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The Legend of the Large MCAS Gains of 2000-2001.

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Title: The Legend of the Large MCAS Gains of 2000-2001.
Authors: Camilli, Gregory1 Camilli@rci.rutgers.edu, Vargas, Sadako1
Source: Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 2006, Vol. 14 Issue 4, p1-17. 17p.
Subject Terms: *Achievement tests, *Massachusetts Comprehensive Assessment System, *Education policy, *Student teachers, *Language arts, *Education, *Academic achievement, English language, Mathematics
Abstract: Issues related to student, teacher, and school accountability have been at the forefront of current educational policy initiatives. Recently, the state of Massachusetts has become a focal point in debate regarding the efficacy of high-stakes accountability models based on an ostensibly large gain at 10th grade. This paper uses an IRT method for evaluating the validity of 10th grade performance gains from 2000 to 2001 on the Massachusetts Comprehensive Assessment System (MCAS) tests in English Language Arts (ELA) and mathematics. We conclude that a moderate gain was obtained in ELA and a small gain in mathematics. [ABSTRACT FROM AUTHOR]
Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Legend of the Large MCAS Gains of 2000-2001.
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  Data: *<searchLink fieldCode="DE" term="%22Achievement+tests%22">Achievement tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Massachusetts+Comprehensive+Assessment+System%22">Massachusetts Comprehensive Assessment System</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink>
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  Data: Issues related to student, teacher, and school accountability have been at the forefront of current educational policy initiatives. Recently, the state of Massachusetts has become a focal point in debate regarding the efficacy of high-stakes accountability models based on an ostensibly large gain at 10th grade. This paper uses an IRT method for evaluating the validity of 10th grade performance gains from 2000 to 2001 on the Massachusetts Comprehensive Assessment System (MCAS) tests in English Language Arts (ELA) and mathematics. We conclude that a moderate gain was obtained in ELA and a small gain in mathematics. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=24169955
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      – SubjectFull: Education policy
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      – SubjectFull: Student teachers
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      – SubjectFull: Language arts
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      – SubjectFull: Mathematics
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      – TitleFull: The Legend of the Large MCAS Gains of 2000-2001.
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              Text: 2006
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