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ERIC Number: EJ763296
Record Type: Journal
Publication Date: 2005
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1539-9664
Johnny Can Read...in Some States: Assessing the Rigor of State Assessment Systems
Peterson, Paul E.; Hess, Frederick M.
Education Next, v5 n3 p52-53 Sum 2005
It turns out that in complying with the requirements of No Child Left Behind (NCLB), some states have decided to be a whole lot more generous than others in determining whether students are proficient at math and reading. Because each state selects its own testing system and sets its own passing scores, there is no direct way to compare the proficiency levels established by one state against the others. However, NCLB does require each state to administer the National Assessment of Educational Progress (NAEP) to a sample of students in 4th and 8th grade in reading and in mathematics. Comparing the percentage of students achieving proficiency on state tests with the percentage achieving proficiency on the NAEP suggests how demanding each state's standards are. To help citizens of every state determine whether their state is maintaining high expectations for its students, Education Next plans to issue periodic assessments of how the states compare with one another. This article shows initial results for the 40 states for which both state and NAEP proficiency levels are currently available. (Contains 1 figure.)
Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001