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Estimating the Impacts of Educational Interventions Using State Tests or Study-Administered Tests
Meredith Bachman (ed)
Many evaluations of educational interventions estimate the impacts of the intervention on student achievement. A key design question for these evaluations is how to measure student achievement. While some evaluations aim to estimate an interventionäó»s impacts on some specific subdomain, many evaluations are focused on achievement in reading or mathematics more generally. Therefore, many evaluations face the challenge of deciding how to obtain general measures of reading and/or mathematics achievement for the students in the study sample. Since the passage of the No Child Left Behind Act (NCLB) in 2001, states have been required to test students in both reading and mathematics in every grade between grades 3 and 8, and in at least one grade in high school. Furthermore, some states and districts have been willing to provide data on student scores on these tests for federally funded evaluations. This report shows that state assessments provide a relatively inexpensive and increasingly accessible source of data on student achievement. In the past, rigorous evaluations of educational interventions typically administered standardized tests selected by the researchers ("study-administered tests") to measure student achievement outcomes. Increasingly, researchers are turning to the lower cost option of using state assessments for measures of student achievement. Tables and figures. This is a print on demand report.
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