ERIC Number: EJ955822
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 12
National Assessment of Educational Progress and State Assessments: What Do the Data Really Mean?
Taylor, Rosemarye T.; Gordon, William R., II
ERS Spectrum, v29 n1 p29-34 Win 2011
A high school principal and faculty celebrated after hearing that their students in each of the quartiles had improved in both reading and mathematics on the state accountability assessment. Because of the percent of increases in achievement levels on the test, the Florida Department of Education awarded the school an A for 2011. Shortly thereafter the principal was notified that the school did not make adequate yearly progress (AYP) under the No Child Left Behind Act of 2001 requirements. Each of the seven student subgroups considered for AYP did not meet the established goals. Because the school is large--2,200 students--and the community diverse, the school must meet AYP criteria for all subgroups. When community members and parents heard that their "A" high school did not make AYP they wanted to know why. This article attempts to answer such questions by discussing test results and how NAEP and state tests compare.
Descriptors: Test Results, Federal Legislation, Educational Improvement, Federal Programs, Standardized Tests, National Competency Tests, Educational Indicators, Principals, Educational Assessment, Academic Achievement, Achievement Gains, Achievement Rating, School Statistics, Statistical Analysis, Data Interpretation, Educational Policy
Educational Research Service.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; High Schools
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress