The Programme for International Student Assessment (PISA) is survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students.
PISA Reports Retrieved from http://www.oecd.org/pisa/.
Stepping stones: Principal career paths and school outcomes
This study examines the detrimental impact of principal turnover, including lower teacher retention and lower student achievement. Particularly hard hit are high poverty schools, which often lose principals at a higher rate as they transition to lower poverty, higher student achievement schools.
Beteille, T., Kalogrides, D., & Loeb, S. (2012). Stepping stones: Principal career paths and school outcomes. Social Science Research, 41(4), 904-919.
BURIED TREASURE: Developing a Management Guide From Mountains of School Data
This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.
Celio, M. B., & Harvey, J. (2005). Buried Treasure: Developing A Management Guide From Mountains of School Data. Center on Reinventing Public Education.
The Nation’s Report Card
The National Assessment of Educational Progress (NAEP) is a national assessment of what America's students know in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history.
National Center for Education Statistics
Incorporating End-of-Course Exam Timing Into Educational Performance Evaluations
There is increased interest in extending the test-based evaluation framework in K-12 education to achievement in high school. High school achievement is typically measured by performance on end-of-course exams (EOCs), which test course-specific standards in subjects including algebra, biology, English, geometry, and history, among others. Recent research indicates that when students take particular courses can have important consequences for achievement and subsequent outcomes. The contribution of the present study is to develop an approach for modeling EOC test performance regarding the timing of course.
Parsons, E., Koedel, C., Podgursky, M., Ehlert, M., & Xiang, P. B. (2015). Incorporating end-of-course exam timing into educational performance evaluations. Journal of Research on Educational Effectiveness, 8(1), 130-147.
Creating reports using longitudinal data: how states can present information to support student learning and school system improvement
This report provides ten actions to get data into the right hands of educators.
Data Quality Campaign, (2010). Creating reports using longitudinal data: how states can present information to support student learning and school system improvement.
Synthesis of research on reviews and tests.
This study looks at the use of properly spaced reviews and tests as a practice that can dramatically improve classroom learning and retention.
Dempster, F. N. (1991). Synthesis of Research on Reviews and Tests. Educational leadership, 48(7), 71-76.
A Meta-Analytic Review Of The Distribution Of Practice Effect: Now You See It, Now You Don't
This meta-analysis reviews 63 studies on the relationship between conditions of massed practice and spaced practice with respect to task performance, which yields an overall mean weighted effect size of 0.46.
Donovan, J. J., & Radosevich, D. J. (1999). A meta-analytic review of the distribution of practice effect: Now you see it, now you don't. Journal of Applied Psychology, 84(5), 795.
Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities
Alternate assessment and instruction is a key issue for individuals with disabilities. This report presents an analysis, by assessment system component, to identify where and when flexibility can be built into assessments.
Gong, B., & Marion, S. (2006). Dealing with Flexibility in Assessments for Students with Significant Cognitive Disabilities. Synthesis Report 60. National Center on Educational Outcomes, University of Minnesota.
Testing High Stakes Tests: Can We Believe the Results of Accountability Tests?
This study examines whether the results of standardized tests are distorted when rewards and sanctions are attached to them.
Greene, J., Winters, M., & Forster, G. (2004). Testing high-stakes tests: Can we believe the results of accountability tests?. The Teachers College Record, 106(6), 1124-1144.
Leaders and Laggards: A State-by-State Report Card on Educational Innovation
This report is a call to action in response to how poorly states measured up on key indicators of educational innovation.
Hess, F. M., & Boser, U. (2009). Leaders and Laggards: A State-by-State Report Card on Educational Innovation. American Enterprise Institute for Public Policy Research
A Longitudinal Examination of the Diagnostic Accuracy and Predictive Validity of R-CBM and High-Stakes Testing
The purpose of this study is to compare different statistical and methodological approaches to standard setting and determining cut scores using R- CBM and performance on high-stakes tests
Hintze, J. M., & Silberglitt, B. (2005). A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high-stakes testing. School Psychology Review, 34(3), 372.
Uneven Transparency: NCLB Tests Take Precedence in Public Assessment Reporting for Students with Disabilities
This report analyzes the public reporting of state assessment results for students with disabilities
Klein, J. A., Wiley, H. I., & Thurlow, M. L. (2006). Uneven transparency: NCLB tests take precedence in public assessment reporting for students with disabilities (Technical Report 43). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved [today's date], from the World Wide Web: http://education.umn.edu/NCEO/OnlinePubs/Technical43.html
Use of Education Data at the Local Level From Accountability to Instructional Improvement
This report looks at the implementation of student data systems and the use of data for improving student performance.
Means, B., Padilla, C., & Gallagher, L. (2010). Use of Education Data at the Local Level: From Accountability to Instructional Improvement. US Department of Education.
Strategic responses to school accountability measures: It's all in the timing
This paper examines efforts in the State of Wisconsin to improve test scores.
Sims, D. P. (2008). Strategic responses to school accountability measures: It's all in the timing. Economics of Education Review, 27(1), 58-68.
2005 State Special Education Outcomes Steps Forward in a Decade of Change
This report provides a snapshot of new initiatives, trends, accomplishments, and emerging issues of education reform as states document the academic achievement of students with disabilities during standards-based reform.
Thompson, S., Johnstone, C., Thurlow, M., & Altman, J. (2005). 2005 State Special Education Outcomes: Steps Forward in a Decade of Change. National Center on Educational Outcomes, University of Minnesota.
The impact of high-stakes testing on student proficiency in low-stakes subjects: Evidence from Florida’s elementary science exam
This paper utilizes a regression discontinuity design to evaluate the impact of Florida's high-stakes testing policy on student proficiency in the low-stakes subject of science.
Winters, M. A., Trivitt, J. R., & Greene, J. P. (2010). The impact of high-stakes testing on student proficiency in low-stakes subjects: Evidence from Florida's elementary science exam. Economics of Education Review, 29(1), 138-146.
Effects of massed versus distributed practice of test taking on achievement and test anxiety
This study examines the effects of massed versus distributed practice on achievement and test anxiety.
Zimmer, J. W., & Hocevar, D. J. (1994). Effects of massed versus distributed practice of test taking on achievement and test anxiety. Psychological reports, 74(3), 915-919.