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ERIC Number: ED177198
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
Local Competency Standards vs. State Standards and Their Relation to District Socioeconomic Status.
Tuckman, Bruce W.; Nadler, Frederick F.
The concern that minimum competency testing programs allow minimum performance levels to be accepted as the maximum was investigated, using reading and mathematics achievement test data in one state. State and local school district standards were defined as the number of students falling below each standard, thus needing remediation. Test results were, in most cases, taken from the Iowa Tests of Basic Skills, administered in grades four, seven, and ten. The districts sampled had applied for Title I funding, and were classified as low, middle, or high socioeconomic status (SES). Results indicated a high correlation between the number of students identified for remediation by state and by local standards. Correlations were highest in low SES districts. Reading test results based upon local standards exceeded the results based upon state standards by over 90%, most often in middle SES districts. As the discrepancy between state and local standards increased in size, the local standard tended to be the most stringent. It was also found that remediation needs increased with grade level. It was concluded that the setting of local standards was feasible; that higher standards appeared to be associated with wealthier districts; and that district standards tended to be higher than this state's standards. (GD)C
Descriptors: Academic Standards, Basic Skills, Educational Needs, Elementary Secondary Education, Minimum Competency Testing, Needs Assessment, Remedial Instruction, Research Reports, School Districts, Socioeconomic Influences, Socioeconomic Status, State School District Relationship, State Standards, Test Results, Testing Problems
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Natio