By National Research Council, Division of Behavioral and Social Sciences and Education, Commission on Behavioral and Social Sciences and Education, Committee on NAEP Reporting Practices: Investigating District-Level and Market-Basket Reporting, Judith A. Koe
The nationwide overview of schooling development (NAEP) has earned a name as one of many nation's top measures of pupil fulfillment in key topic components. seeing that its inception in 1969, NAEP has summarized educational functionality for the country as an entire and, starting in 1990, for the person states. more and more, NAEP effects get the eye of the click, the general public, and coverage makers. With this expanding prominence have come demands reporting NAEP effects lower than the nationwide and country degrees. a few schooling leaders argue that NAEP delivers very important and worthwhile info to neighborhood educators and coverage makers. they wish NAEP to function a district-level indicator of academic development and speak to for NAEP effects to be summarized on the institution district level.
Reporting District-Level NAEP Data explores with a number of stakeholders their curiosity in and perceptions in regards to the most probably affects of district point reporting.
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Extra resources for Reporting District-Level NAEP Data
Education Week 1998 Quality Counts. 17(17). , R. Linn, and G. Bohrnstedt 1997 Assessment in Transition: Monitoring the Nation’s Educational Progress. Stanford, CA: National Academy of Education. F. Madaus 1991 Cautions on the future of NAEP: Arguments against using NAEP tests and data reporting below the state level. In Assessing Student Achievement in the States: Background Studies. Stanford, CA: National Academy of Education. H. 1991 Reasonable inferences for the trial state NAEP given the current design: Inferences that can and cannot be made.
This time lag in reporting affects the extent to which NAEP can be a catalyst for change at the local level. 5 Factors That Influence Interest In District-Level NAEP Recent federal initiatives reflect the desires of national policy makers to be able to compare student achievement levels with national benchmarks and to attempt to verify the rigor of state and local standards. President Clinton’s call for the voluntary national tests in reading and mathematics is one example; the tests’ design would strive to create individual measures linked to NAEP to the maximum extent possible, thereby enabling comparisons of individual performance with national benchmarks.
Speakers also identified a number of disadvantages and limitations associated with such comparisons. The discussion below attempts to summarize the major points made by the speakers. ” Sharon Lewis, director of research for the Council of Great City Schools, reported that the council recently took an “unprecedented stand” by actively recruiting urban school districts to volunteer to take the proposed voluntary national tests. This action was prompted by council members’ desire to know how school districts are doing when measured against high standards and in comparison to other districts with similar characteristics.