"It Felt Like Guerrilla Warfare": Student Achievement Levels in the Nation's Report Card--A Brief History of "Basic," "Proficient," and "Advanced"

Autor/in	Finn, Chester E., Jr.
Titel	"It Felt Like Guerrilla Warfare": Student Achievement Levels in the Nation's Report Card--A Brief History of "Basic," "Proficient," and "Advanced"
Quelle	In: Education Next, 22 (2022) 3, S.44-50 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Academic Achievement; Grade 4; Grade 8; National Competency Tests; Elementary Secondary Education; Student Evaluation; Accountability; Scores; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Schulnote; Studentische Bewertung; Verantwortung
Abstract	The National Assessment of Educational Progress (NAEP) results have long displayed student achievement in two ways: as points on a stable vertical scale that typically runs from 0 to 300 or 500 and as the percentages of test takers whose scores reach or surpass a trio of "achievement levels." These achievement levels--dubbed "basic," "proficient," and "advanced"--were established by the National Assessment Governing Board, an almost-independent 26-member body, and have resulted in the closest thing America has ever had to nationwide academic standards. Though the NAEP achievement levels have gained wide acceptance amongst the public and in the media, they are not without their detractors. At the outset, the idea that NAEP would set any sort of achievement standards was controversial; what business had the federal government in getting involved with the responsibilities of states and localities? Since then, critics have complained that the achievement levels are too rigorous and are used to create a false sense of crisis. Now, even after three decades, the National Center for Education Statistics continues to insist that the achievement levels should be used on a "trial basis." This article recounts the history of controversy and pushback to the NAEP test and achievement standards. (ERIC).
Anmerkungen	Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01