Download full textERIC Number: ED622366
Record Type: Non-Journal
Publication Date: 2016
Pages: 102
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Taking Stock: How Standardized Test Reports Let Us Down under No Child Left Behind… and How We Can Fix What Is Wrong
Zavitkovsky, Paul; Roarty, Denis; Swanson, Jason
Online Submission
This study clarifies achievement trends that occurred under NCLB and explains why NCLB reporting practices made those trends so hard to see. It concludes by describing important contributions that new PARCC exams can make and warns of new reporting problems that threaten to squander those contributions before they see the light of day.
Descriptors: Educational Legislation, Federal Legislation, Standardized Tests, Academic Achievement, Educational Trends, Educational Practices, Elementary Education, Minority Group Students, English Language Learners, Achievement Tests, National Competency Tests, College Entrance Examinations, Difficulty Level, Testing Problems, Reading Achievement, Mathematics Achievement, Poverty, Geographic Regions, Scores
Publication Type: Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: University of Illinois Chicago (UIC), Center for Urban Education Leadership (CUEL)
Identifiers - Location: Illinois
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Measures of Academic Progress; National Assessment of Educational Progress; ACT Assessment
Grant or Contract Numbers: N/A
Author Affiliations: N/A
