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No More Aggregate NAEP Studies? Sherman Dorn, Editor Education Policy Analysis Archives Citation: Dorn, S. (2006). No more aggregate NAEP studies? [editorial]. Education Policy Analysis Archives, 14(31). Retrieved [date] from http://epaa.asu.edu/epaa/v14n31/. Abstract This editorial reviews recent studies of accountability policies using National Assessment of Educational Progress (NAEP) data and compares the use of aggregate NAEP data to the availability of individual-level data from NAEP. While the individual-level NAEP data sets are restricted-access and do not give accurate point-estimates of achievement, they nonetheless provide greater opportunity to conduct more appropriate multi-level analyses with state policies as one set of variables. Policy analysts using NAEP data should still look at exclusion rates and the non-longitudinal nature of the NAEP data sets. Keywords: accountability; multi-level analysis; multiple imputation; National Assessment of Educational Progress (NAEP). Resumen Este trabajo editorial examina estudios recientes sobre políticas de responsabilidad de gestión que usan datos de la Evaluación Nacional del Progreso Educativo (NAEP) y compara el uso de datos agregados de la NAEP con datos por nivel individual de la misma NAEP. Aún cuando los sets de datos por nivel individual de la NAEP son de acceso restringido y no proporcionan puntos de estimación de logro académico precisos, estos datos proporcionan una buena oportunidad para realizar análisis multinivel de las políticas educativas estatales constituidas como un set de variables. Los que hacen análisis de políticas usando los datos proporcionados por la NAEP deben siempre tener el cuidado de observar las tasas de exclusión y la naturaleza no longitudinal de los sets de datos de la NAEP. Palabras clave: responsabilidad de gestión; análisis multinivel; imputación múltiple; Evaluación Nacional del Progreso Educativo (NAEP). Access this article in PDF format.   Readers are free to copy, display, and distribute this abstract and the associated article, as long as the work is attributed to the author(s) and Education Policy Analysis Archives, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or EPAA. EPAA is published jointly by the Mary Lou Fulton Institute and Graduate School of Education at Arizona State University and the College of Education at the University of South Florida. Articles are indexed by Directory of Open Access Journals, ERIC, H.W. Wilson & Co, and SCOPUS. Please contribute commentary at http://epaa.info/wordpress/ and send errata notes to Sherman Dorn (epaa-editor@shermandorn.com).