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11 Jan 2012
Report

Validity Issues Involved in Cross-Grade Statements About NAEP Results

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: Reported scores are higher for 8th-grade students than for 4th-grade students, and higher for 12th-grade students than for 8th-grade students. Historically, these scales were developed in ways that were intended to support cross-grade interpretation; however, the degree of support for and endorsement of such interpretations has varied over the past two decades. Nevertheless, these score scales invite interpretive statements about the results. The conclusion of this essay will be that evidence can and should be assembled to support, and make more precise, certain interpretations, while others interpretations should be discouraged.

PDF icon Validity Issues Involved in Cross-Grade Statements About NAEP Results

Related Projects

Project

NAEP Validity Studies (NVS) Panel

AIR formed the NAEP Validity Studies Panel in 1995 under contract with the National Center for Education Statistics. The panel provides a technical review of NAEP plans and products and identifies technical concerns and promising techniques worthy of further study and research.

Further Reading

  • NAEP Validity Studies (NVS) Panel
  • Dr. Gary Phillips Participates in an “Education and the Economy” Policy Forum Hosted by the Library of Congress and Strong American Schools
  • NAEP Trends: Main NAEP vs. Long-Term Trend
  • Utility and Validity of NAEP Linking Efforts
  • State Implementation of NCLB Policies and Interpretation of the NAEP Performance of English Language Learners
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