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ERIC Number: EJ772151
Record Type: Journal
Publication Date: 2007
Pages: 33
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0895-7347
Do National and State Assessments Converge for Educational Accountability? A Meta-Analytic Synthesis of Multiple Measures in Maine and Kentucky
Lee, Jaekyung
Applied Measurement in Education, v20 n2 p171-203 2007
Given the policy imperative of using multiple measures for state education accountability under the No Child Left Behind Act (NCLB), this study examines similarities and discrepancies between the National Assessment of Educational Progress (NAEP) and the states' own math assessment results in Kentucky and Maine, with a focus on 3 major academic performance indicators: proficiency level, achievement gap, and achievement gain. Using meta-analytic techniques, the study synthesizes multiple measures from the two states over the periods of 1992-1996 and 2000-2003. It pinpoints the areas and degrees of the discrepancies and explores contributing factors. It also reports emerging convergence of the NAEP and state assessments under the NCLB.
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky; Maine
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001