The consensus seems to be that there is a substantial decay over time in value - added to
future achievement test scores.
Not exact matches
Researcher: Nation's
Future Depends on Raising White, Nonwhite
Test Scores Observer & Eccentric, August 21, 2011» «If we can't make it happen, we may have already peaked as a nation,» said [Senior Lecturer] Ronald Ferguson, faculty co-chair and director of the
Achievement Gap Initiative at Harvard.»
They emphasized that, while many people might think closing the gap is impossible, black - white
test scores, evolving research on intelligence development, and motivation as a nation are all indicative that a
future without the
achievement gap may exist.
Indeed, from such
tests, many policymakers and pundits have wrongly concluded that student
achievement in the United States lags woefully behind that in many comparable industrialized nations, that this shortcoming threatens the nation's economic
future, and that these
test results therefore demand radical school reform that includes importing features of schooling in higher -
scoring countries.
While the Department will likely add more academic performance measures in the
future, for 2014 officials also included the level of participation in state assessments,
achievement gaps between students with disabilities and the general population as well as
scores on the National Assessment of Educational Progress, a standardized
test used to gauge academic growth across the country.
The seeming contradiction between the lack of persistence of value - added on
achievement test scores and the significant impacts on adult outcomes frames an important puzzle for
future research.
The decision to judge programs based on third grade
test scores dismisses the full range of skills and capacities developed through early childhood education that strongly contribute to
future achievement and life outcomes.