This document is written primarily for policy makers and state department of education staff who are considering through-year assessments, as well as consultants and contractors state departments rely on. The document identifies essential things to consider when designing or evaluating a through-year assessment program. The paper is organized into…

Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the…

As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in…

This policy brief is based on a lengthier report, "Measuring What Counts: A Conceptual Guide for Mathematics Assessment." It proposes that mathematical assessment of students be based on crucial research-based connections between assessment and standards for curriculum and teaching and suggests a framework to help those who are…

Proposes a system of achievement testing for all U.S. students rather than just those who are college bound. Criticizes present achievement testing as a patchwork system that fails to provide parents with information about how much their children are learning in comparison to others. Provides a sampling of national achievement test questions from…