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Measuring student progress: Changes and challenges under No Child Left Behind
Author(s) -
Azin Mariam,
Resendez Miriam G.
Publication year - 2008
Publication title -
new directions for evaluation
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.374
H-Index - 40
eISSN - 1534-875X
pISSN - 1097-6736
DOI - 10.1002/ev.253
Subject(s) - no child left behind , student achievement , accountability , state (computer science) , academic achievement , educational assessment , mathematics education , computer science , achievement test , data collection , face (sociological concept) , psychology , medical education , standardized test , political science , statistics , sociology , medicine , social science , algorithm , law , mathematics
Evaluators face a number of challenges in using student assessment data, given varying state and federal accountability requirements. Approaches to measuring student progress and specific characteristics of state assessment systems influence how data can be used. The continuous changes to state assessment systems and data create a significant challenge for evaluators wishing to use state repositories of student achievement data over time to track changes in achievement. The authors discuss the larger questions of the validity of tests being used and the potential limitations of single measures of student achievement in using state‐collected student assessment data. © Wiley Periodicals, Inc .