The purpose of this National Assessment of Educational Progress (NAEP) Achievement Levels Validity Argument Report is to synthesize evidence currently available to address the validity of the interpretations and uses of the NAEP Achievement Levels. Validity is the extent to which theory and evidence supports or refutes proposed and enacted test…

Opponents of educational choice recycle the same false prophesies of doom without regard to the evidence or the size and scope of the proposals. Part I of this report assesses the validity of choice opponents' predictions that choice policies will lead to significant losses of district school funding and declining academic performance. Part II of…

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…

This paper discusses the use of tests by American teachers over the past six decades. A representative sample of the research centering on the linkage between testing and teaching is cited. (LMO)

A fair and valid assessment for every child, as mandated by legislation such as the No Child Left Behind Act (NCLB) of 2001 and the Improving America's School Act of 1994, must consider the complexity inherent in assessments for subgroups of students. Due to the rapid growth of the population of English language learners (ELLs) in the United…