Report: The relationship between changes in the percentage of students passing and in the percentage testing advanced on state assessment tests in Kentucky and Virginia



EQUITY, outcomes, STUDENTS, DATA, state, INSTRUCTION, assessment


STATE:inclusive leadership for equity and accountability


Louis Jacobson, Laura Holian


2010, 3/31/2010


U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Appalachia


"Under the accountability provisions of the No Child Left Behind Act of 2001, states are required to assess students in reading and math and to identify them as below proficient or as proficient or advanced (both considered passing). Because schools are held accountable only for ensuring that students test proficient or better, there have been concerns that a focus on increasing the percentage of students testing proficient might unintentionally lead to fewer students testing at the advanced level. This REL Appalachia report, The Relationship Between Changes in the Percentage of Students Passing and in the Percentage Testing Advanced on State Assessment Tests for Kentucky and Virginia, finds that schools in Kentucky and Virginia with the greatest increases in the percentage testing proficient or better also have the greatest increases in the percentage testing advanced."


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