Skills Gap on State, Federal Tests Grows, Study Finds
Far greater shares of students are proficient on state reading and mathematics tests than on the National Assessment of Educational Progress, and those gaps have grown to unprecedented levels since the No Child Left Behind Act became law in 2002, concludes a study released today.
The study by Policy Analysis for California Education, a nonprofit research group based at the University of California, Berkeley, was released here during the annual meeting of the American Educational Research Association. The researchers compiled state and federal testing results for the period 1992 to 2006 from 12 states: Arkansas, California, Illinois, Iowa, Kentucky, Massachusetts, Nebraska, New Jersey, North Carolina, Oklahoma, Texas, and Washington.
In all but two states—Arkansas and Massachusetts—the disparity between the share of students proficient on state reading tests and on NAEP, a congressionally mandated program that tests a representative sample of students in every state, grew or remained the same from 2002 to 2006. A similar widening occurred between state and federal gauges of math performance in...
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