Reporting Minority Students' Test Scores: How Well Can the National Assessment of Educational Progress Account for Differences in Social Context?.

Berends, Mark; Koretz, Daniel M.

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Peer reviewed

ERIC Number: EJ557730

Record Type: Journal

Publication Date: 1996

Pages: N/A

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ISBN: N/A

ISSN: ISSN-1062-7197

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Reporting Minority Students' Test Scores: How Well Can the National Assessment of Educational Progress Account for Differences in Social Context?

Berends, Mark; Koretz, Daniel M.

Educational Assessment, v3 n3 p249-85 1995-1996

The adequacy of the National Assessment of Educational Progress (NAEP) for taking into account dissimilarities in students' family, school, and community contexts when reporting test score differences among minority population groups was studied. Analyses show that the NAEP lacks a number of important social context measures and that the quality of some measures is low. (SLD)

Descriptors: Academic Achievement, Community Influence, Context Effect, Elementary Secondary Education, Ethnic Groups, Family Influence, Minority Groups, National Surveys, Racial Differences, School Role, Scores, Social Environment, Student Characteristics, Test Results

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: National Assessment of Educational Progress

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Author Affiliations: N/A