Researchers explored how 13 states in which policymakers have adopted an A-F school letter grade accountability system performed on the National Assessment of Educational Progress (NAEP) post-policy implementation. Researchers found mixed results, with approximately half of these 13 states increasing achievement post-policy, and the other…

It has long been argued that U.S. states' differential performance on nationwide assessments may reflect differences in students' opportunity to learn the tested content that is primarily due to variation in curricular content standards, rather than in instructional quality or educational investment. To quantify the effect of differences in…

Variation in test performance among examinees from different regions or national jurisdictions is often partially attributed to differences in the degree of content correspondence between local school or training program curricula, and the test of interest. This posited relationship between test-curriculum correspondence, or "alignment,"…

Validity evidence based on test content is of essential importance in educational testing. One source for such evidence is an alignment study, which helps evaluate the congruence between tested objectives and those specified in the curriculum. However, the results of an alignment study do not always sufficiently capture the degree to which a test…

The state of Ohio made globalizing its education a priority. The Ohio Department of Education benchmarked its practices against world-class standards, expanded visiting teacher programs, and promoted Chinese Mandarin language instruction and curriculum development in Ohio classrooms. Numerous partnerships extended and supported those practices.…