State Test Score Trends Reports

Since 2007, CEP has analyzed results from state K-12 testing programs. The reports resulting from these analyses, along with individual state testing data, are posted here.

Other Reports Addressing Student Achievement

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How State and Federal Accountability Policies Have Influenced Curriculum and Instruction in Three States: Common Findings from Rhode Island, Illinois, and Washington (Report - Full)
Author(s): Deepa Srikantaiah
This report takes an in-depth look at how classroom practices in Rhode Island, Illinois, and Washington State have been influenced by state accountability policies and the No Child Left Behind Act (NCLB). The report, How State and Federal Accountability Policies Have Influenced Curriculum and Instruction in Three States, examines how teachers and administrators have responded to increased accountability and pressure to meet state standards. Drawing from case studies of 18 schools in the three states, CEP highlights the national implications for how accountability is impacting curriculum and instruction and provides recommendations to help mitigate some of the harmful effects of standards-based accountability systems.
Published: October 06, 2009		Availability: Full Report \| Media Advisory

State Test Score Trends Through 2007-08: Are Achievement Gaps Closing and Is Achievement Rising for All? (Report - Full)
Author(s): Naomi Chudowsky, Victor Chudowsky, and Nancy Kober
This report examines testing data from all 50 states to determine if achievement gaps between subgroups of students are narrowing. The report also looks at the achievement trends of subgroups of students at the elementary school level.
Published: October 01, 2009		Availability: Report \| State Profiles \| Supplemental Tables \| Press Release

State Student Achievement Testing Data (Report - Full)
Author(s): CEP
This brochure invites research and analysis of the unique stockpile of data found on CEP’s Web site regarding K-12 testing results from all 50 states. The brochure describes the wealth of available test data and explains how to access that information.
Published: October 01, 2009		Availability: Brochure

Lessons From The Classroom Level: Federal and State Accountability in Washington State (Report - Full)
Author(s): Deepa Srikantaiah, Carolyn Moilanen, and Lisa Swayhoover
This report takes an in-depth look at how classroom practices have been influenced by No Child Left Behind and related state policies in Washington. Drawn from classroom observations and interviews, the report sheds new light on how teachers, principals, and administrators have responded to the federal school accountability law.
Published: July 28, 2009		Availability: Full Report \| Press Release

State Test Score Trends Through 2007-08, Part 2: Is There a Plateau Effect in Test Scores? (Report - Full)
Author(s): Naomi Chudowsky and Victor Chudowsky
Many in the research and policy worlds have taken for granted the existence of a phenomenon known as the "plateau effect," wherein test scores rise in the early years of a test-based accountability system and then level off. Drawing from our database of reading and math test results from all 50 states going back as far as 1999, we looked for evidence of a plateau effect in 55 trend lines from 16 states with six to ten years of consistent test data. This report outlines those findings.
Published: July 21, 2009		Availability: Full Report \| Media Advisory

State Test Score Trends Through 2007-08 (Report - Full)
Author(s): Naomi Chudowsky, Victor Chudowsky, and Nancy Kober
updated July 15, 2009 Part I, Is the Emphasis on "Proficiency" Shortchanging Higher- and Lower-Achieving Students? This report is the first in a series of reports describing results from CEP's third annual analysis of state testing data. The report provides an update on student performance at the proficient level of achievement, and for the first time, includes data about student performance at the advanced and basic levels. Also included are profiles for each state, which show trends in reading and math for basic, proficient, and advanced levels in elementary, middle, and high school. The study provides an in-depth look at the full range of student performance in order to better understand whether the No Child Left Behind Act's focus on proficiency has caused teachers to shortchange students at either end of the academic spectrum. (Errata outlining the specific changes from the June 17th version of the report are available upon request. Please call or e-mail us at 202-822-8065 or cep-dc@cep-dc.org.)
Published: June 17, 2009		Availability: Part 1: Is the Emphasis on "Proficiency" Shortchanging Higher- and Lower-Achieving Students? \| Press Release \| View State Profiles and Worksheets \| Supplemental Tables

Conflicts Between State Policy and School Practice: Learning from Arizona’s Experience with High School Exam Policies (Report - Full)
Author(s): Ying Zhang
This report looks at how local educators perceive and act on state policies designed to help at-risk students and English language learners achieve the levels of proficiency needed to pass state high school exit examinations and graduate. Our findings are based on data from school observations and interviews with more than 50 school administrators, teachers, and other school staff in Arizona.
Published: April 07, 2009		Availability: Full Report \| Press Release

Summary: Lessons from the Classroom Level about Federal and State Accountability in Rhode Island and Illinois (Report - Full)
Author(s): Center on Education Policy
In the winter of 2008, the Center on Education Policy released reports examining the impact of national and state accountability systems on curriculum, instruction, and student achievement in Rhode Island and Illinois. Using classroom observations and interviews with school administrators, instructional specialists, teachers, parents, and students, CEP developed case studies of 12 schools in the two states. This report summarizes the common findings across the two states and discusses findings that were unique to each state.
Published: February 06, 2009		Availability: Full Report

Lessons From The Classroom Level: Federal and State Accountability in Illinois (Report - Full)
Author(s): Deepa Srikantaiah, Ying Zhang, and Lisa Swayhoover
This report takes an in-depth look at how classroom practices have been influenced by No Child Left Behind and related state policies in Illinois. Drawn from classroom observations and interviews, the report sheds new light on how teachers, principals, and administrators have responded to the federal school accountability law.
Published: December 22, 2008		Availability: Full Report \| Press Release

Lessons From The Classroom Level: Federal and State Accountability in Rhode Island (Report - Full)
Author(s): Deepa Srikantaiah, Ying Zhang, and Lisa Swayhoover
This report takes an in-depth look at how classroom practices have been influenced by No Child Left Behind and related state policies in Rhode Island. Drawn from classroom observations and interviews, the report sheds new light on how teachers, principals, and administrators have responded to the federal school accountability law.
Published: November 25, 2008		Availability: Full Report \| Press Release


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State Test Score Trends Reports

Other Reports Addressing Student Achievement

Part I, Is the Emphasis on "Proficiency" Shortchanging Higher- and Lower-Achieving Students?