Pruebas de consecuencias severas y rendimiento de los estudiantes: Análisis actualizado con datos de NAEP

Translated title of the contribution: High-stakes testing and student achievement: Updated analyses with NAEP data

Sharon L. Nichols, Gene V. Glass, David Berliner

Research output: Contribution to journalArticlepeer-review

69 Scopus citations


The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of correlation analyses was conducted to explore relationships between high-stakes testing accountability pressure and student achievement as measured by the National Assessment for Education Progress (NAEP) in reading and math. Consistent with earlier work, stronger positive correlations between the pressure index and NAEP performance in fourth grade math and weaker connections between pressure and fourth and eighth grade reading performance were found. Policy implications and future directions for research are discussed.

Translated title of the contributionHigh-stakes testing and student achievement: Updated analyses with NAEP data
Original languageSpanish
Pages (from-to)1-35
Number of pages35
JournalEducation Policy Analysis Archives
StatePublished - 2012


  • Accountability Pressure Index (APR)
  • High-stakes testing
  • NAEP

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'High-stakes testing and student achievement: Updated analyses with NAEP data'. Together they form a unique fingerprint.

Cite this