Keeping Score for All The Effects of Inclusion and Accommodation Policies on Large-Scale Educational Assessments (2004) / Chapter Skim
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7 Implications of the Committee's Conclusions and Recommendations
7 Implications of the Committee's Conclusions and Recommendations
Pages 123-125
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From page 123... ...
We have recommended that NAEP continue to pursue the goal of maximizing the participation of all students, and that NAEP officials be mindful of the requirements states must meet under the No Child Left Behind Act, recognizing that even though no formal comparisons of state scores to NAEP results are required, NAEP is frequently viewed as an informal benchmark for state results. We hope that this report makes evident that the committee believes it is very important that the sometimes stark differences between the policies in effect for NAEP and those used by states be recognized, and, to the extent possible, reduced.
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From page 124... ...
Yet previous NRC committees and others have already documented evidence that the collection and reporting of assessment results for these two groups were insufficient even before the No Child Left Behind Act took effect (e.g., National Research Council, 1997a, 1997b, 1999a; Thurlow et al., 2002) , and the need for such data does not arise solely because of that law.
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From page 125... ...
. An NRC report on the schooling of language minority children identified specific research needs related to the assessment of these children (National Research Council, 1997b, pp.
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