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Download full textWenglinsky, Harold – Education Policy Analysis Archives, 2006
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…
Descriptors: Federal Legislation, Research Methodology, Inferences, Statistical Analysis
Wenglinsky, Harold – Education Matters, 2001
Discusses Educational Testing Service (ETS) findings that teachers matter most for student achievement. ETS used 1996 National Assessment of Educational Progress (NAEP) data to examine relationships between student achievement and teacher characteristics. This paper critiques the research, noting serious flaws in the study design, highlighting…
Descriptors: Academic Achievement, Elementary Secondary Education, Evaluation Methods, Research Methodology
Peer reviewedWenglinsky, Harold – Education Policy Analysis Archives, 2003
Studied the possibility of using large-scale data and methods to study classroom practices in reading comprehension using data from the National Assessment of Educational Progress. Findings suggest that such studies are both feasible and necessary. (SLD)
Descriptors: Educational Practices, Instruction, Large Scale Assessment, Reading Achievement
