ERIC Number: ED477193
Record Type: RIE
Publication Date: 2003-Apr
Comparing State High School Assessments to Standards for Success in Entry-Level University Courses.
Conley, David T.; Brown, Richard S.
This paper examines the relationship between high-school examinations and university expectations for a well-prepared student. Its purpose is to explore the alignment between state, standards-based assessment systems and the expectations students face once they undertake university studies. It uses a proven methodology for analyzing the congruence between the content of state high-school assessments and a set of standards keyed to the knowledge and skills necessary for success in select American research universities. An analysis of 30 state assessments in English/language arts (ELA) and 30 state assessments in mathematics revealed, on average, that more than half of the state ELA assessments were in alignment with university expectations. However, only one-third of the math assessments were shown to be in alignment. Overall, it appears that the alignment between state assessments and university expectations is better than expected in the areas of categorical concurrence, depth of knowledge, and balance of representation, especially given that state tests were not designed with postsecondary standards as reference points. However, when evaluated via a summary alignment index, it appears that most state assessments are not well aligned to the knowledge and skills for university success in mathematics, whereas most are so aligned in the area of ELA. (Contains 11 references.) (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).