The National Assessment of Educational Progress, Its Results Need to be Made More Useful, National Center for Education Statistics, Department of Health, Education, and Welfare: Report to the CongressU.S. General Accounting Office, 1976 - 71 pages |
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agen APPENDIX assessment approach assessment comparisons Assessment of Educational assessment technology ber cent cation Center for Education cial criterion-referenced tests curriculum data collection efforts data interpretation degree of utility demographic DEPARTMENT COMMENTS District of Columbia educa Education Statistics educational attainments educational decisionmakers educational objectives Educational Progress educational researchers establish continuing dialogues fiscal Ford Foundation funding GAO RECOMMENDATION go to question goals groups HEW officials increase Institute of Education learning areas levels local education agencies ment methods NAEP data NAEP's National Assessment data National Assessment officials National Assessment's National Center NCES Number of projected Number responding Office of Education planning policymakers potential users problems project data project officials project results provide for comparison RECOMMENDATION The Secretary redirection referenced tests response which best Responses Percent note sample school districts specific staff standardized norm-referenced tests Stanford Achievement Test statewide assessment program technical assistance test publishers tion tional Assessment utility of NAEP
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Page 7 - ... learning areas: art, career and occupational development, citizenship, literature, mathematics, music, reading, science, social studies and writing. Different learning areas are assessed every year, and all areas are periodically reassessed in order to measure change in educational achievement. Each assessment is the product of several years' work by a great many educators, scholars and lay persons from all over the country.
Page 70 - GAO note: Deleted comments pertain to material presented in the draft report which has not been included in the final report. APPENDIX II PRINCIPAL OFFICIALS OF THE...
Page 6 - ... local education agency program evaluation reports relating to the Elementary and Secondary Education Act, titles I, III, and VII. We interviewed officials from the Office of the Secretary of HEW, the Office of the Assistant Secretary for Education, the National Center for Education Statistics, OE, NIE, and the Office of Management and Budget. In addition, we interviewed the staff members of various congressional committees and officials from 11 education research organizations, including 4 publishers...
Page 49 - Program (Spring 1995, conducted by the Center for the Study of Evaluation at the University of California at Los Angeles...
Page 5 - ... the attitudes and opinions expressed in response to our local school district questionnaire are representative of the entire universe of 11,666 such districts in the Nation having 300 or more pupils. However, we projected the responses to a total of 8,936 local education agencies because this method, based on the weighting and the response rates across the various strata in our sample, allows us to obtain the most accurate percentages on the answers given. Local education agency questionnaire...
Page 5 - ... pupils; 3,000 to 8,999 pupils; and 300 to 2,999 pupils. Nineteen school districts compose the first group — the largest school districts — and all were included in the sample. An independent random sample of 813 school districts was drawn from the remaining groups. We received responses from 710 (85 percent) of the 832 school districts included in the sample. As a result of the high response rate, the attitudes and opinions expressed in response to our local school district questionnaire...
Page 5 - ... the same as a national sample used by the Office of Education in 1973. Neither sample included school districts having fewer than 300 pupils; both were stratified according to enrollment as follows: 125,000 pupils or more; 35,000 to 124,999 pupils; 9,000 to 34,999 pupils; 3,000 to 8,999 pupils; and 300 to 2,999 pupils. Nineteen school districts compose the first group — the largest school districts — and all were included in the sample. An independent random sample of 813 school districts...
Page 5 - ... responses to a total of 8,936 local education agencies because this method, based on the weighting and the response rates across the various strata in our sample, allows us to obtain the most accurate percentages on the answers given. Local education agency questionnaire results appear in appendix II. The numbers shown there represent the number of local school districts in the Nation to which our local questionnaire sample responses have been projected. Most local education agency respondents...
Page 5 - ... education agency questionnaire. Respondents to section A of the questionnaire were almost always officials responsible for statewide assessment, accountability, and/or testing activities. Respondents to sections B and C were nearly always officials responsible for titles I and III programs, respectively. Our questionnaire sample for local school districts was largely the same as a national sample used by the Office of Education in 1973. Neither sample included school districts having fewer than...
Page 4 - ... national interest groups concerned with education, and attended conferences of educators and measurement and evaluation experts which were held to improve student assessment or educational program evaluation. To obtain State and local education agencies' views on Federal education program evaluations and related matters, we sent questionnaires to education agencies in all States and the District of Columbia, and to a statistical sample of local school districts throughout the Nation. The two...