The Influence of Multiple Administrations of a State Achievement Test on Passing Rates for Student Groups

Authors

DOI:

https://doi.org/10.14507/epaa.v23.1974

Keywords:

Large-scale assessment, Accountability

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.

 

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Author Biographies

Joseph F. T. Nese, University of Oregon

Joseph F. T. Nese, PhD, is a Research Associate at Behavioral Research and Teaching (BRT) at the University of Oregon. He conducts research in educational assessment and applied measurement, focusing on developing and improving systems that support data-based decision-making and using advanced statistical methods to measure and monitor student growth.

Gerald Tindal, University of Oregon

Dr. Tindal is currently the Castle-McIntosh-Knight Professor in the College of Education – University of Oregon. He is the Department Head of Educational Methodology, Policy, and Leadership and directs Behavioral Research and Teaching (BRT). His research focuses on integrating students with disabilities in general education classrooms using curriculum-based measurement for screening students at risk, monitoring student progress, and evaluating instructional programs. Dr. Tindal also has conducts research on large scale testing and development of alternate assessments. This work includes investigations of teacher decision-making on test participation, test accommodations, and extended assessments of basic skills. He publishes and reviews articles in many special education journals and has written several book chapters and books on curriculum-based measurement and large-scale testing. He teaches courses on assessment systems, data driven decision-making, research design, and program evaluation. 

Joseph J. Stevens, University of Oregon

Joseph Stevens, PhD, joined the University of Oregon in 2005 and is currently a Professor in the department of Educational Methodology, Policy, and Leadership. He is a Co-Principal Investigator with the National Center on Assessment and Accountability (NCAASE) at the University of Oregon. His doctoral degree is in Psychology and Quantitative Methods from the University of Arizona. He was formerly Professor of Education at the University of New Mexico. He also worked at the Psychological Corporation and as a measurement statistician at Educational Testing Service. His interests are in measurement, validity, research design, and longitudinal modeling and individual differences in academic achievement especially for special education students and language learners. He teaches courses in advanced statistical methods and research design.

Stephen N. Elliott, Arizona State University

Stephen N. Elliott, PhD, is the Mickelson Foundation Professor in the Sanford School of Social and Family Dynamics at Arizona State University. His research focuses on scale development and educational assessment practices with students with disabilities or at risk for educational difficulties. Assessment tools he has developed include the Social Skills Improvement System (SSiS), Academic Competence Evaluation Scales (ACES), Vanderbilt Assessment of Leadership in Education, and My Instructional Learning Opportunities Guidance System (MyiLOGS). He has published numerous articles, chapters, and books on (a) the assessment of children's social and academic competence, (b) the design and evaluation of methods that increase students’ access to learning and large-scale achievement test, and (c) the assessment of school leadership. Steve is a co-PI of the National Center on Assessment and Accountability for Special Education, a United States Department of Education funded research center.

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Published

2015-07-26

How to Cite

Nese, J. F. T., Tindal, G., Stevens, J. J., & Elliott, S. N. (2015). The Influence of Multiple Administrations of a State Achievement Test on Passing Rates for Student Groups. Education Policy Analysis Archives, 23, 70. https://doi.org/10.14507/epaa.v23.1974

Issue

Vol. 23 (2015)

Section

Articles