Keywords

Eighth grade (Education) -- United States, National Assessment of Educational Progress (Project), Reading -- United States, United States -- No Child Left Behind Act of 2001

Abstract

The National Assessment of Educational Progress is a nationwide assessment administered every other year to eighth grade students in the United States in reading and mathematics. The purpose of this study was to compare the results of 2009 eighth grade state reading assessment proficiency percentages to NAEP proficiency percentages. Primarily, this study examined whether a predictive relationship existed between state and NAEP proficiency percentages. Subsequent research questions analyzed the extent to which a relationship existed for subgroups (race/ethnicity, English Language Learners, low socioeconomic status, and students with disabilities) and while controlling for census regions. It was found that a predictive relationship does exist between state and NAEP proficiency percentages for eighth grade students who took these reading assessments in 2009. The correlations between the variables were consistently high; however, the relationships were not significant for all subgroups nor for all census regions. It was determined that NAEP and state assessment proficiency percentages are not well suited to direct comparisons. Recommendations for practice included the development of nationwide common assessments, standards, and proficiency scales

Notes

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Graduation Date

2011

Semester

Spring

Advisor

Taylor, Rosemarye

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Research, Technology, and Leadership

Format

application/pdf

Identifier

CFE0003600

URL

http://purl.fcla.edu/fcla/etd/CFE0003600

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education, Education -- Dissertations, Academic

Included in

Education Commons

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