Center on Education Policy Newsletter
The state profiles posted on this Web site include information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) were able to obtain from states by the deadline for phase I of CEP's study of test score trends before and after enactment of the No Child Left Behind Act (NCLB). National findings about student achievement from phase I are described in CEP's report, Answering the Question That Matters Most: Has Student Achievement Increased Since No Child Left Behind?, published in June 2007 and available on this Web site.
The process of collecting and verifying phase I data began in July 2006 and lasted through March 2007. Some information is included for all 50 states, but for various reasons several states could not provide all of the requested information. Additional information on the 22 states participating in phase II of the study will be available in our phase II report, scheduled for release in August 2007.
Each state profile contains information about test characteristics, including major changes in the testing system since 2002. Each profile also contains a summary and description of trends in overall student achievement and achievement gaps, as determined by our analyses of the percentages of students scoring proficient on state tests and effect size data, where available. In addition, each profile includes extensive tables on overall percentages proficient, overall data on effect sizes (where available), and gaps in percentages proficient and effect sizes (where available) for the various subgroups used for NCLB accountability. At the end of every profile are supplemental tables intended primarily for researchers.
In June 2007, after the release of Answering the Question That Matters Most, several state profiles were revised to correct typographical errors and to standardize the descriptions of the achievement trends across the profiles. Those state profiles that were revised have the word "updated" next to the state's name in the list below. By and large, these revisions were not substantive and did not affect our general findings about achievement trends. The state profile for Oklahoma, however, was substantially updated, including revisions and additions to the tables and figures. This was done because, in late June 2007, the state provided CEP with corrected proficiency data that was not provided during the data verification process. Although Oklahoma is included in the national tallies of states in the June 2007 national report, these tallies are based on the original information verified by the state rather than on the updated information for Oklahoma.
More information on the rules used to analyze and determine trends in the test score data contained in the profiles can be found in chapter 3 of the full report, Answering the Question That Matters Most.