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ERIC Number: ED499792
Record Type: Non-Journal
Publication Date: 2007-Dec
Pages: 47
Abstractor: ERIC
Reference Count: 22
Measuring How Benchmark Assessments Affect Student Achievement. Issues & Answers. REL 2007-No. 039
Henderson, Susan; Petrosino, Anthony; Guckenburg, Sarah; Hamilton, Stephen
Regional Educational Laboratory Northeast & Islands
This report examines a Massachusetts pilot program for quarterly benchmark exams in middle-school mathematics, finding that program schools do not show greater gains in student achievement after a year. But that finding might reflect limited data rather than ineffective benchmark assessments. Benchmark assessments are used in many districts throughout the nation to raise student, school, and district achievement and to meet the requirements of the No Child Left Behind Act of 2001. This report details a study using a quasi-experimental design to examine whether schools using quarterly benchmark exams in middle-school mathematics under a Massachusetts pilot program show greater gains in student achievement than schools not in the program. The following are appended: (1) Methodology; (2) Construction of the Study Database; (3) Identification of Comparison Schools; (4) Interrupted Time Series Analysis; and (5) Massachusetts Curriculum Frameworks for Grade 8 Mathematics (May 2004). (Contains 2 boxes, 2 figures, 18 figures, and 23 notes.) [This report was prepared for the Institute of Education Sciences (IES) by Regional Educational Laboratory Northeast and Islands administered by Education Development Center, Inc.]
Regional Educational Laboratory Northeast & Islands. 55 Chapel Street, Newton, MA 02458. Tel: 617-618-2747; Fax: 617-969-1580; Web site:
Publication Type: Reports - Evaluative
Education Level: Grade 8; Middle Schools
Audience: Researchers; Policymakers
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: Northeast and Islands Regional Educational Lab. at Brown Univ., Providence, RI.
Identifiers - Location: Massachusetts
IES Funded: Yes
IES Cited: ED559916; ED559928