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The 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