There is a strong and politically bipartisan push to increase access to government-funded pre-K. This is based on a premise that free and available pre-K is the surest way to provide the opportunity for all children to succeed in school and life, and that it has predictable and cost-effective positive impacts on children's academic success. The…

Used data from a 50-state survey of policies, case studies, the 1993-94 Schools and Staffing Survey, and the National Assessment of Educational Progress to examine the ways in which teacher qualifications and other school inputs are related to student achievement across states. Findings suggest that policy investments in teacher quality may be…

This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines trends in the achievement of high school students on the state reading/English language arts (ELA) and mathematics tests used for accountability under the No Child Left Behind Act (NCLB). In most states, these tests are first administered in grade…

This study examined two major questions: do national and state assessments provide consistent information on the performance of state education systems, and what accounts for discrepancies between national and state assessment results if they are found? Data came from national and state assessments in grade 4 and grade 8 mathematics from 1992 to…

This study addressed statistical techniques that might ameliorate some of the sampling problems currently facing states with small populations participating in State National Assessment of Educational Progress (NAEP) assessments. The study explored how the application of finite population correction factors to the between-school component of…

Developed a zero-to-five index of the strength of accountability in 50 states based on the use of high stakes testing to sanction and reward schools and analyzed whether that index is related to student gains on the National Assessment of Educational Progress (NAEP) mathematics test in 1996-2000. Findings show that students in high accountability…

Developed an empirical strategy for studying broad-based educational change using quantitative methods and an extensive database consisting of state policy indicators and data on schools and classrooms from states participating in the National Assessment of Educational Progress. Results of a Rasch analysis indicate that patterns of state policy…

Texas has apparently achieved great success in closing the gap between advantaged and disadvantaged students, at least in the lower grades. Texas students in all grades have made substantial gains on the Texas Assessment of Academic Skills (TAAS). The effect of TAAS-type accountability on student performance in the higher grades is important,…

This paper is the first of a series that will compare estimates of error that arises when state assessments are linked to the National Assessment of Educational Progress (NAEP). Different forms of linkage are discussed. Comparisons are made between whole-sample regression, repeated half-sample replication, bootstrap, and jackknife estimates of the…

1982-83 Georgia Regents' Testing Program reading subtest scores and five aptitude/achievement variables of 256 Black and 3009 White Georgia University sophomores were compared. Classification analysis showed White students scored higher. Results were compared to the National Assessment of Education Program findings. (BS)

The National Assessment of Educational Progress (NAEP) measures the educational achievement of nationally representative samples of students in grades 4, 8, and 12. Local educational agencies tend to view the NAEP as a benchmark to which the educational achievement of their students can be compared. In particular, state departments of education…

The National Assessment of Educational Progress (NAEP), also known as "The Nation's Report Card," is a congressionally mandated survey of educational achievement of American students in a variety of curriculum areas and of changes in that achievement across time. Part 1 of this report consists of the results of NAEP's 1990 national…

This study examined state and national benchmarks and standards for K-12 science instruction, curricular goals, and objectives for K-12 science, state, and national assessments that measure student achievement in science and student use of computers and technology for science in grades K-12. The study used survey data and student achievement…

The 1990 National Assessment of Educational Progress (NAEP) will mark the first time that state-level comparisons will be possible with NAEP data. The 1990 data will contain, as a trial component, state-level assessments of eighth graders in mathematics. Mathematics and reading comparisons for fourth graders will be added in 1992. Statistical…

The National Assessment of Educational Progress (NAEP) is a congressionally mandated survey of educational achievement of American students in a variety of curriculum areas and of changes in that achievement over time. The National Assessment Governing Board (NAGB) has established new standards for reporting the results that determined three…