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An Evaluation of the Robustness of the National Assessment of Educational Progress Trend Estimates for Racial-Ethnic Subgroups.
Peer reviewed Peer reviewed
Barron, Sheila I.; Koretz, Daniel M. – Educational Assessment, 1996
The quality of performance estimates from the National Assessment of Educational Progress (NAEP) long-term trend assessment for Black and Hispanic students was evaluated. NAEP estimates of these trends are imprecise to the point that their usefulness for policymaking is arguable. Long-term trend assessment results also differ from main assessment…
Descriptors: Academic Achievement, Black Students, Educational Trends, Elementary Secondary Education
Reporting Minority Students' Test Scores: How Well Can the National Assessment of Educational Progress Account for Differences in Social Context?
Peer reviewed Peer reviewed
Berends, Mark; Koretz, Daniel M. – Educational Assessment, 1996
The adequacy of the National Assessment of Educational Progress (NAEP) for taking into account dissimilarities in students' family, school, and community contexts when reporting test score differences among minority population groups was studied. Analyses show that the NAEP lacks a number of important social context measures and that the quality…
Descriptors: Academic Achievement, Community Influence, Context Effect, Elementary Secondary Education