scholarly journals THE RELATIONSHIP BETWEEN MINIMUM COMPETENCY TESTING PROGRAMS AND STUDENTS' READING PROFICIENCY: IMPLICATIONS FROM THE 1983-84 NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS IN READING AND WRITING

1987 ◽  
Vol 1987 (1) ◽  
pp. i-103
Author(s):  
Linda F. Winfield
Keyword(s):  
Reading Proficiency ◽  
Educational Progress ◽  
National Assessment ◽  
Reading And Writing ◽  
Competency Testing ◽  
Minimum Competency Testing ◽  
The Relationship

School Competency Testing Reforms and Student Achievement: Exploring a National Perspective

1990 ◽  
Vol 12 (2) ◽  
pp. 157-173 ◽  
Author(s):  
Linda F. Winfield
Keyword(s):  
Student Achievement ◽  
Reading Proficiency ◽  
School Level ◽  
National Assessment ◽  
Competency Testing ◽  
Student Reading ◽  
Minimum Competency Testing ◽  
National Perspective ◽  
The Relationship ◽  
11Th Grade

This study investigates the relationship between school-level minimum competency testing (MCT) programs and student reading proficiency as measured by the 1983–1984 National Assessment of Educational Progress (NAEP). Comparisons of student-level proficiency out-comes within race/ethnic groups (White, Black, and Hispanic) were made after adjusting for individual and school-level variables for the 4th-, 8th-, and 11th- grade NAEP samples. In general, results indicated a higher level of proficiency among students in Grades 8 and 11 attending schools with MCT programs compared with their counterparts in schools without such programs. No advantage of attending such schools was identified for students in Grade 4.

Chapter 7: Statistical and Psychometric Issues in the Measurement of Educational Achievement Trends: Examples From the National Assessment of Educational Progress

1992 ◽  
Vol 17 (2) ◽  
pp. 205-218 ◽  
Author(s):  
Rebecca Zwick
Keyword(s):  
Educational Achievement ◽  
Reading Proficiency ◽  
Measurement Scale ◽  
Educational Performance ◽  
Educational Progress ◽  
National Assessment ◽  
Performance Change ◽  
Performance Trends ◽  
Over Time

Like all studies involved in the assessment of trends in educational performance, the National Assessment of Educational Progress (NAEP) is confronted with an array of unresolved methodological and philosophical issues. One of the basic dilemmas faced by NAEP is how to measure performance change while remaining responsive to advances in curriculum and the technology of assessment. NAEP has become much more cautious about making seemingly insubstantial changes in the assessment because of the so-called NAEP reading anomaly—an apparently steep drop between 1984 and 1986 in estimated reading proficiency that was found to have resulted in part from changes in the order and context in which items appeared. Other issues that NAEP must consider in reporting performance trends are the effect of measurement scale indeterminacies and the ways in which interpretation of trend results can depend on the statistics that are selected for comparing proficiency distributions over time.

Sign in / Sign up

Export Citation Format

Share Document