Confusing the Messenger with the Message: A Response to Bolon
Keywords:High School Students, High Schools, Income, Mathematics Tests, Research Methodology, Statistical Analysis, Test Results
AbstractThe conclusions by Bolon (2001) based on the relationship between per capita income and school mean grade 10 mathematics scores in Massachusetts and on instability in year-to-year mean school scores are criticized by us. Our concerns focus on the uninterpretable covariation of economic condition with test performance and the limitations in interpreting cross-time variability. We agree with Bolon's conclusions but consider the methodology employed inadequate to support them. We suggest alternative requirements and discuss our own previous efforts in this area.
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How to Cite
Willson, V. L., & Kellow, T. (2002). Confusing the Messenger with the Message: A Response to Bolon. Education Policy Analysis Archives, 10, 9. https://doi.org/10.14507/epaa.v10n9.2002