ERIC Number: ED446153
Record Type: Non-Journal
Publication Date: 2000-Feb
Reference Count: N/A
Comparison of National Assessment of Educational Progress (NAEP) and Statewide Assessment Results: Report to Maryland on 1996 and 1998 Assessments.
McLaughlin, Don; Bandeira de Mello, Victor; Cole, Susan; Arenson, Ethan
Maryland participated in the State National Assessment of Educational Progress (NAEP) in 1996 and 1998 when samples of approximately 2,500 fourth and eighth graders in 100 schools participated in the testing sessions for mathematics (1996) and reading (1998). This report is an initial attempt to return information to Maryland about the relations between the state assessment and State NAEP data. This initial prototype report, versions of which are tailored to individual participating states, contains six sets of tables: (1) correlation of school mean state assessment and NAEP scores; (2) NAEP subscale weights in accounting for state assessment results; (3) differential sensitivity of the two assessments' results to poverty; (4) differential sensitivity of the two assessments' results to minority status; (5) differential sensitivity of the two assessments' results to urbanicity; and (6) percent of NAEP-proficient students in high, medium, and low scoring schools. At the school level, most statewide reading and mathematics assessments have been moderately or highly correlated with NAEP assessments of the same subject matter. NAEP and statewide assessments measure similar achievement gaps between rich and poor schools, and they agree in the finding that in a few states the gaps are noticeably smaller than in other states. This initial report is issued as a prototype because there are many sources of variation in the relations among test scores. Overall, however, the results are encouraging. An appendix contains a list of state assessment measures used in this report. (Contains 16 tables.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Department of Education, Washington, DC.; Educational Testing Service, Princeton, NJ.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress