Did States' Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence from a Comparative Interrupted Time Series Study of Standards-Based Reform
Saved in:
| Title: | Did States' Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence from a Comparative Interrupted Time Series Study of Standards-Based Reform |
|---|---|
| Language: | English |
| Authors: | Song, Mengli, Garet, Michael S., Yang, Rui, Atchison, Drew |
| Source: | Grantee Submission. 2022. |
| Peer Reviewed: | Y |
| Page Count: | 57 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305C150007 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Academic Achievement, Educational Change, Academic Standards, National Competency Tests, Comparative Analysis, Mathematics Achievement, Reading Achievement, State Standards, Elementary Secondary Education, Kindergarten, Scores, Correlation, College Readiness, Career Readiness |
| Assessment and Survey Identifiers: | National Assessment of Educational Progress |
| DOI: | 10.3102/00028312211058460 |
| Abstract: | This study was designed to assess the effects of states' adoption of more rigorous standards as part of the current wave of standards-based reform on student achievement using comparative interrupted time series analyses based on state-level NAEP data from 1990 to 2017. Results show that the effects of adopting more rigorous standards on students' mathematics achievement were generally small and not significant. The effects on students' reading achievement were also generally small, but negative and statistically significant for Grade 4. The study also revealed that the effects of states' adoption of more rigorous standards varied across NAEP subscales and student subgroups. [This paper was published in "American Educational Research Journal" v59 n3 p610-647 Jun 2022 (EJ1338213).] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | ED620442 |
| Database: | ERIC |
| Abstract: | This study was designed to assess the effects of states' adoption of more rigorous standards as part of the current wave of standards-based reform on student achievement using comparative interrupted time series analyses based on state-level NAEP data from 1990 to 2017. Results show that the effects of adopting more rigorous standards on students' mathematics achievement were generally small and not significant. The effects on students' reading achievement were also generally small, but negative and statistically significant for Grade 4. The study also revealed that the effects of states' adoption of more rigorous standards varied across NAEP subscales and student subgroups. [This paper was published in "American Educational Research Journal" v59 n3 p610-647 Jun 2022 (EJ1338213).] |
|---|---|
| DOI: | 10.3102/00028312211058460 |
