What Really Happened in the No Child Left Behind Years? A State-Level Analysis of the Relationship of NAEP Scale–Converted Proficiency Outcomes With Key Nonschool and School Factors

• In Event: Accountability and Assessment Policy: Exploring History and Impact

Abstract

Evaluation of NCLB based on state-reported proficiency information is problematic since such information are based on assessment systems that vary across states and over time. Using NAEP scores can also be problematic as NAEP is not designed for accountability. We rely on the NAEP scale equivalent (NSE) for percent proficient reported by the state. In a state level nationwide analysis of fourth graders between 2003 and 2009, we find that NSE for math is negatively related to race and location and positively to funding. NSE for reading is negatively related to location and class size, and positively to funding. These show how learning is related to key factors in ways that are explicitly antithetical to the goals of proficiency-based accountability.

Authors

• Argun Saatcioglu, The University of Kansas

• Thomas M. Skrtic, The University of Kansas

• Neal M. Kingston, The University of Kansas