This report, which is based on an invited presentation given at the 2015 meeting of the Association of Test Publishers, is a response to the continuing proliferation of scale linking studies that have occurred since the publication of "Uncommon Measures" in 1999.The report has four parts. First, I restate the conclusions made in…

Are U.S. and, in particular, Hoosier students competitive and ready to succeed in an ever-changing and increasingly global economic landscape? This question is frequently considered by K-12 education stakeholders at all levels, including national, state, and local officials. One of the central ways in which education systems can compare themselves…

The National Center for Education Statistics (NCES) initiated this special study in an effort to link the National Assessment of Educational Progress (NAEP) scale to the Trends in International Mathematics and Science Study (TIMSS) scale so that states could compare the performance of their students with that of students in other countries. The…

Many articles and reports have reviewed, researched, and commented on international assessments from the perspective of exploring what is relevant for the United States' education systems. Researchers make claims about whether the top-performing systems have transferable practices or policies that could be applied to the United States. However,…

In recent years, scores on the annual state reading and mathematics tests used for accountability have gone up in most states. These trends in state test scores do not always coincide, however, with trends on the National Assessment of Educational Progress (NAEP), the federally sponsored assessment that is administered periodically to…

The 2011 NAEP-TIMSS linking study conducted by the National Center for Education Statistics (NCES) was designed to predict Trends in International Mathematics and Science Study (TIMSS) scores for the U.S. states that participated in 2011 National Assessment of Educational Progress (NAEP) mathematics and science assessment of eighth-grade students.…

This report compares state math and reading proficiency scores in grades 4 and 8 to National Assessment of Educational Progress (NAEP) basic scores for the period of 2005 to 2009. The study found that scores on state tests and NAEP have increased in most states with sufficient data. Also included with the report are profiles for the 23 states that…

This study examines the practical implications of using state tests to measure student achievement in impact evaluations that span multiple states and grades. In particular, the study examines the sensitivity of impact findings to (1) the type of assessment used to measured achievement (state tests or an external assessment administered by the…

Despite a pending policy change aimed at including more students with disabilities and English-language learners (ELLs) in the "nation's report card," the federal agency that administers the national testing program appears to be softening the penalty for states that fail to improve inclusion rates. The disagreement underscores the…

The U.S. Department of Education has not yet published an official guidance document for using NAEP achievement level scores to confirm state testing results. A review of the literature, however, identified four principles that inform the valid use of NAEP scores in a confirming analysis. The principles address the appropriate NAEP statistics to…

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 1986 Southern Regional Education Board/National Assessment of Educational Progress (SREB/NAEP) testing project included Arkansas, Florida, Louisiana, North Carolina, South Carolina, Tennessee, Virginia, and West Virginia. The tests used in the SREB/NAEP consisted of selected reading and writing exercises developed and administered to a sample…

Reanalysis of data from the National Assessment of Educational Progress continues to support the position that high-stakes tests do not do much to improve academic achievement. Data indicate that the extent to which states with high-stakes tests outperform those without remains indeterminable. (SLD)

This report contains state and school district student testing results for the Oklahoma Testing Program for the 1998-99 school year. Several benchmarks are reported, including the Iowa Tests of Basic Skills (ITBS), Oklahoma Core Curriculum Tests (OCCT), and American College Test Assessment (ACT) results. The National Assessment of Educational…

This report compares information gathered from the Massachusetts Educational Assessment Program (MEAP) test administrations of 1986 and 1988 with data from the National Assessment of Educational Progress (NAEP) tests given those same years (mathematics and science in 1986 and reading and United States history in 1988). The focus is on how…