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The influence of multiple administrations of a state achievement test on passing rates for student groups
Nese, Joseph Tindal, Gerald Stevens, Joseph Elliott, Stephen
Nese, Joseph
Tindal, Gerald
Stevens, Joseph
Elliott, Stephen
Abstract
The stakes of large-scale testing programs have grown considerably in the past decade with the enactment of the No Child Left Behind (NCLB) and Race To The Top (RTTT) legislations. A significant component of NCLB has been required reporting of annual yearly progress (AYP) of student subgroups disaggregated by sex, special education status, English language proficiency, and race/ethnicity. In this study we address the implications of a state policy that allows students to have multiple test opportunities to reach proficiency within an academic year, and its effect on passing rates. We found through logistic regression analyses that additional testing opportunities benefited specific majority student subgroups: White, non-free or reduced lunch program, non- limited English proficient, general education, and students close to the proficiency score. As states move to new achievement standards and assessments in 2015, policymakers may want to assess the potential benefits and costs of a multiple testing policy.
Keywords
Date
2015
Type
Journal article
Journal
Education Policy Analysis Archives
Book
Volume
23
Issue
70
Page Range
1-26
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled