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ERIC Number: ED514492
Record Type: Non-Journal
Publication Date: 2010
Pages: 9
Abstractor: ERIC
Reference Count: 14
Using State or Study-Administered Achievement Tests in Impact Evaluations
Olsen, Robert B.; Unlu, Fatih; Jaciw, Andrew P.
Society for Research on Educational Effectiveness
This report, which has been prepared by Abt Associates for the Institute of Education Sciences' National Center for Education Evaluation and Regional Assistance, takes an important first step in sorting out the implications of relying on state tests for general, student-level measures of reading and math achievement in evaluations of educational effectiveness. More specifically, this report provides empirical evidence that may help evaluation designers decide whether to rely on state tests to measure student achievement in studies of educational effectiveness. This study is designed to inform some of the choices that evaluation designers face with respect to state and study-administered standardized tests for a broad but well-defined class of study designs. This class, which covers many IES-sponsored evaluations, has two key defining features: (1) randomization (at either the student or cluster level) and (2) measurement of student achievement at two points in time--at "baseline" (prior to the implementation of the intervention) and (2) at "follow-up" (at least one point after the intervention has been implemented). (Contains 1 exhibit.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Arizona; California; Missouri