Do National and State Assessments Converge for Educational Accountability? A Meta-Analytic Synthesis of Multiple Measures in Maine and Kentucky

Autor/in	Lee, Jaekyung
Titel	Do National and State Assessments Converge for Educational Accountability? A Meta-Analytic Synthesis of Multiple Measures in Maine and Kentucky
Quelle	In: Applied Measurement in Education, 20 (2007) 2, S.171-203 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957340701301462
Schlagwörter	Academic Achievement; Federal Legislation; Achievement Gains; National Competency Tests; Meta Analysis; Accountability; State Standards; Mathematics Tests; Evaluation Methods; Kentucky; Maine + Suchen Sie Ihr Suchwort? Schulleistung; Bundesrecht; Achievement gain; Leistungssteigerung; Meta-analysis; Metaanalyse; Verantwortung
Abstract	Given the policy imperative of using multiple measures for state education accountability under the No Child Left Behind Act (NCLB), this study examines similarities and discrepancies between the National Assessment of Educational Progress (NAEP) and the states' own math assessment results in Kentucky and Maine, with a focus on 3 major academic performance indicators: proficiency level, achievement gap, and achievement gain. Using meta-analytic techniques, the study synthesizes multiple measures from the two states over the periods of 1992-1996 and 2000-2003. It pinpoints the areas and degrees of the discrepancies and explores contributing factors. It also reports emerging convergence of the NAEP and state assessments under the NCLB. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10