ERIC Number: ED558198
Record Type: Non-Journal
Publication Date: 2015-Aug
Abstractor: As Provided
Reference Count: 7
The Relationship between the Rigor of a State's Proficiency Standard and Student Achievement in the State
Stoneberg, Bert D.
The National Center of Education Statistics conducted a mapping study that equated the percentage proficient or above on each state's NCLB reading and mathematics tests in grades 4 and 8 to the NAEP scale. Each "NAEP equivalent score" was labeled according to NAEP's achievement levels and used to compare state proficiency standards and to determine whether states have been raising their standards over time. An explicit purpose for the study was to use state proficiency scores to compare the effectiveness of schools across states, but the mapping study did not compare the rigor of a state's standard with the overall achievement in the state. This paper examined statistically and graphically the relationship of the 2013 proficiency standard with NAEP 2013 student achievement. The standard vs. achievement Pearson r correlation coefficient in reading was 0.28 for Grade 4 and 0.01 for grade 8. The Pearson r in mathematics was 0.30 for both grades. There is no apparent reason to postulate a relationship between student achievement and proficiency standards because student achievement is an outcome of pedagogical endeavor while proficiency standards are a product of political exercise. The rigor of a state's proficiency standard has little relationship with overall student achievement in the state.
Publication Type: Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress