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Search Results: (1-7 of 7 records)

 Pub Number  Title  Date
NCES 2021036 Mapping State Proficiency Standards onto the NAEP Scales: Results From the 2019 NAEP Reading and Mathematics Assessments
The National Center for Education Statistics (NCES) has periodically published reports using results from the National Assessment of Educational Progress (NAEP) to compare the proficiency standards that states set for their students. Since standards vary across states, the results of the various state assessments cannot be used to directly compare students’ progress. However, by placing a state standard onto the NAEP scale, a common metric for all states, a NAEP equivalent score is produced, which can be compared across states. The last mapping study report released by NCES (NCES 2019-040) compared state proficiency standards for school year 2016-17. The current report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2018–19 school year and the 2019 NAEP assessments for public schools.
6/1/2021
NCES 2019040 Mapping State Proficiency Standards onto the NAEP Scales: Results From the 2017 NAEP Reading and Mathematics Assessments
The National Center for Education Statistics (NCES) has periodically published reports using results from the National Assessment of Educational Progress (NAEP) to compare the proficiency standards that states set for their students. Since standards vary across states, the results of the various state assessments cannot be used to directly compare students’ progress. However, by placing a state standard onto the NAEP scale, a common metric for all states, a NAEP equivalent score is produced, which can be compared across states. The last mapping study report released by NCES (NCES 2018-159) compared state proficiency standards for school year 2014-15. The 2017 edition of this report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2016–17 school year and the 2017 NAEP assessments for public schools.
8/21/2019
NCES 2018159 Mapping State Proficiency Standards Onto the NAEP Scales: Results From the 2015 NAEP Reading and Mathematics Assessments
During the past 13 years, the National Center for Education Statistics (NCES) has published reports in which the National Assessment of Educational Progress (NAEP) is used for comparing the proficiency standards that students have to meet in each state. This sixth report highlights results of mapping state proficiency standards onto the NAEP scales using state assessment results for public schools from the 2014–15 school year and the 2015 NAEP assessments. The report focuses on the reading and mathematics standards that states set for grades 4 and 8 for federal reporting under the 2001 and 2015 reauthorizations of the Elementary and Secondary Education Act of 1965. By placing standards onto the NAEP scales, a common metric to all states, it is possible to compare the standards that students are expected to meet in each state.
5/31/2018
NCES 2015046 Mapping State Proficiency Standards Onto NAEP Scales: Results From the 2013 NAEP Reading and Mathematics
Under the 2001 reauthorization of the Elementary and Secondary Education Act of 1965, states developed their own assessments and set their own proficiency standards to measure student achievement. This has resulted in a great deal of variation among the states, both in their proficiency standards and in their student assessments as reported in NCES 2008-475. This variation has created a challenge in understanding the ability levels of students across the United States because there is no means to compare the proficiency levels established by one state against the others directly. To address this need, the National Center for Education Statistics (NCES) has published periodic reports for the past 10 years in which the National Assessment of Educational Progress (NAEP) is used as a common metric for examining the proficiency standards set by states in reading and mathematics in grades 4 and 8.

This report, the fifth in the series, summarizes the results of applying a methodology for mapping state proficiency standards onto the NAEP scales by using state public school data for the 2012–13 school year and the 2013 NAEP assessments in reading and mathematics for grades 4 and 8. The report also includes analyses of the results using the 2011 NAEP and state assessment data and revised estimates for 2009 reported in NCES 2011-458. The key finding is that the variation among state achievement standards continues to be wide.

7/9/2015
NCES 2011458 Mapping State Proficiency Standards Onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009
This research and development report compares the standards that states use in reporting 4th- and 8th- grade reading and mathematics proficiency using NAEP as a common metric. The state standards used in reporting 2008-09 results were mapped onto the NAEP scales to compare the standards across the states and in relation to the NAEP achievement levels.

The mapping procedure offers an approximate way to assess the relative rigor of the states’ adequate yearly progress (AYP) standards established under the Elementary and Secondary Education Act of 2001. Once mapped, the NAEP scale equivalent score representing the state’s proficiency standards can be compared to indicate the relative rigor of those standards.

Use of the term rigor does not imply a judgment about state standards, but is descriptive of state-to-state variation in the location of the state standards on a common metric.
8/10/2011
NCES 2010456 Mapping State Proficiency Standards Onto NAEP Scales: 2005-2007
This research and development report compares the standards that states use in reporting 4th- and 8th- grade reading and mathematics proficiency using NAEP as a common metric. The state standards used in reporting 2006-07 results were mapped onto the NAEP scales to compare the standards across the states and in relation to the NAEP achievement levels.

The mapping procedure offers an approximate way to assess the relative rigor of the states’ adequate yearly progress (AYP) standards established under the No Child Left Behind Act of 2001. Once mapped, the NAEP scale equivalent score representing the state's proficiency standards can be compared to indicate the relative rigor of those standards. The term rigor as used here does not imply a judgment about state standards. Rather, it is intended to be descriptive of state-to-state variation in the location of the state standards on a common metric.
10/29/2009
NCES 2007482 Mapping 2005 State Proficiency Standards Onto the NAEP Scales
This report presents the results of applying a methodology for mapping state proficiency standards in reading and mathematics onto the appropriate NAEP scale, employing data from the 2004–05 academic year. The mapping exercise was carried out for both grades 4 and 8. For each of the four subject and grade combinations, the NAEP score equivalents to the states’ proficiency standards vary widely, spanning a range of 60 to 80 NAEP score points. Although there is an essential ambiguity in any attempt to place state standards on a common scale, the ranking of the NAEP score equivalents to the states’ proficiency standards offers an indicator of the relative stringency of those standards. The results show a strong negative correlation between the proportions of students meeting the states’ proficiency standards and the NAEP score equivalents to those standards. There is, at best, a weak relationship between the NAEP score equivalents for the state proficiency standard and the states’ average scores on NAEP. Finally, most of the NAEP score equivalents fall below the cut-point corresponding to the NAEP Proficient standard, and many fall below the cut-point corresponding to the NAEP Basic standard.
6/7/2007
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