[Lmresearch] New PACE report--Is the No Child Left Behind Act Working? The Reliability of How States Track Achievement

[Russell W. Rumberger]

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            Is the No Child Left Behind Act Working? The Reliability of How States Track Achievement 

            This new PACE working paper traces how 12 diverse states have reported on student achievement trends, 1992-2005. Trend lines often follow jagged, saw-tooth patterns over time -- as state education officials change testing companies, shift the bar defining "proficient" performance, and teachers spend more time on test preparation activities. The PACE research team also confirmed earlier findings that many states report much higher shares of fourth-graders "proficient" in reading and math, compared with the percentage of students found to be proficient under the National Assessment of Educational Progress (NAEP). Following the January 2002 passage of the No Child Left Behind Act, states have continued to report annual gains in reading proficiency, while the federal assessment indicates that fourth-graders' performance has leveled-off. Together, these factors lead to state test score patterns that are difficult for parents and local educators to interpret. Recommendations are advanced for bringing state and federal testing systems into closer alignment. 

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            [Education/Achievement]


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