TY - JOUR
T1 - La influencia de múltiples oportunidades de examinación en la aprobación y el rendimiento de estudiantes en pruebas estatales
AU - Nese, Joseph F T
AU - Tindal, Gerald
AU - Stevens, Joseph J.
AU - Elliott, Stephen
N1 - Publisher Copyright:
© 2015, Arizona State University. All rights reserved.
PY - 2015/7/26
Y1 - 2015/7/26
N2 - The stakes of large-scale testing programs have grown considerably in the past decade with the enactment of the No Child Left Behind (NCLB) and Race To The Top (RTTT) legislations. A significant component of NCLB has been required reporting of annual yearly progress (AYP) of student subgroups disaggregated by sex, special education status, English language proficiency, and race/ethnicity. In this study we address the implications of a state policy that allows students to have multiple test opportunities to reach proficiency within an academic year, and its effect on passing rates. We found through logistic regression analyses that additional testing opportunities benefited specific majority student subgroups: White, non-free or reduced lunch program, non-limited English proficient, general education, and students close to the proficiency score. As states move to new achievement standards and assessments in 2015, policymakers may want to assess the potential benefits and costs of a multiple testing policy.
AB - The stakes of large-scale testing programs have grown considerably in the past decade with the enactment of the No Child Left Behind (NCLB) and Race To The Top (RTTT) legislations. A significant component of NCLB has been required reporting of annual yearly progress (AYP) of student subgroups disaggregated by sex, special education status, English language proficiency, and race/ethnicity. In this study we address the implications of a state policy that allows students to have multiple test opportunities to reach proficiency within an academic year, and its effect on passing rates. We found through logistic regression analyses that additional testing opportunities benefited specific majority student subgroups: White, non-free or reduced lunch program, non-limited English proficient, general education, and students close to the proficiency score. As states move to new achievement standards and assessments in 2015, policymakers may want to assess the potential benefits and costs of a multiple testing policy.
KW - Accountability
KW - Large scale testing
UR - http://www.scopus.com/inward/record.url?scp=84938862710&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84938862710&partnerID=8YFLogxK
U2 - 10.14507/epaa.v23.1974
DO - 10.14507/epaa.v23.1974
M3 - Article
AN - SCOPUS:84938862710
SN - 1068-2341
VL - 23
JO - Education Policy Analysis Archives
JF - Education Policy Analysis Archives
M1 - 70
ER -