Longitudinal Effect of the Washington Assessment of Student Learning (WASL) on Student Achievement

Donald C. Orlich


Linn, Baker and Betebenner (2002) suggested using the effect size statistic as a measure of adequate yearly progress target (AYPT) as is required by PL 107-110. This paper analyzes a four-year data set from the required high-stakes test--Washington Assessment of Student Learning—using effect size as the AYPT metric. Mean scale scores for 4th, 7th and 10th grade reading and mathematics were examined. Nominal descriptors suggested by Cohen (1988) were applied and showed no yearly effect in student achievement as a function of the WASL. Comparing the 1998 scale scores to those of 2001 showed a small effect. However, manipulating the effect size criterion from 0.20 to 0.05 did show small yearly effects in student achievement. Meeting AYPT objectives will be a problem of defining the standard as yearly score fluctuations occur. The educational research community should challenge the statistical logic associated with setting AYPT’s.


No Child Left Behind Act, 2001; Washington State Educational Assessment Program

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DOI: https://doi.org/10.14507/epaa.v11n18.2003

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Copyright (c) 2019 Donald C. Orlich


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