Describing Performance Standards: Validity of the 1992 National Assessment of Educational Progress Achievement Level Descriptors as Characterizations of Mathematics Performance

1995 ◽  
Vol 3 (1) ◽  
pp. 9-51 ◽  
Author(s):  
Leigh Burstein ◽  
Daniel Koretz ◽  
Robert Linn ◽  
Brenda Sugrue ◽  
John Novak ◽  
...  
Keyword(s):  
Performance Standards ◽  
Mathematics Performance ◽  
Educational Progress ◽  
Achievement Level ◽  
National Assessment

Hidden Progress of Multilingual Students on NAEP

2018 ◽  
Vol 47 (6) ◽  
pp. 391-398 ◽  
Author(s):  
Michael J. Kieffer ◽  
Karen D. Thompson
Keyword(s):  
English Learners ◽  
Mathematics Performance ◽  
Home Language ◽  
Educational Progress ◽  
National Assessment ◽  
Multilingual Students ◽  
And Mathematics ◽  
Racial Ethnic ◽  
Reading And Mathematics

Using National Assessment of Educational Progress data from 2003 to 2015, this brief describes changes in the reading and mathematics performance of multilingual students—defined as students who report a primary home language or languages other than English. Although all students’ scores improved, multilingual students’ scores improved two to three times more than monolingual students’ scores in both subjects in Grades 4 and 8. There was little evidence that these trends were explained by cohort changes in racial/ethnic, socioeconomic, or regional composition. These promising trends are obscured when researchers and policymakers focus only on scores for students currently classified as English learners.

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