[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-453890-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-453890-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","reconsidering-the-impact-of-high-stakes-testing","Reconsidering the Impact of High-stakes Testing","","Reconsidering the Impact of High-stakes Testing examines how externally mandated high-stakes assessment policies relate to student learning outcomes. Building on Amrein and Berliner’s earlier work, the analysis reexamines NAEP mathematics performance for grades 4 and 8 from 1992 to 2000. Comparisons favor high-stakes-testing states in relative gains, while cohort analyses may slightly favor low-stakes states and discrepancies reflect shifting contributing states. Robustness checks address the limits of highly aggregated observational evidence.",{"@graph":14,"@context":72},[15,34,55],{"@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/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/reconsidering-the-impact-of-high-stakes-testing/453890/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/reconsidering-the-impact-of-high-stakes-testing/453890.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-16","2026-09-30",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What question does the paper address about high-stakes testing?","Question",{"text":62,"@type":63},"The paper assesses whether high-stakes testing policies are associated with improved student achievement, using NAEP mathematics results for grades 4 and 8.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the reanalysis compare high-stakes and low-stakes states?",{"text":67,"@type":63},"For each grade, it compares relative gains over 1992–2000 between high-stakes states and the remaining states, with additional cohort-based comparisons for different grade-year spans.",{"name":69,"@type":60,"acceptedAnswer":70},"What limitations does the paper emphasize when interpreting results?",{"text":71,"@type":63},"It stresses that the study relies on observational data, so causal inferences are not warranted, and that other education initiatives besides testing may confound differences in NAEP outcomes.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},453890,1791527055,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Reconsidering the Impact of High-stakes Testing  \nHenry Braun  \nEducational Testing Service, Princeton, NJ  \nAbstract  \nOver the last fifteen years, many states have implemented high-stakes tests as part of an effort to strengthen accountability for schools, teachers, and students. Predictably, there has been vigorous disagreement regarding the contributions of such policies to increasing test scores and, more importantly, to improving student learning. A recent study by Amrein and Berliner (2002a) has received a great deal of media attention. Employing various databases covering the period 1990-2000, the authors conclude that there is no evidence that states that implemented highstakes tests demonstrated improved student achievement on various external measures such as performance on the SAT®, ACT, AP®, or NAEP. In a subsequent study in which they conducted a more extensive analysis of state policies (Amrein & Berliner, 2002b), they reach a similar conclusion. However, both their methodology and their findings have been challenged by a number of authors. In this article, I undertake an extended reanalysis of one component of Amrein and Berliner (2002a). We focus on the performance of states, over the period 1992 to 2000, on the NAEP mathematics assessments for grades 4 and 8. In particular, we compare the performance of the high-stakes testing states, as designated by Amrein and Berliner, with the performance of the remaining states (conditioning, of course, on a state’s participation in the relevant NAEP assessments) . For each grade, when we examine the relative gains of states over the period, we find that the comparisons strongly favor the high-stakes testing states. Moreover, the results cannot be accounted for by differences between the two groups of states with respect to changes in percent of students excluded from NAEP over the same period. On the other hand, when we follow a particular cohort (grade 4, 1992 to grade 8, 1996 or grade 4, 1996 to grade 8, 2000), we find the comparisons slightly favor the low-stakes testing states, although the discrepancy can be partially accounted for by changes in the sets of states contributing to each comparison. In addition, we conduct a number of ancillary analyses to establish the robustness of our results, while acknowledging the tentative nature of any conclusions drawn from highly aggregated, observational data.  \nIntroduction  \nSince its passage in January 2002, the No Child Left Behind (NCLB) Act has already hada substantial influence on state and local education agencies as they develop accountability plans to win the approval of the U.S. Department of Education. In addition to the operational concerns of these agencies, as well as those of principals and teachers, there is considerable debate about the efficacy of externally mandated high-stakes testing in improving learning (Elmore, 2002; Lewis, 2002; Steinberg, 2003; Wolf, 2003) . Indeed, most of the education and educational measurement community is doubtful that high-stakes testing will have a generally salutary effect on the quality of student learning (Linn, 2000; Mehrens, 1998), although there are contrasting views (Grissmer, Flanagan, Kawata, & Williamson, 2000) . Given the level of disagreement, it is  \nnatural for both supporters and opponents to look to extant data to buttress their positions. Inasmuch as a number of states have instituted high-stakes testing policies of various kinds over the last decade or more, there is a record of results that, presumably, can yield some insights into the likely impact of such policies.  \nA recent, and much cited, example of this approach is the article by Amrein and Berliner (2002a). Employing some general criteria, they identify 18 states as having high-stakes testing policies and examine the achievement of their students on a number of measures, including the SAT® and the ACT, NAEP results in mathematics and reading, and Advanced Placement Program.® The rationale is that","cbCaidGDCC03iqt7","https://ap.wps.com/l/cbCaidGDCC03iqt7","pdf",180318,43,"English","# Abstract\n# Introduction\n# Methodological concerns and reanalysis focus\n# Data comparison across states (grades 4 and 8)\n## Relative gains during 1992 to 2000\n## Cohort-based comparisons (1992-1996-2000)\n# Ancillary analyses and robustness considerations","[{\"question\":\"What question does the paper address about high-stakes testing?\",\"answer\":\"The paper assesses whether high-stakes testing policies are associated with improved student achievement, using NAEP mathematics results for grades 4 and 8.\"},{\"question\":\"How does the reanalysis compare high-stakes and low-stakes states?\",\"answer\":\"For each grade, it compares relative gains over 1992–2000 between high-stakes states and the remaining states, with additional cohort-based comparisons for different grade-year spans.\"},{\"question\":\"What limitations does the paper emphasize when interpreting results?\",\"answer\":\"It stresses that the study relies on observational data, so causal inferences are not warranted, and that other education initiatives besides testing may confound differences in NAEP outcomes.\"}]","Reconsidering the Impact of High-stakes Testing | PDF",1790739778,108]