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This study analyzes 2009 National Assessment for Educational Progress (NAEP) results to examine how states use, or omit, science in accountability programs. Evidence from fourth- and eighth-grade data shows science inclusion does not reduce performance in other tested subjects, and fourth-grade science performers are higher in states using science.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/when-science-counts-as-much-as-reading-and-mathematics-an-examination-of-differing-state-accountability-policies-602417/602417/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/when-science-counts-as-much-as-reading-and-mathematics-an-examination-of-differing-state-accountability-policies-602417/602417.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study?","Question",{"text":112,"@type":113},"The study examines how states use science achievement in accountability programs and whether including science affects mathematics and reading outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the article discuss AYP and accountability measures?",{"text":117,"@type":113},"AYP calculations require mathematics and reading results, but some states expand accountability by adding science either to AYP or via a dual system, potentially influencing curricular emphasis.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the NAEP-based results show across grades?",{"text":121,"@type":113},"Fourth- and eighth-grade evidence indicates that states incorporating science do not lose ground in mathematics and reading, and fourth-grade data shows higher science achievement in states using science in accountability.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602417,1792124520,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | \u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>epaa\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>\u003Cbr>aape |\n| --- | --- |\n|  | Arizona State University |\n| Volume 20 Number 26 September 3rd, 2012 ISSN 1068-2341 |  |\n\nWhen Science Counts as Much as Reading and Mathematics: An Examination of Differing State Accountability Policies  \nEugene Judson  \nMary Lou Fulton Teachers College, Arizona State University  \nUnited States  \nCitation: Judson, E. (2012). When Science Counts as Much as Reading and Mathematics: An Examination of Differing State Accountability Policies. Education Policy Analysis Archives, 20 (26) . Retrieved [date], from [http://epaa.asu.edu/ojs/article/view/987](http://epaa.asu.edu/ojs/article/view/987)  \nAbstract: Although only results from mathematics and reading assessments are required to be used when Adequate Yearly Progress (AYP) of schools is calculated, some states have elected to include science achievement results either in their AYP calculations or as part of a separate dual accountability system. This study examined 2009 National Assessment for Educational Progress (NAEP) results based on how states use, or do not use, science in their accountability programs. Consideration was given to the idea that including science achievement might detract from efforts, and consequently results, in mathematics and reading. Results from both fourth-and eighth-grade data indicated that states choosing to use science in their accountability calculations did not lose ground in those other subjects. Fourth-grade data indicates that the states using science in their accountability programs additionally had significantly higher science achievement than the other states.  \nJournal website: [http://epaa.asu.edu/ojs/ ](http://epaa.asu.edu/ojs/  Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/  Manuscript) received: 11/07/2011  \nFacebook: /EPAAAAPE Revisions received: 03/15/2012  \nTwitter: @epaa_aape Accepted: 05/27/2012  \nEducation Policy Analysis Archives Vol. 20 No. 26 2  \nKeywords: accountability; assessment; educational policy; science education; large scale assessment  \nCuando la ciencia cuenta tanto como lectura y matemáticas: un estudio de las políticasestatales diferenciadas de rendición de cuentas  \nResumen: Aunque sólo resultados de las evaluaciones de matemáticas y lectura se requieren para calcular el Progreso Anual Adecuado (por sus siglas en inglés, AYP) de las escuelas, algunos estadoshan optado por incluir los resultados en el área de ciencias, ya sea en sus cálculos de progreso anualadecuado o como parte de un sistema doble de rendición de cuentas. Este estudio examinó los resultados para 2009 de la Evaluación Nacional de Progreso Educativo (por sus siglas en inglés, NAEP) en función si los estados utilizaron o no los resultados en el área de ciencias en sus programas de rendición de cuentas. Se tuvo en cuenta la idea de que como los esfuerzos en el áreade ciencias podrían disminuir los esfuerzos y por tanto los resultados en las matemáticas y la lectura. Los resultados tanto en cuarto y octavo grados indican que los estados que optaron por utilizar la ciencia en sus evaluaciones no perdieron terreno en los otros temas. Además, para el cuarto gradolos datos indican que los estados que utilizaron datos del área de ciencias en sus programas derendición de cuentas tuvieron logros significativamente mayores en ciencias que otros estados. Palabras clave: rendición de cuentas; evaluación; política educativa; educación científica; evaluacióna gran escala  \nQuando a ciência conta tanto como a leitura e a matemática: um estudo de políticaspúblicas diferenciadas de prestação de contas  \nResumo: Embora apenas os resultados para leitura e matemática sejam necessários para o cálculo de Progresso Anual Adequado (a sigla em Inglês, é AYP) de escolas, alguns estados optaram por incluiros resultados das ciências, em seus cálculos de AYP ou como parte de um sistema dual ","cbCaie0aDplYJQy3","https://ap.wps.com/l/cbCaie0aDplYJQy3","pdf",284065,21,"English","# Introduction\n## Accountability and narrowed curriculum\n## AYP requirements and state accountability policies\n## Study design and NAEP data","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study examines how states use science achievement in accountability programs and whether including science affects mathematics and reading outcomes.\"},{\"question\":\"Why does the article discuss AYP and accountability measures?\",\"answer\":\"AYP calculations require mathematics and reading results, but some states expand accountability by adding science either to AYP or via a dual system, potentially influencing curricular emphasis.\"},{\"question\":\"What do the NAEP-based results show across grades?\",\"answer\":\"Fourth- and eighth-grade evidence indicates that states incorporating science do not lose ground in mathematics and reading, and fourth-grade data shows higher science achievement in states using science in accountability.\"}]","When Science Counts as Much as Reading and Mathematics - An Examination of Differing State Accountability Policies | PDF",1792094642,53]