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Did States' Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence from a Comparative Interrupted Time Series Study of Standards-Based Reform

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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
FullText Text:
  Availability: 0
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  Data: Did States' Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence from a Comparative Interrupted Time Series Study of Standards-Based Reform
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2022.
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  Data: 10.3102/00028312211058460
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  Data: 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).]
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  Data: 2022
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        Value: 10.3102/00028312211058460
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 57
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Educational Change
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      – SubjectFull: Academic Standards
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      – SubjectFull: Mathematics Achievement
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      – SubjectFull: State Standards
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Kindergarten
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      – SubjectFull: Career Readiness
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      – SubjectFull: National Assessment of Educational Progress
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      – TitleFull: Did States' Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence from a Comparative Interrupted Time Series Study of Standards-Based Reform
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              Y: 2022
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