U.S. States' Performance on NAEP Mathematics and Reading Exams after the Implementation of School Letter Grade Accountability Policies

Autor/inn/en	Amrein-Beardsley, Audrey; Geiger, Tray; Winn, Kevin
Titel	U.S. States' Performance on NAEP Mathematics and Reading Exams after the Implementation of School Letter Grade Accountability Policies
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2063223 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Amrein-Beardsley, Audrey) ORCID (Geiger, Tray) ORCID (Winn, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2063223
Schlagwörter	National Competency Tests; Mathematics Tests; Reading Tests; Mathematics Achievement; Reading Achievement; Accountability; State Policy; Educational Policy; Grading; Grades (Scholastic); Comparative Analysis; Political Attitudes; Social Differences; School Effectiveness; Grade 4; Grade 8; Elementary School Students; Alabama; Arkansas; Arizona; Florida; Indiana; Mississippi; New Mexico; North Carolina; Ohio; Oklahoma; Texas; Utah; West Virginia; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Lesetest; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Verantwortung; Politics of education; Bildungspolitik; Notengebung; Schulnote; Notenspiegel; Political attitude; Politische Einstellung; Sozialer Unterschied; Schuleffizienz; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	Researchers explored how 13 states in which policymakers have adopted an A-F school letter grade accountability system performed on the National Assessment of Educational Progress (NAEP) post-policy implementation. Researchers found mixed results, with approximately half of these 13 states increasing achievement post-policy, and the other approximately half not, evidencing that states' adoptions of similar A-F policies may not realize increased student achievement as intended and, rather, yield more-or-less random results. Policy implications are discussed, also given seven of these 13 states are Republican/Republican-leaning and one is Democratic/Democratic-leaning, which also has implications for others looking to potentially adopt such relatively conservative, educational policy approaches towards reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01