Reporting District-Level NAEP Data:

Summary of a Workshop

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Size: 66 pages, 6 x 9

Publication Year:2000

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PAPERBACK ISBN-10: 0-309-06893-2 ISBN-13: 978-0-309-06893-2	$21.00	Add to Cart

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Authors:
Pasquale J. DeVito and Judith A. Koenig, Editors; Committee on NAEP Reporting Practices: Investigating District-Level and Market-Basket Reporting, National Research Council
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Table of Contents
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Front Matter	i-xii
1 Introduction	1-5	(skim)
2 Background	6-13	(skim)
3 NAEP's Influence on State Instructional and Assessment Programs	14-18	(skim)
4 Comparisons with National Benchmarks: Pros and Cons	19-23	(skim)
5 Factors That Influence Interest in District-Level NAEP	24-37	(skim)
6 Summing Up: Issues to Consider and Resolve	38-41	(skim)
References	42-44	(skim)
Appendix A: Workshop on District-Level Reporting for NAEP Agenda and Participants	45-50	(skim)
Appendix B: Background Information on NAEP	51-53	(skim)

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The National Assessment of Education Progress (NAEP) has earned a reputation as one of the nation's best measures of student achievement in key subject areas. Since its inception in 1969, NAEP has summarized academic performance for the nation as a whole and, beginning in 1990, for the individual states. Increasingly, NAEP results get the attention of the press, the public, and policy makers. With this increasing prominence have come calls for reporting NAEP results below the national and state levels. Some education leaders argue that NAEP can provide important and useful information to local educators and policy makers. They want NAEP to serve as a district-level indicator of educational progress and call for NAEP results to be summarized at the school district level.

Reporting District-Level NAEP Data explores with various stakeholders their interest in and perceptions regarding the likely impacts of district level reporting.

Reporting District-Level NAEP Data:

Summary of a Workshop

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