Categories

Category: Achievement Measures

  • Changes in the Black-White gap in achievement test scores

    1/1/99 - Hedges, Larry V., Nowell, Amy

    Two questions of scholarly and public policy interest concerning the well-documented racial difference in scores on achievement tests are How much of the racial difference ("gap") can be attributed to social-class differences between Blacks and Whites? and How much has the racial gap changed over the past 30 years? To address these questions, the authors analyzed evidence from seven probability samples of national populations of adolescents from 1965-1996. The Ss were in their last year of...

  • Do national and state assessments converge for educational accountability? A meta-analytic synthesis of multiple measures in Maine and Kentucky

    1/1/07 - Lee, Jaekyung

    Given the policy imperative of using multiple measures for state education accountability under the No Child Left Behind Act (NCLB), this study examines similarities and discrepancies between the National Assessment of Educational Progress (NAEP) and the states' own math assessment results in Kentucky and Maine, with a focus on 3 major academic performance indicators: proficiency level, achievement gap, and achievement gain. Using meta-analytic techniques, the study synthesizes multiple...

  • High-Stakes Testing: Does the California High School Exit Exam Measure Up?

    1/1/05 - Callet, Valerie J.

    In 2002, President George W. Bush signed the No Child Left Behind Act. In addition to providing additional funding for schools and encouraging local autonomy, the new law focuses on accountability in an attempt to close the achievement gap for all students, leaving no child behind. Perhaps the most striking manifestation of Bush's new law is the amplified attention on high-stakes testing as a means to demonstrate accountability. The California High School Exit Exam (CAHSEE) is California's...

  • Minority advances in test performance: A response to Jones

    1/1/86 - Wainer, Howard

    Suggests that the advances made by minorities in test performance reported by L. V. Jones (see record 1985-26568-001) must be interpreted with some skepticism in light of the self-selecting nature of the College Board Scholastic Achievement Test and the 120-point gap in scores on this test between Blacks and Whites. (1 ref) (PsycINFO Database Record (c) 2009 APA )

  • Standardized Achievement Tests and English Language Learners: Psychometrics Issues

    1/1/02 - Abedi, Jamal

    Using existing data from several locations across the U.S., this study examined the impact of students' language background on the outcome of achievement tests. The results of the analyses indicated that students' assessment results might be confounded by their language background variables. English language learners (ELLs) generally perform lower than non-ELL students on reading, science, and math--a strong indication of the impact of English language proficiency on assessment. Moreover...

  • Testing conditions influence the race gap in cognition and achievement estimated by household survey data

    1/1/03 - Kim, Hyoshin, Baydar, Nazli, Greek, April

    The present study investigates the hypothesis that the race gap estimated using achievement test scores administered during household surveys may partly be accounted for by measurable testing conditions such as interviewer characteristics, interviewer-child interactions, and the testing environment in the home. Using the child assessments of the National Longitudinal Survey of Youth (NLSY) in 1992, the findings clearly indicate that the factors related to testing conditions in the home have...

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