High-stakes testing and student achievement: Updated analyses with NAEP data;Pruebas de consecuencias severas y rendimiento de los estudiantes: Análisis actualizado con datos de NAEP

Education Policy Analysis Archives

Volumn 20, Issue , 2012, Pages 1-35

  Nichols, Sharon L ^a   Glass, Gene V ^b   Berliner, David C ^c  

^a UNIVERSITY OF TEXAS AT SAN ANTONIO   (United States)

^b UNIVERSITY OF COLORADO   (United States)

^c ARIZONA STATE UNIVERSITY   (United States)

Author keywords

Accountability Pressure Index (APR); High stakes testing; NAEP

Indexed keywords

EID: 84864820709     PISSN: None     EISSN: 10682341     Source Type: Journal    
DOI: 10.14507/epaa.v20n20.2012     Document Type: Article

References (41)

1. Allington, R. L. & McGill-Franzen, A. (1992). Unintended effects of educational reform in New York. Educational Policy, 6, 397-414. doi:10.1177/0895904892006004003
2. Amrein, A. L. & Berliner, D. C. (2002a). The impact of high-stakes tests on student academic performance: An analysis of NAEP results in states with high-stakes tests and ACT, SAT, and AP Test results in states with high school graduation exams. Tempe, AZ: Education Policy Studies Laboratory, Arizona State University. Retrieved from http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0211-126-EPRU.pdf
3. Amrein, A. L. & Berliner, D. C. (2002b). High-Stakes testing, uncertainty, and student learning. Education Policy Analysis Archives, 10(18). Retrieved from http://epaa.asu.edu/epaa/v10n18/
4. Amrein-Beardsley, A. & Berliner, D. (2003, August). Re-analysis of NAEP Math and Reading scores in states with and without high-stakes tests: Response to Rosenshine. Education Policy Analysis Archives, 11(25). Retrieved February 5, 2005 from http://epaa.asu.edu/epaa/v11n25/
5. Bishop, J. H., Mane, F., Bishop, M., & Moriarty, J. (2001). The role of end-of-course exams and minimum competency exams in standards-based reforms. Brookings Papers on Educational Policy, 4, 267-345.
6. Braun, H. (2004). Reconsidering the impact of high-stakes testing. Educational Policy Analysis Archives, 12(1), 1-40. Retrieved from http://epaa.asu.edu/epaa/v12n1/
7. Braun, H. I., Wang, A., Jenkins, F., & Weinbaum, E. (2006) The Black-White achievement gap: Do state policies matter? Education Policy Analysis Archives, 14(8). Retrieved from http://epaa.asu.edu/epaa/v14n8/.
8. Braun, H., Chapman, L., & Vezzu, S. (2010). The Black-White achievement gap revisited. Education Policy Analysis Archives,18(21). Retrieved from http://epaa.asu.edu/ojs/article/view/772
9. Carnoy, M. & Loeb, S. (2002). Does External Accountability Affect Student Outcomes? A Cross-State Analysis. Educational Evaluation and Policy Analysis, 24(4), 305-331.
10. Clarke, M., Haney, W., & Madaus, G. (2000). High Stakes Testing and High School Completion. Boston, MA: Boston College, Lynch School of Education, National Board on Educational Testing and Public Policy.
11. Clarke, M., Shore, A., Rhoades, K., Abrams, L., Miao, J., & Li, J. (2003). Perceived effects of statemandated testing programs on teaching and learning: Findings from interviews with educators in low-, medium-, and high-stakes states. Boston, MA: Boston College, National Board on Educational Testing and Public Policy. Retrieved from http://www.bc.edu/research/nbetpp/statements/nbr1.pdf
12. Dee, T. & Jacob, B. (2009, November). The impact of No Child Left Behind on student achievement. Journal of Policy Analysis and Management, 30(3), 418-446.
13. Figlio, D., N. & Ladd, H. F. (2008). School accountability and student achievement. In H. F. Ladd & E. B. Fiske (Eds.), Handbook of research in education finance and policy (pp. 166-182). NY: Routledge.
14. Giordano, G. (2005). How testing came to dominate American schools: The history of educational assessment. New York: Peter Lang.
15. Grodsky, E. S., Warren, J. R., & Kalogrides, D. (2009). State high school exit examinations and NAEP long-term trends in reading and mathematics, 1971-2004. Educational Policy, 23, 589-614. doi: 10.1177/0395909808320678
16. Guisbond, L., Neill, M., & Schaeffer, B. (2012, January). NCLB's lost decade for educational progress: What can we learn from this policy failure? Jamaica Plain, MA: Fairtest. Retrieved from, http://fairtest.org/sites/default/files/NCLB_Report_Final_Layout.pdf
17. thYearbook of the National Society for the Study of Education (part 2, pp. 1-34). Malden, MA: Blackwell. doi: 10.1111/j.1744-7984.2005.00023.x
18. Haney, W., Madaus, G., Abrams, L., Wheelock, A., Miao, J., & Gruia, I. (2004, January). The education pipeline in the United States 1970-2000. National Board on Educational Testing and Public Policy. Chestnut Hill, MA: Boston College.
19. Hanushek, E. & Raymond, M. E. (2005). Does school accountability lead to improved student performance? Journal of Policy Analysis and Management, 24(2), 297-327.
20. thYearbook of the National Society for the Study of Education (part 2). Malden, MA: Blackwell.
21. Heubert, J. P. & Hauser, R. M., (Eds.) (1999). High stakes: Testing for tracking, promotion, and graduation. Washington, DC: National Academy Press.
22. Holme, J. J., Richards, M. P., Jimerson, J. B., & Cohen, R. W. (2010). Assessing the effects of high school exit examinations. Review of Educational Research, 80(4), 476-526. doi:10.3102/0034654310383147
23. Jacob, B. (2001). Getting tough? The impact of high school graduation exams. Educational Evaluation and Policy Analysis, 23(2), 99-121.
24. Linn, R. L., Graue, M. E., & Sanders, N. M. (1990). Comparing state and district test results to national norms: The validity of claims that "everyone is above average. " Educational Measurement: Issues and practice, 9(3), 5-14. doi: 10.1111/j.1745-3992.1990.tb00372.x
25. Marchant, G. J. & Paulson, S. E. (2005). The relationship of high school graduation exams to graduation rates and SAT scores. Education Policy Analysis Archives, 13(6). Retrieved from http://epaa.asu.edu/epaa/v13n6/.
26. thYearbook of the National Society for the Study of Education (part 2, pp. 35-54). Malden, MA: Blackwell.
27. Nichols, S. L., Glass, G. V., & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved July 20, 2009, from http://epaa.asu.edu/epaa/v14n1/.
28. Orfield, G., Losen, D., Wald, J., & Swanson, C. B. (2004). Losing our future: How minority youth are being left behind by the graduation rate crisis. Cambridge, MA: The Civil Rights Project at Harvard University.
29. Pedulla, J. J., Abrams, L. M., Madaus, G. F., Russell, M. K., Ramos, M. A., & Miao, J. (2003). Perceived effects of state-mandated testing programs on teaching and learning: Findings from a national survey of teachers. Boston, MA: Boston College, National Board on Educational Testing and Public Policy. Retrieved from http://www.bc.edu/research/nbetpp/statements/nbr2.pdf
30. Raymond, M. E. & Hanushek, E. A. (2003, Summer). High-stakes research. Education Next, 3(3), 48-55. Retrieved from http://www.educationnext.org/
31. Reardon, S. F. (2011). The Widening Academic Achievement Gap between the Rich and the Poor: New Evidence and Possible Explanations In Richard Murnane & Greg Duncan (Eds.), Whither Opportunity? Rising Inequality and the Uncertain Life Chances of Low-Income Children. New York: Russell Sage Foundation.
32. Reardon, S. F., Arshan, N., Atteberry, A., & Kurlaender, M. (2008). High stakes, no effects: Effects of failing the California High School Exit Exam (Working Paper 2008-10). Stanford, CA: Stanford University, Institute for Research on Education Policy & Practice.
33. Reardon, S. F., Atteberry, A., Arshan, N., & Kurlaender, M. (2009, April 21). Effects of the California High School Exit Exam on Student Persistence, Achievement and Graduation (Working Paper 2009-12). Stanford, CA: Stanford University, Institute for Research on Education Policy & Practice.
34. Rosenshine, B. (2003). High-Stakes testing: Another analysis. Education Policy Analysis Archives, 11(24). Retrieved from http://epaa.asu.edu/epaa/v11n24/
35. Ryan, J. E. (2004). The perverse incentives of the No Child Left Behind Act. New York University Law Review, 79, 932-989. doi: 10.2139/ssrn.476463
36. Shepard, L. A. (1990). Inflated test scores gains: Is the problem old norms or teaching the test? Educational Measurement: Issues and Practice, 9(3), 15-22.
37. Timar, T. B. & Maxwell-Jolly, J. (Eds) (2012). Narrowing the achievement gap: Perspectives and strategies for challenging times. Cambridge, Massachusetts: Harvard Education Press.
38. Torgerson, W. S. (1960). Theory and Methods of Scaling. New York: John Wiley.
39. Tyack, D. B. (1974). The one best system: A history of American urban education. Cambridge, MA: Harvard University Press. U.S. Department of Education (November 2009). Race to the Top: Executive Summary. Washington, DC: US Department of Education. Retrieved from http://ed.gov/programs/racetothetop/executive-summary.pdf
40. U.S. Department of Education (March 2010). A blueprint for reform. The reauthorization of the Elementary and Secondary School Act. Washington, DC: US Department of Education. Retrieved from http://www2.ed.gov/policy/elsec/leg/blueprint/.
41. Winters, M. A., Trivitt, J. R., & Greene, J. P. (2010). The impact of high-stakes testing on student proficiency in low-stakes subjects: Evidence from Florida's elementary science exam. Economics of Education Review, 29, 138-146. doi: 10.1016/j.econedurev.2009.07.004