When do item adaptations veer from their intent and, instead of increasing access, modify the construct being measured? This study analyzed early elementary student achievement data from a statewide field test containing both standard and adapted science items. Four student groups were included in this analysis: English language learners, students…

This report explains that The Elementary and Secondary Education Act (ESEA)--known since 2001 as No Child Left Behind (NCLB)--requires states to set annual objectives for increasing student achievement in reading and mathematics and closing achievement gaps among student subgroups. Under the flexibility waiver granted by the US Department of…

The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and…

In this article, the authors describe a research project designed to explore the effects of science testing in Year 6 (age 11) in England and implications of the abolition of testing in Wales since 2004. The research was commissioned by the Welcome Trust in association with the ASE to inform representation to the House of Commons Select Committee…

This policy research document is intended for Arkansas policymakers to use when examining possible changes to the Arkansas state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they…