Do High-stakes Tests of Academic Achievement Limit Economic Development? The Beginning of a Long-term Natural Longitudinal Study

2009 ◽  
pp. 55-70 ◽  
Keyword(s):  
Academic Achievement ◽  
Economic Development ◽  
Longitudinal Study ◽  
High Stakes ◽  
High Stakes Tests

scholarly journals Re-analysis of NAEP Math and Reading Scores in States with and without High-stakes Tests: Response to Rosenshine

2003 ◽  
Vol 11 ◽  
pp. 25 ◽  
Author(s):  
Audrey Amrein-Beardsley ◽  
David C. Berliner
Keyword(s):  
Academic Achievement ◽  
Reading Scores ◽  
Test Administration ◽  
High Stakes ◽  
High Stakes Tests ◽  
8Th Grade ◽  
Thoughtful Critique

Here we address the criticism of our NAEP analyses by Rosenshine (2003). On the basis of his thoughtful critique we redid some of the analyses on which he focused. Our findings contradict his. This is no fault of his, the reasons for which are explained in this paper. Our findings do support our position that high-stakes tests do not do much to improve academic achievement. The extent to which states with high-stakes tests outperform states without high-stakes tests is, at best, indeterminable. Using 1994-1998 NAEP reading and 1996-2000 NAEP math data and accounting for NAEP exemption rates for the same years, we found that states with high-stakes tests are not outperforming states without high-stakes tests in reading in the 4th grade or math in the 8th grade at a statistically significant level. States with high-stakes tests are, however, outperforming states without high-stakes tests in math in the 4th grade at a statistically significant level. Our findings also support our earlier stance that states with high-stakes tests are exempting more students from participating in the NAEP than are states without high-stakes tests. This is more prevalent the more recent the NAEP test administration. This is illustrated in the tables below.

Longitudinal Study of Effects on Academic Achievement for Early and Late Age of School Entry

1995 ◽  
Vol 11 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Lorraine Wilgosh ◽  
Marliss Meyer ◽  
Horst H. Mueller
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
School System ◽  
Academic Progress ◽  
School Entry ◽  
Assessment Instruments ◽  
Large Group ◽  
Kindergarten Entry ◽  
Kindergarten Entry Age

A large group of children was assessed at the end of kindergarten (1984) on a battery of achievement and ability assessment instruments. To examine the effects of age at kindergarten entry, the academic progress of those children continuing in the same school system was tracked at the end of grades 1 (1985), 3 (1987), 6 (1990), and 9 (1993). There was no evidence for gender or socioeconomic effects on IQ or kindergarten entry age. There was some suggestion that children young at kindergarten entry were more likely to repeat a year or require remedial assistance at some point in their school years. However, the younger children were also brighter on average. Tracking 23 children who required long-term remedial assistance found no indication of greater long-term remedial needs for young-at-entry children.

scholarly journals Professionalism and High-Stakes Tests: Teachers’ Perspectives When Dealing With Educational Change Introduced Through Provincial Exams

2006 ◽  
Vol 23 (2) ◽  
pp. 54 ◽  
Author(s):  
Carolyn E. Turner
Keyword(s):  
Longitudinal Study ◽  
Secondary Teachers ◽  
Classroom Observation ◽  
Classroom Activity ◽  
High Stakes ◽  
High Stakes Tests ◽  
Teachers And Students ◽  
Survey Results ◽  
Teachers Perspectives ◽  
Professional Contexts

The effect of high-stakes tests on classroom activity (commonly called washback) is an issue that is receiving heightened attention in the literature. It is yet one more element that teachers need to deal with in their professional contexts. This article focuses on the perspectives of ESL secondary teachers as they experience curriculum innovations introduced into the educational system via provincial exams. Survey results from 153 teachers are reported. The survey is part of a larger washback study that also triangulated classroom observation and teachers’ and students’ perception data in a longitudinal study. The survey results suggest that teachers would like to do their part in moving the system into a position where curriculum, their teaching and assessment, and the system’s high-stakes exam correspond. They achieve this, however, according to their beliefs and professional stances, which may not present a unified performance across teachers.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

A Longitudinal Study of Childhood Trauma and College Academic Achievement

1999 ◽  
Author(s):  
Timothy K. Daugherty ◽  
Jeremy M. Linton ◽  
Scott Nyman ◽  
Dawn M. Kujawski
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Childhood Trauma
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