Comparing State and District Test Results to National Norms: The Validity of Claims That “Everyone Is Above Average”

Linn, Robert L.; Graue, Elizabeth; Sanders, Nancy M.

doi:10.1111/j.1745-3992.1990.tb00372.x

Cited by 90 publications

(54 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some states were actively using tests to hold teachers and students accountable; others were in the process of developing such mechanisms. Around this time it was discovered that scores on virtually all of these tests went up, probably as a function of test preparation and familiarity with the tests, rather than because students were learning much more (Linn, Graue, & Sanders, 1990;Shepard, 1990). This should have been a lesson for those who designed NCLB accountability, but this pervasive finding and explanations of it were ignored.…”

Section: High-stakes Testing and Student Outcomesmentioning

confidence: 99%

High-stakes testing and student achievement: Updated analyses with NAEP data

Nichols

Glass

Berliner³

2012

EPAA

View full text Add to dashboard Cite

Abstract:The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of correlation analyses was conducted to explore relationships between high-stakes testing accountability pressure and student achievement as measured by the National Assessment for Education Progress (NAEP) in reading and math. Consistent with earlier work, stronger positive correlations between the pressure index and NAEP performance in fourth grade math and weaker connections between pressure and fourth and eighth grade reading performance were found. Policy implications and future directions for research are discussed. Keywords: high-stakes testing; NAEP; Accountability Pressure Index (APR). Vol. 20 No. 20 2 Pruebas de consecuencias severas y rendimiento de los estudiantes: análisis actualizado con datos de NAEP Resumen: Este estudio da seguimiento a investigaciones ya publicadas que analizaron la relación entre las presiones de las pruebas de consecuencias severas y el rendimiento de estudiantes en 25 estados. Utilizando el Índice de Presión y Responsabilidad (APR por su sigla en inglés) como medida de presión política a nivel estatal sobre el rendimiento en los exámenes estandarizados, se realizaron una serie de análisis de correlación para explorar las relaciones entre pruebas de consecuencias severas, rendición de cuentas y rendimiento de los estudiantes, medidos por los resultados de el Instituto Nacional Evaluación para el Progreso de la Educación (NAEP por su sigla en inglés) en lectura y matemáticas. Consistente con resultados de trabajos anteriores, las correlaciones positivas más fuertes fueron entre el índice de presión y el rendimiento de la NAEP en matemáticas en cuarto grado y las conexiones más débiles entre la presión y el rendimiento de lectura en cuarto y octavo grado. El trabajo concluye con implicaciones para las políticas educativas y sugerencias para continuar investigando este tema. Education Policy Analysis Archives Palabras clave: pruebas de consecuencias severas; NAEP; Índice de Presión y ResponsabilidadProvas de consequências severas e desempenho do aluno: análise atualizada de dados NAEP Resumo: Este estudo prossegue uma investigação anteriormente publicada que examinou a relação entre as provas de consequências severas e o desempenho de alunos em 25 estados. Usando o Índice de Pressão e Responsabilidade (APR -sigla em Inglês) como medida de pressão política a nível estadual sobre o desempenho em testes padronizados foram realizados uma série de correlações para explorar as relações entre provas de consequências severas, prestação de contas e desempenho dos alunos, medidos pelos resultados da Avaliação Nacional do Progresso educacional (NAEPsigla em Inglês) em leitura e matemática. Consistente com os resultados de estudos anteriores, as co...

show abstract

Section: High-stakes Testing and Student Outcomesmentioning

confidence: 99%

High-stakes testing and student achievement: Updated analyses with NAEP data

Nichols

Glass

Berliner³

2012

EPAA

View full text Add to dashboard Cite

show abstract

“…After Dr. Cannell left the debate and went on to practice medicine, these education professors and their colleagues would repeat the mantra many times-high stakes (not lax security) cause test-score inflation-in dozens of reports published both by their center and by the National Research Council, whose educational testing research function they have co-opted (Baker, 2000;Linn, 2000;Linn, Graue, & Sanders, 1990;Shepard, 1990Shepard, , 2000). …”

Section: A Short History Of Us Educators Cheating On Testsmentioning

confidence: 99%

“Teaching To the Test” Family of Fallacies

Phelps¹

2017

riee

View full text Add to dashboard Cite

“…Even without these extensive consequences, a dramatic and consistent rise in test scores is frequently observed in the first few years following implementation of a new testing program (Linn, Graue, & Sanders, 1990), such as occurred in California following implementation of Stanford-9 testing in 1998. There are several possible explanations for this trend.…”

Section: Test Familiarity and Coachingmentioning

confidence: 99%

¿Exito en California? A Validity Critique of Language Program Evaluations and Analysis of English Learner Test Scores

Thompson

DiCerbo²,

Mahoney³

et al. 2002

EPAA

View full text Add to dashboard Cite

Several states have recently faced ballot initiatives that propose to functionally eliminate bilingual education in favor of English-only approaches. Proponents of these initiatives have argued an overall rise in standardized achievement scores of California's limited English proficient (LEP) students is largely due to the implementation of English immersion programs mandated by Proposition 227 in 1998, hence, they claim Exito en California (Success in California). However, many such arguments presented in the media were based on flawed summaries of

show abstract

Comparing State and District Test Results to National Norms: The Validity of Claims That “Everyone Is Above Average”

Abstract: Are all states and nearly all districts claiming that their students are above the national average? If so, are the test results “inflated and misleading?” What are the factors that contribute to the abundance of “above average” scores?

Cited by 90 publications

References 4 publications

High-stakes testing and student achievement: Updated analyses with NAEP data

High-stakes testing and student achievement: Updated analyses with NAEP data

“Teaching To the Test” Family of Fallacies

¿Exito en California? A Validity Critique of Language Program Evaluations and Analysis of English Learner Test Scores

Contact Info

Product

Resources

About