Trend Analysis of Math Performance of U.S. Students Using Standardized Educational Tests

• In Event: Poster Session 10
  In Poster Session: Diverse Topics in Psychometrics and Educational Measurement

Abstract

No Child Left Behind requires states to set academic standards that define four levels of achievement: below basic, basic, proficient and advanced and to evaluate school and district performance under NCLB every year. The current methods to report AYP leads to biased estimates of coefficients. Another issue is in a way of deciding cut points to split into four levels. Using arbitrary cut points is problematic in the case that one wants to make a year by year comparison of students’ achievement because cut points are easily moved up or down by a critique that a previous standard is too low or high. The proposed method will be shown to handle these problems.

Author

• Jisung Cha, Georgia State University