Response to "What Do Klein et al. Tell Us about Test Scores in Texas?"

Autor/inn/en	Klein, Stephen P.; Hamilton, Laura S.; McCaffrey, Daniel F.; Stecher, Brian M.
Titel	Response to "What Do Klein et al. Tell Us about Test Scores in Texas?"
Quelle	In: Education Policy Analysis Archives, 13 (2005) 37, S.1-6 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Stellungnahme; Scores; Achievement Tests; Achievement Gap; Standardized Tests; Socioeconomic Status; Socioeconomic Influences; Achievement Gains; Racial Differences; Texas; SAT (College Admission Test); Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Achievement gain; Leistungssteigerung; Rassenunterschied
Abstract	The authors reviewed the article "What Do Klein et al. Tell Us About Test Scores in Texas?" by Toenjes. A summary of their responses is presented. First, Toenjes incorrectly describes the focus of the authors' study. Second, Toenjes appears to have misunderstood the purpose of their 20-schools analysis. Third, Toenjes misunderstands the relationship between their study and the Grissmer, Flanagan, Kawata, & Williamson (2000) study. (Contains 1 footnote.) (ERIC).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10