
The purpose of this article is two-fold. First, it reports on a study of the distribution of reform-oriented instructional practices among Black, white and Hispanic students, and the relationship between those practices and student achievement. The study identified many similarities in instruction across student groups, but there were some differences, such as Black and Hispanic students being assessed with multiple-choice tests significantly more often than were white students. Using hierarchical linear modeling, this study identified several significant positive - and no negative - relationships between reform-oriented practices and 4th-grade student achievement. Specifically, teacher emphasis on non-number mathematics strands, collaborative problem …
The Black-White Achievement Gap: Do State Policies Matter?, Henry I. Braun, Aubrey Wang, Frank Jenkins, Elliot Weinbaum
The Black-White Achievement Gap: Do State Policies Matter?, Henry I. Braun, Aubrey Wang, Frank Jenkins, Elliot Weinbaum
Education Policy Analysis Archives (EPAA)
A longstanding issue in American education is the gap in academic achievement between majority and minority students. The goal of this study is to accumulate and evaluate evidence on the relationship between state education policies and changes in the Black-White achievement gap, while addressing some of the methodological issues that have led to differences in interpretations of earlier findings. To that end, we consider the experiences of ten states that together enroll more than forty percent of the nation's Black students. We estimate the trajectories of Black student and White student achievement on the NAEP 8th grade mathematics assessment over …