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Stronger positive correlations appear for fourth-grade math and weaker links emerge for fourth- and eighth-grade reading, followed by policy implications and future research directions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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open access, multilingual journal  \n| Volume 20 Number 20 | July 20, 2012 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nHigh-stakes Testing and Student Achievement: Updated Analyses with NAEP Data  \nSharon L. Nichols  \nUniversity of Texas at San Antonio  \nGene V Glass  \nUniversity of Colorado Boulder  \nDavid C. Berliner  \nArizona State University  \nUSA  \nCitation: Nichols, S. L., Glass, G. V, Berliner, D.C. (2012) High-stakes testing and student achievement: Updated analyses with NAEP data. Education Policy Analysis Archives, 20 (20) Retrieved [date], from [http://epaa.asu.edu/ojs/article/view/1048](http://epaa.asu.edu/ojs/article/view/1048)  \nAbstract: The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of correlation analyses was conducted to explore relationships between high-stakes testing accountability pressure and student achievement as measured by the National Assessment for Education Progress (NAEP) in reading and math. Consistent with earlier work, stronger positive correlations between the pressure index and NAEP performance in fourth grade math and weaker connections between pressure and fourth and eighth grade reading performance were found. Policy implications and future directions for research are discussed.  \nKeywords: high-stakes testing; NAEP; Accountability Pressure Index (APR) .  \nJournal website: [http://epaa.asu.edu/ojs/ ](http://epaa.asu.edu/ojs/  Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/  Manuscript) received: 11/18/2011  \nFacebook: /EPAAAAPE Revisions received: 02/20/2012  \nTwitter: @epaa_aape Accepted: 03/20/2012  \nEducation Policy Analysis Archives Vol. 20 No. 20 2  \nPruebas de consecuencias severas y rendimiento de los estudiantes: análisis actualizado con datos de NAEP  \nResumen: Este estudio da seguimiento a investigaciones ya publicadas que analizaron la relaciónentre las presiones de las pruebas de consecuencias severas y el rendimiento de estudiantes en 25 estados. Utilizando el Índice de Presión y Responsabilidad (APR por su sigla en inglés) como medidade presión política a nivel estatal sobre el rendimiento en los exámenes estandarizados, se realizaron una serie de análisis de correlación para explorar las relaciones entre pruebas de consecuencias severas, rendición de cuentas y rendimiento de los estudiantes, medidos por los resultados de el Instituto Nacional Evaluación para el Progreso de la Educación (NAEP por su sigla en inglés) en lectura y matemáticas. Consistente con resultados de trabajos anteriores, las correlaciones positivasmás fuertes fueron entre el índice de presión y el rendimiento de la NAEP en matemáticas en cuarto grado y las conexiones más débiles entre la presión y el rendimiento de lectura en cuarto y octavogrado. El trabajo concluye con implicaciones para las políticas educativas y sugerencias para continuar investigando este tema.  \nPalabras clave: pruebas de consecuencias severas; NAEP; Índice de Presión y Responsabilidad  \nProvas de consequências severas e desempenho do aluno: análise atualizada de dados NAEP  \nResumo: Este estudo prossegue uma investigação anteriormente publicada que examinou a relação entre as provas de consequências severas e o desempenho de alunos em 25 estados. Usando o Índicede Pressão e Responsabilidade (APR – sigla em Inglês) como medida de pressão política a nível estadual sobre o desempenho em testes padronizados foram realizados uma série de correlações para explorar as relações entre provas de consequências severas, prestação de contas e desempenho dos alunos, medidos pelos resultados da Avaliação Nacional do Progresso educacional (NAEP – sigla em Inglês) em leitura e matemática. Consistente ","cbCailGNZLmrf00y","https://ap.wps.com/l/cbCailGNZLmrf00y","pdf",454838,35,"English","# Abstract\n# Introduction\n## Background on high-stakes testing policies\n## Theory of action and mechanisms\n## Organization of prior research","[{\"question\":\"What does the study investigate about high-stakes testing?\",\"answer\":\"It examines how high-stakes testing accountability pressure relates to student achievement using NAEP measures in reading and math across 25 states.\"},{\"question\":\"How is state policy pressure measured?\",\"answer\":\"The study uses the Accountability Pressure Index (APR) as a measure of state-level policy pressure tied to standardized-test performance.\"},{\"question\":\"What key findings does the study report for NAEP results?\",\"answer\":\"It finds stronger positive correlations between the pressure index and fourth-grade math NAEP performance, and weaker connections between pressure and reading performance in fourth and eighth grades.\"}]","High-stakes Testing and Student Achievement - Updated Analyses with NAEP Data | PDF",1792094636,88]