268 CRITICAL ISSUES IN SCHOOL IMPROVEMENT Clarke, M., Shore, A., Rhoades, K., Abrams, L., Miao, J., & Li, J. (2003) State-Mandated Testing Programs on Teaching and Learning National Board on Testing and Public Policy. Chestnut Hill, MH: Lynch School of Education, Boston College. Education Commission of the States. (2008). State notes: Exit exams. Retrieved November 17, 2008 from http://mb2.ecs.org/reports/Report.aspx?id=1357 Fairtest.org. (2008). Why graduation tests/exit exams fail to add value to high school diplomas. Retrieved November 17, 2008 from http://www.fairtest.org/gradtestfactmay08. Freedman, M. K. (2004). The fight for high standards. Hoover Digest, 3. Retrieved November 17, 2008 from http://www.hoover.org/publications/digest/3020841.html Greene, J. P., & Winters, M. A. (2004). Pushed out or pulled up: Exit exams and dropout rates in public high schools. Manhattan Institute of Policy Research. Retrieved November 17, 2008 from http://www.manhattan-institute.org/html/ewp_05.htm Haller, E. J., & Kleine, P. F. (2001). Using educational research: A school administrator’s guide. <strong>New</strong> York: Longman. Hanushek, E. A., & Welch, F. (2006). Handbook of the economics of education. St. Louis, MO: Elservier. Harville, L. M. (1991). Standard error of measurement. Educational Measurement: Issues and Practices, 10(4) 181–189. Harwell, M. R., & LeBeau, B. (2010). Student eligibility for a free lunch as an SES measure in educational research. Educational Researcher, 39, 120–131. Heubert, J.P., & Hauser, R.M. (1999). High stakes testing for tracking and promotion. National Academy Press, Washington, D.C., p. 273-307. Hursh, D. (2007). Policies assessing No Child Left Behind and the rise of neoliberal education. American Educational Research Journal, 44(3), 493–518. Johnson, R. B. (2001). Toward a new classification of non-experimental quantitative research. Educational Researcher, 30(2), 3–13. Joint Committee on Testing Practices. (2004). Code of fair testing practices in education. Washington, DC: American Psychological Association. Koretz, D. (2008). Measuring up: What educational testing really tells us. Cambridge, MA: Harvard University Press. Laitsch, D. (2006). Assessment, high stakes, and alternative visions: Appropriate use of the right tools to leverage improvement. Retrieved on January 29, 2009 from http://epsl.asu.edu/epru/documents/EPSL- 0611-222-EPRU.pdf Lee, J., & Wong, K. K. (2004). The impact of accountability on racial and socioeconomic equity: Considering both school resources and achievement outcomes. American Education Research Journal, 41(4), 797– 832. Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. <strong>New</strong> York: The Wallace Foundation. Levin, H. (2009). The economic payoff to investing in educational justice. Educational Researcher, 38(1), 5–20. Messick, S. (1995). Standards-based score interpretation: Establishing valid grounds for valid interpretations. Proceedings on the joint conference of standard setting for large-scale assessments, Sponsored by the National Assessment Governing Board and the National Center for Educational Statistics. Washington, DC: Government Printing Office. Messick, S. (1996). Technical issues in large-scale performance assessment. Sponsored by the National Center for Educational Statistics. Washington, DC: Government Printing Office. Neill, M. (1997). Testing our children: A report card on state assessment systems. FairTest.org. Retrieved on October 18, 2008 from http://www.fairtest.org/states/survey.htm or http://eric.ed.gov/ERICDocs/data/ ericdocs2/content_storage_01/0000000b/80/0d/b3/a6.pdf. No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425 (2002). Norris, S. P., Leighton, J. P., & Phillips, L. M. (2007). What’s at stake in knowing the content and capabilities of children’s minds. In R. Curren, (Ed.) Philosophy of education: An anthology. Hoboken, NJ: Wiley- Blackwell. Ohanian, S. (2001). One size fits few: The folly of educational standards. Portsmouth, NH: Heinemann. Penfield, R. D. (2010). Test-based grade retention: Does it stand up to professional standards for fair and appropriate test use? Educational Researcher, 39(2), 110–119. Roderick, M., & Engel, M. (2001). The grasshopper and the ant: Motivational responses of low-achieving students to high-stakes testing. Educational Evaluation and Policy Analysis, 23(3), 197–227.
Structured Inequity: The Intersection of Socioeconomic Status 269 Stringfield, S. C., & Yakimowski-Srebnick, M. E. (2005). Promise, progress, problems, and paradoxes of three phases of schools accountability: A longitudinal case study of the Baltimore City Public Schools. American Education Research Journal, 42(1), 43–75. Thomas, J. (2010, Jan. 4). Poverty, poor education shave years off life span. Bloomberg Businessweek. Retrieved from: http://www.businessweek.com/lifestyle/content/healthday/634465.html Tienken, C. H. (2008). A descriptive study of the technical characteristics of the results of <strong>New</strong> Jersey’s assessments of skills and knowledge in grades 3, 4, and GEPA. <strong>New</strong> Jersey Journal of Supervision and Curriculum Development, 52, 46–61. Tienken, C. H. (2009). High School Exit Exams and Conditional Standard Error or Mismeasurement. NCPEA Yearbook 2009, p. 163–173. United States Department of Education. (2010). A Blueprint for Reform: The Elementary and Secondary Education Act (ESEA) Reauthorization. Vasquez Heilig, J., & Darling-Hammond, L. (2008). Accountability Texas-Style: The Progress and Learning of Urban Minority Students in a High-Stakes Testing Context. Educational Evaluation and Policy Analysis, 30(2), 75–110. Weiss, C.H. (1998). Evaluation (2 nd ed.). Upper Saddle River, NJ: Prentice Hall. Zwick, R. (2004). Rethinking the SAT: The future of standardizing testing in university admissions. <strong>New</strong> York: Rutledge. Appendix A. Mean Scale Scores and Effect Size Differences on Statewide High School Exams in Mathematics (M) and Reading/Language Arts (LA) for Students Labeled Economically Disadvantaged and Not Disadvantaged State Proficiency Cut-Score LA/Math LA/Math CSEM (SS) ED. Scale Score, (SD), & N Non-ED.Scale Score, (SD), & N Effect Size Math/LA Students Affected AL NA -/- No Data Reported No Data Reported NA NA AK (LA) (M) AR (LA) (M) AZ (LA) (M) CA (LA) (M) CO (LA) (M) CT (LA) (M) DE (LA) (M) FL (LA) (M) GA (LA) (M) NA 19 19 NA -/- 191 (21.7)12,793 203.9 (44.3) 16,669 NA 13 8 350 350 663 627 14 18 28 13 No Data Reported No Data Reported NA 412 937 672 (93) 27,569 677 (91) 26,930 365.91 (34.8) 191,318 370.68 (36.7) 191,324 650.38 (62.1) 14,136 544.33 (71.6) 14,251 NA -/- 211.40 (41.2), 10,349 NA 10 10 300 300 19 8 NA 9 5 218.20 (45.1) 10,320 501.82 (34.9) 2,418 518.66 (30.8) 2,595 282 (N/A) 69,044 313 (N/A) 68,748 206 (21.1) 16,870 231.2 (43.1) 16,781 712 (70) 47,737 710 (67) 47,324 389.78 (36.1) 266,500 391.55 (38.3) 266,512 692.47 (56.9) 42,114 600.18 (69.2) 41,288 254.50 (41.8) 31,432 264.30 (39.1) 31,374 525.17 (36.1) 5,975 542.52 (41.1) 6,138 321 (N/A) 114,368 336 (N/A) 114,003 0.69 0.62 0.43 0.36 0.69 0.57 0.68 0.78 1.05 1.02 0.67 0.77 NA NA NA NA 4906 1907 54,000 3 54,000 7594 4037 NA NA 773 977 6,348 3 10,006 No Data Reported No Data Reported NA NA
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NCPEA HONOR ROLL OF PRESIDENTS, 194
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xii Yearbook Reviewers Kenneth Rasm
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Professional Learning Communities:
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