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Full-Text Articles in Education
National Assessment Of Educational Progress (Naep) Results 2022, Sarah C. Mckenzie, Josh B. Mcgee
National Assessment Of Educational Progress (Naep) Results 2022, Sarah C. Mckenzie, Josh B. Mcgee
Policy Briefs
The National Center for Education Statistics has released this year’s NAEP results which measure nationwide student performance in 4th and 8th grade reading and math. NAEP is administered nationally to a representative sample of students from all 50 states, so acts as a standard measure of student performance across states and time. In this policy brief will examine Arkansas’ 2022 results and examine score gaps between student groups.
Local Norms And Gifted/Talented Identification In Arkansas, Sarah C. Mckenzie, Josh B. Mcgee, Bich Tran, Kathryn Barnes, Charlene A. Reid
Local Norms And Gifted/Talented Identification In Arkansas, Sarah C. Mckenzie, Josh B. Mcgee, Bich Tran, Kathryn Barnes, Charlene A. Reid
Policy Briefs
In this brief, we summarize recent research from OEP examining if using school- or district-level norms from state assessments would increase the racial and programmatic diversity of Arkansas students identified as Gifted and Talented (G/T). Using ten years of administrative data to analyze the outcomes of a local norms approach compared to the current G/T identification strategies, we find no consistent evidence that using a local norms approach for G/T identification would improve racial or programmatic diversity.
Arkansas High School Freshmen Course Failures, Sarah C. Mckenzie, Josh B. Mcgee, Charlene A. Reid, Sarah R. Morris
Arkansas High School Freshmen Course Failures, Sarah C. Mckenzie, Josh B. Mcgee, Charlene A. Reid, Sarah R. Morris
Policy Briefs
In this brief, we examine course failures among Arkansas high school freshmen by different student demographic and programmatic characteristics. We find economically disadvantaged students most likely to fail a course their freshman year. We suggest policies to benefit all student demographic and programmatic characteristics
Examination Of School Value-Added Growth By Student Population, Sarah C. Mckenzie, Josh B. Mcgee, Charlene A. Reid
Examination Of School Value-Added Growth By Student Population, Sarah C. Mckenzie, Josh B. Mcgee, Charlene A. Reid
Policy Briefs
In this brief, we assess the relationship between Arkansas’ school-level value-added content growth scores for student racial and programmatic groups. We find that on average, African American students receive lower growth scores than other student groups, and that African American elementary students demonstrated large drops in growth since COVID