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ERIC Number: ED213769
Record Type: Non-Journal
Publication Date: 1982
Pages: 95
Abstractor: N/A
Reference Count: N/A
Measuring the Quality of Education: A Report on Assessing Educational Progress.
Wirtz, Willard; Lapointe, Archie
Since 1969 National Assessment of Educational Progress (NAEP) reports on the scholastic achievements of the nation's elementary and secondary level students have been appearing frequently. The reactions to these reports are a perplexing mix of acclaim and criticism, of expressed respect but apparently slight regard. This study assesses NAEP and considers the anomaly of the gap between its reputed quality among experts and relatively slight public notice and influence. The analysis of NAEP and the report's recommendations have been put in the context of the concept of definable and measureable, and also "higher," educational standards. The study reflects, too, the growing realization throughout not only the educational profession but the country at large that these standards must be used carefully. The controlling questions that guided the study were whether the essential features of NAEP have importance in the development of higher educational standards and how, if they do, traditional NAEP practices should be re-shaped to serve these purposes. Consideration of specific issues customarily raised about NAEP'S design, program and procedures is deferred until the issue of its sufficient reason for being, in a standards oriented system, is faced and answered. (Author/GK)
Wirtz and Lapoint, 1211 Connecticut Avenue, N.W., Washington, D.C. 20036 ($5.75)
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Spencer Foundation, Chicago, IL.; Carnegie Foundation for the Advancement of Teaching, Princeton, NJ.; Ford Foundation, New York, NY.
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress