Same Tests, Same Results - Part? Multi-Year Correlations of ESSA-Mandated Standardized Tests in Texas and Nebraska

Oct 15, 2026

Uploaded by acoobca

Statewide assessments in reading and math are required every year under the Every Student Succeeds Act (ESSA) of 2015, at an annual expense of billions of taxpayer dollars. Analyzing 10 years of school-level results from public schools in Nebraska and Texas, the study finds exceptionally high year-to-year correlations of test scores, with reading and math often above r = 0.9. Even after accounting for large demographic changes, correlations remain strong, suggesting limited new information from annual testing and potential for reduced testing frequency without losing useful information.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

Purpose and context of ESSA testing

Findings

School-level correlations over time

Sensitivity to demographic change

Implications

Potential reduction of testing frequency

Conclusion

Savings and information retention

| education policy analysis archives
A peer-reviewed, independent, open access, multilingual journal | | | --- | --- | | Arizona State University | | | Volume 31 Number 10 February 7, 2023 ISSN 1068-2341 | | Same Tests, Same Results: Multi-Year Correlations of ESSA-Mandated Standardized Tests in Texas and Nebraska Norman P. Gibbs Mesa Unified School District Margarita Pivovarova & David C. Berliner Arizona State University United States Citation: Gibbs, N. P., Pivovarova, M., & Berliner, D. C. (2023) . Same tests, same results: Multiyear correlations of ESSA-mandated standardized tests in Texas and Nebraska. Education Policy Analysis Archives, 31(10). [https://doi.org/10.14507/epaa.31.7696](https://doi.org/10.14507/epaa.31.7696) Abstract: Statewide assessments in reading and math are required every year under the Every Student Succeeds Act (ESSA) of 2015, at an annual expense of billions of taxpayer dollars. Analyzing 10 years of school-level results from public schools in two states—Nebraska and Texas—we found that year-to-year correlations of schools’ test scores were exceptionally high, with reading and math correlations regularly above r = 0.9, indicating that little new information is derived from annual testing. Furthermore, while schools experiencing the largest demographic changes had significantly lower year-to-year correlations—highlighting the sensitivity of these scores to changes in underlying student demographics—even these lower correlations remained strong. We argue that the frequency of these tests may therefore be reduced, yielding substantial savings of time and money and no loss of useful information. Keywords: accountability; educational policy; standardized testing Mismas pruebas, mismos resultados: Correlaciones multianuales de las pruebasestandarizadas exigidas por ESSA en Texas y Nebraska Resumen: Se requieren evaluaciones estatales de lectura y matemáticas todos los añossegún la Ley Every Student Succeeds (ESSA) de 2015, con un gasto anual de miles de millones de dólares de los contribuyentes. Al analizar 10 años de resultados a nivel escolarde escuelas públicas en dos estados, Nebraska y Texas, encontramos que las correlaciones de año a año de los puntajes de las pruebas de las escuelas fueron excepcionalmen te altas, con correlaciones de lectura y matemáticas regularmente por encima de r = 0.9, lo que indica que poca información nueva se deriva de las pruebas anuales. Además, aunque las escuelas que experimentaron los cambios demográficos más grandes tuvieron correlacionessignificativamente más bajas de año a año, lo que resalta la sensibilidad de estos puntajes alos cambios en la demografía subyacente de los estudiantes, incluso estas correlaciones másbajas se mantuvieron sólidas. Argumentamos que, por lo tanto, la frecuencia de estas pruebas puede reducirse, con ahorros sustanciales de tiempo y dinero y sin pérdida de información útil. Palabras clave: rendición de cuentas; política educativa; pruebas estandarizadas Mesmos testes, mesmos resultados: Correlações de vários anos de testes padronizados exigidos pela ESSA no Texas e Nebraska Resumo: Avaliações estaduais em leitura e matemática são exigidas todos os anos sob o Every Student Succeeds Act (ESSA) de 2015, com um gasto anual de bilhões de dólares dos contribuintes. Analisando 10 anos de resultados de nível escolar de escolas públicasem dois estados—Nebraska e Texas—descobrimos que as correlações ano a ano dos resultados dos testes das escolas eram excepcionalmente altas, com correlações de leitura ematemática regularmente acima de r = 0,9, indicando que pouca informação nova é derivada de testes anuais. Além disso, enquanto as escolas que passavam pelas maiores mudanças demográficas apresentavam correlações ano a ano significativamente maisbaixas, destacando a sensibilidade dessas pontuações às mudanças na demografia subjacente dos alunos, mesmo essas correlações mais baixas permaneceram fortes. Argument

FAQs

What does the study analyze about ESSA-mandated tests?

It analyzes 10 years of school-level results in reading and math in Nebraska and Texas, focusing on year-to-year correlations of schools’ test scores.

What do the results show about annual testing information gain?

The study finds exceptionally high correlations across years, often above r = 0.9 for reading and math, indicating that annual testing yields little new information.

How do demographic changes affect test score correlations?

Schools with the largest demographic changes show lower year-to-year correlations, demonstrating sensitivity to underlying student demographic shifts, but the correlations remain strong.

Oct 15, 2026

Uploaded by acoobca