The initiatives to enhance adult learning program accountability and assessment systems of the following states are described in this paper: Colorado, Connecticut, Delaware, Florida, Georgia, Iowa, Kentucky, Oregon, Texas, Washington, West Virginia.
The authors of this paper provide a summary overview of what is already known and what is needed to learn about item types for future NAEP assessments.
This research brief explores the research and practice evidence on strategies intended to support opportunity youth and identifies a researcher-practitioner learning agenda to support opportunity youth on a path to thriving.
The reading and mathematics measures of the National Assessment of Educational Progress (NAEP) have been, and continue to be, reported on scales that appear to have the properties of “cross-grade” scales. The conclusion of this essay will be that evidence can and should be assembled to support, and make more ...
This report resulted from the systematic analysis undertaken by the NAEP Validity Studies Panel in 2001 to consider the domain of validity threats to NAEP and to identify the most urgent validity research priorities as that time.
U.S. Department of Education statistics from 2008 showed that 44 percent of the 2.4 million students in the federally funded adult education program were English as a second language (ESL) students, and of these, about 185,000 were at the lowest ESL level, beginning literacy. The What Works Study for Adult ...
This study examined NAEP testing conditions in schools and investigated whether being assessed in less than optimal testing conditions is associated with lower student achievement on the assessments.
This study estimated the potential bias from "worst-case" scenarios of selective non-participation in NAEP, and examined the extent to which statistical methods can correct for that bias.
The purpose of this paper is to recommend guiding principles, studies, and decision-making processes that can assist NCES in determining whether the results generated by an assessment based on a new NAEP framework can be validly reported on the same trend line as previous versions of the assessment.