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ERIC Number: ED400296
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 78
Abstractor: N/A
Reference Count: N/A
Are NAEP Executive Summary Reports Understandable to Policy Makers and Educators?
Hambleton, Ronald K.; Slater, Sharon C.
The extent to which National Assessment of Educational Progress (NAEP) Executive Summary reports are intelligible to policy makers and educators was studied, and recommendations were offered for improving NAEP reporting practices. Detailed interviews were conducted with 59 policy makers and educators. In general, these two groups had considerable difficulty with the presentation of results in the Executive Summary report they were given. Misunderstandings and mistakes in reading the NAEP report were common. Many of the people interviewed had limited prior exposure to the NAEP, were unfamiliar with its reporting scale, and had a limited knowledge of statistics. These shortcomings contributed substantially to the problems encountered in reading the Executive Summary reports. Several recommendations are offered for report improvement. First, all displays of data should be field tested prior to their use in NAEP reports. A second recommendation is that NAEP reports for policy makers and educators should be simplified considerably. A third recommendation is that NAEP reports tailored to particular audiences may be needed to improve clarity, understandability, and usefulness. Appendixes display key tables and figures from the executive summary of the NAEP 1992 mathematics report card, describe participant characteristics, and present the interview protocol. (Contains 9 tables and27 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Cited: ED450252