@BOOK{NAP author = "National Research Council", title = "Allocating Federal Funds for State Programs for English Language Learners", isbn = "978-0-309-18658-2", abstract = "As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. \n\nTitle III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. \n\nSubsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. \n\nIn this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes.", url = "https://nap.nationalacademies.org/catalog/13090/allocating-federal-funds-for-state-programs-for-english-language-learners", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Kenji Hakuta and Alexandra Beatty", title = "Testing English-Language Learners in U.S. Schools: Report and Workshop Summary", isbn = "978-0-309-07297-7", abstract = "The Committee on Educational Excellence and Testing Equity was created under the auspices of the National Research Council (NRC), and specifically under the oversight of the Board on Testing and Assessment (BOTA). The committee's charge is to explore the challenges that face U.S. schools as they work to achieve the related goals of academic excellence and equity for all students. This report provides not only the summary of a workshop held by the forum on the testing of English-language learners (students learning English as an additional language) in U.S. schools, but also a report on the committee's conclusions derived from that workshop and from subsequent deliberations.", url = "https://nap.nationalacademies.org/catalog/9998/testing-english-language-learners-in-us-schools-report-and-workshop", year = 2000, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Judith Anderson Koenig", title = "Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop", isbn = "978-0-309-08472-7", abstract = "At the request of the U.S. Department of Education, the National Research Council's (NRC) Board on Testing and Assessment (BOTA) convened a workshop on reporting test results for individuals who receive accommodations during large-scale assessments. The workshop brought together representatives from state assessment offices, individuals familiar with testing students with disabilities and English-language learners, and measurement experts to discuss the policy, measurement, and score use considerations associated with testing students with special needs.", url = "https://nap.nationalacademies.org/catalog/10410/reporting-test-results-for-students-with-disabilities-and-english-language-learners", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Elizabeth A. Davis and Amy Stephens", title = "Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators", isbn = "978-0-309-68417-0", abstract = "Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content.\nScience and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering.\nBuilding a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. ", url = "https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Holly Rhodes and Michael A. Feder", title = "Literacy for Science: Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards: A Workshop Summary", isbn = "978-0-309-30517-4", abstract = "The recent movement in K-12 education toward common standards in key subjects represents an unprecedented opportunity for improving learning outcomes for all students. These standards initiatives - the Common Core State Standards for English Language Arts and Mathematics (CCSS) and the Next Generation Science Standards (NGSS) - are informed by research on learning and teaching and a decade of standards-based education reform. While the standards have been developed separately in English\/Language Arts and Science, there are areas where the standards intersect directly. One such area of intersection occurs between the \"Literacy in Science\" portions of the Common Core State Standards for English\/Language Arts and the practices in the NGSS (originally outlined in the NRC's A Framework for K-12 Science Education), particularly the practice of \"Obtaining, evaluating and communicating information\".\nBecause the CCSS literacy in science standards predated the NGSS, developers of the NGSS worked directly with the CCSS team to identify the connections between the two sets of standards. However, questions about how the two sets of standards can complement each other and can be used in concert to improve students' reading and writing, as well as listening and speaking, in science to learn science continue to exist.\nLiteracy for Science is the summary of a workshop convened by the National Research Council Board on Science Education in December 2013 to address the need to coordinate the literacy for science aspect of CCSS and the practices in NGSS. The workshop featured presentations about the complementary roles of English\/language arts teachers and science teachers as well as the unique challenges and approaches for different grade levels. Literacy for Science articulates the knowledge and skills teachers need to support students in developing competence in reading and communicating in science. This report considers design options for curricula and courses that provide aligned support for students to develop competencies in reading and communicating, and addresses the role of district and school administrators in guiding implementation of science and ELA to help ensure alignment. Literacy for Science will be a useful point of reference for anyone interested in the opportunities and challenges of overlapping science and literacy standards to improve the learning experience. ", url = "https://nap.nationalacademies.org/catalog/18803/literacy-for-science-exploring-the-intersection-of-the-next-generation", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Christopher A. Scott and Jordyn White and Heather Kreidler", title = "Avances de las alianzas binacionales para la sostenibilidad entre Estados Unidos y México", isbn = "978-0-309-27609-2", url = "https://nap.nationalacademies.org/catalog/26419/avances-de-las-alianzas-binacionales-para-la-sostenibilidad-entre-estados-unidos-y-mxico", year = 2021, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Judith Anderson Koenig and Lyle F. Bachman", title = "Keeping Score for All: The Effects of Inclusion and Accommodation Policies on Large-Scale Educational Assessments", isbn = "978-0-309-09253-1", abstract = "U.S. public schools are responsible for educating large numbers of English language\nlearners and students with disabilities. This book considers policies for including students\nwith disabilities and English language learners in assessment programs.\nIt also examines the research findings on testing accommodations and their effect\non test performance.\n\nKeeping Score for All discusses the comparability of states\u2019 policies with each other\nand with the National Assessment of Educational Progress (NAEP) policies and\nexplores the impact of these differences on the interpretations of NAEP results. The\nbook presents a critical review of the research literature and makes suggestions for\nfuture research to evaluate the validity of test scores obtained under accommodated\nconditions. The book concludes by proposing a new framework for conceptualizing\naccommodations. This framework would be useful both for policymakers, test\ndesigners, and practitioners in determining appropriate accommodations for specific\nassessments and for researchers in planning validity studies.\n", url = "https://nap.nationalacademies.org/catalog/11029/keeping-score-for-all-the-effects-of-inclusion-and-accommodation", year = 2004, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alan M. Lesgold and Melissa Welch-Ross", title = "Improving Adult Literacy Instruction: Options for Practice and Research", isbn = "978-0-309-21959-4", abstract = "A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading.\nImproving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning.\n\nThere is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.", url = "https://nap.nationalacademies.org/catalog/13242/improving-adult-literacy-instruction-options-for-practice-and-research", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Who Are These People?: A Guide for Child Care Professionals", abstract = "As children spend an increasing portion of their day outside the home, it has become even more important that they are consistently exposed to positive and productive experiences, especially during their formative years. High-quality care is no longer a plus\u2014it's a must. \nWith the goal of making daily caregiving easier and more enjoyable, the National Academies and the McCormick Tribune Foundation have partnered to produce this useful and informative booklet. Based on key findings described in two recent reports on early childhood development and education from the National Academies\u2014From Neurons to Neighborhoods: The Science of Early Childhood Development and Eager to Learn: Educating Our Preschoolers\u2014it offers helpful suggestions and practical guidance to child care providers, educators, and even interested parents. \nConcentrating specifically on infants, toddlers, and preschoolers, Who Are These People?: A Guide for Child Care Professionals provides information and inspiration to everyone who interacts with young children on a regular basis. \nCopies are available free of charge in English or Spanish. Get yours today by phoning Customer Service toll free at 1-800-624-6242.\n", url = "https://nap.nationalacademies.org/catalog/10696/who-are-these-people-a-guide-for-child-care-professionals", year = 2003, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "James W. Pellegrino and Margaret L. Hilton", title = "Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century", isbn = "978-0-309-25649-0", abstract = "Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as \"21st century skills.\"\nEducation for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments.\nThis report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.", url = "https://nap.nationalacademies.org/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Alexandra Beatty", title = "Assessing the Role of K-12 Academic Standards in States: Workshop Summary", isbn = "978-0-309-12035-7", abstract = "\nEvery state in the United States, the District of Columbia, and the Department of Defense Education Activity now has its own academic standards, at least in core subjects. These documents vary in their structure, level of specificity, and other characteristics. Professional societies have also developed standards, in mathematics, English language arts, science, social studies, civics, foreign languages, and other academic subjects, and many states have drawn on these as they prepared their own standards documents. Other organizations have also offered standards and benchmarks. For example, the Mid-continent Research for Education and Learning (McREL) offers standards developed with the goal of applying a consistent structure and degree of rigor and specificity to standards in diverse subjects.\nThis abundance of standards reflects a vigorous response to the call for high standards articulated in the National Commission on Excellence in Education's 1983 report A Nation at Risk, and it also poses a variety of questions for educators, policy makers, and the public. What role are these standards playing? What are the strengths and weaknesses of the reform efforts that have been anchored by these standards? How are these standards applied, and how might standards-based reforms be improved? Would a move toward national standards in core academic subjects lead to improved instruction and learning? Would it be feasible?\nThe committee identified three components to the charge for the first workshop: a review of the policy and research context in which current standards-based reform efforts are operating, a consideration of how the costs of standards and accountability systems might be calculated, and an analysis of similarities and differences among states' content and performance standards. Assessing the Role of K-12 Academic Standards in States: Workshop Summary summarizes this workshop and the committee's recommendations. \n \n", url = "https://nap.nationalacademies.org/catalog/12207/assessing-the-role-of-k-12-academic-standards-in-states", year = 2008, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Ruby Takanishi and Suzanne Le Menestrel", title = "Promoting the Educational Success of Children and Youth Learning English: Promising Futures", isbn = "978-0-309-45537-4", abstract = "Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs\u2014who account for more than 9 percent of enrollment in grades K-12 in U.S. schools\u2014are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result.\nPromoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs\/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs\/ELs from birth to grade 12.", url = "https://nap.nationalacademies.org/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Karen J. Mitchell and David Z. Robinson and Barbara S. Plake and Kaeli T. Knowles", title = "Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality", isbn = "978-0-309-07420-9", abstract = "Americans have adopted a reform agenda for their schools that calls for excellence in teaching and learning. School officials across the nation are hard at work targeting instruction at high levels for all students. Gaps remain, however, between the nation's educational aspirations and student achievement. To address these gaps, policy makers have recently focused on the qualifications of teachers and the preparation of teacher candidates.\nThis book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence.\nTeaching is a complex activity. Definitions of quality teaching have changed and will continue to change over time as society's values change. This book provides policy makers, teacher testers, and teacher educators with advice on how to use current tests to assess teacher candidates and evaluate teacher preparation, ensuring that America's youth are being taught by the most qualified candidates.", url = "https://nap.nationalacademies.org/catalog/10090/testing-teacher-candidates-the-role-of-licensure-tests-in-improving", year = 2001, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "David Francis and Amy Stephens", title = "English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives", isbn = "978-0-309-47908-0", abstract = "The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.\n\nEnglish Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.", url = "https://nap.nationalacademies.org/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives", year = 2018, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Andrew C. Porter and Adam Gamoran", title = "Methodological Advances in Cross-National Surveys of Educational Achievement", isbn = "978-0-309-08333-1", abstract = "In November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to draw on the wealth of experience gathered over a four--decade period, to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. Since 1960, the United States has participated in 15 large--scale cross--national education surveys. The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and second--language acquisition. The papers prepared for this symposium and discussions of those papers make up the volume, representing the most up--to--date and comprehensive assessment of methodological strengths and weaknesses of international comparative studies of student achievement. These papers answer the following questions: (1) What is the methodological quality of the most recent international surveys of student achievement? How authoritative are the results? (2) Has the methodological quality of international achievement studies improved over the past 40 years? and (3) What are promising opportunities for future improvement?", url = "https://nap.nationalacademies.org/catalog/10322/methodological-advances-in-cross-national-surveys-of-educational-achievement", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP editor = "Diane August and Kenji Hakuta", title = "Improving Schooling for Language-Minority Children: A Research Agenda", isbn = "978-0-309-05497-3", abstract = "How do we effectively teach children from homes in which a language other than English is spoken?\nIn Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research.\nThe book reviews a broad range of studies\u2014from basic ones on language, literacy, and learning to others in educational settings. The committee proposes a research agenda that responds to issues of policy and practice yet maintains scientific integrity.\nThis comprehensive volume provides perspective on the history of bilingual education in the United States; summarizes relevant research on development of a second language, literacy, and content knowledge; reviews past evaluation studies; explores what we know about effective schools and classrooms for these children; examines research on the education of teachers of culturally and linguistically diverse students; critically reviews the system for the collection of education statistics as it relates to this student population; and recommends changes in the infrastructure that supports research on these students.", url = "https://nap.nationalacademies.org/catalog/5286/improving-schooling-for-language-minority-children-a-research-agenda", year = 1997, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP editor = "Diane August and Kenji Hakuta", title = "Educating Language-Minority Children", isbn = "978-0-309-06414-9", abstract = "In the past 30 years, a large and growing number of students in U.S. schools have come from homes in which the language background is other than English. These students present unique challenges for America's education system.\nBased on Improving Schooling for Language-Minority Children, a comprehensive study published in 1997, this book summarizes for teachers and education policymakers what has been learned over the past three decades about educating such students. It discusses a broad range of educational issues: how students learn a second language; how reading and writing skills develop in the first and second languages; how information on specific subjects (for example, biology) is stored and learned and the implications for second-language learners; how social and motivational factors affect learning for English-language learners; how the English proficiency and subject matter knowledge of English-language learners are assessed; and what is known about the attributes of effective schools and classrooms that serve English-language learners.", url = "https://nap.nationalacademies.org/catalog/6025/educating-language-minority-children", year = 1998, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Jay P. Heubert and Robert M. Hauser", title = "High Stakes: Testing for Tracking, Promotion, and Graduation", isbn = "978-0-309-06280-0", abstract = "Everyone is in favor of \"high education standards\" and \"fair testing\" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are used\u2014and misused\u2014in assessing children's performance and achievements.\nHigh Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel:\n\n Proposes how to judge the appropriateness of a test.\n Explores how to make tests reliable, valid, and fair.\n Puts forward strategies and practices to promote proper test use.\n Recommends how decisionmakers in education should\u2014and should not\u2014use test results.\n\nThe book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents.", url = "https://nap.nationalacademies.org/catalog/6336/high-stakes-testing-for-tracking-promotion-and-graduation", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "James W. Pellegrino and Lee R. Jones and Karen J. Mitchell", title = "Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress", isbn = "978-0-309-06285-5", abstract = "Since the late 1960s, the National Assessment of Educational Progress (NAEP)\u2014the nation's report card\u2014has been the only continuing measure of student achievement in key subject areas. Increasingly, educators and policymakers have expected NAEP to serve as a lever for education reform and many other purposes beyond its original role.\nGrading the Nation's Report Card examines ways NAEP can be strengthened to provide more informative portrayals of student achievement and the school and system factors that influence it. The committee offers specific recommendations and strategies for improving NAEP's effectiveness and utility, including:\n\n Linking achievement data to other education indicators.\n Streamlining data collection and other aspects of its design.\n Including students with disabilities and English-language learners.\n Revamping the process by which achievement levels are set.\n\nThe book explores how to improve NAEP framework documents\u2014which identify knowledge and skills to be assessed\u2014with a clearer eye toward the inferences that will be drawn from the results.\nWhat should the nation expect from NAEP? What should NAEP do to meet these expectations? This book provides a blueprint for a new paradigm, important to education policymakers, professors, and students, as well as school administrators and teachers, and education advocates.", url = "https://nap.nationalacademies.org/catalog/6296/grading-the-nations-report-card-evaluating-naep-and-transforming-the", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Lauress L. Wise and Robert M. Hauser and Karen J. Mitchell and Michael J. Feuer", title = "Evaluation of the Voluntary National Tests: Phase 1", isbn = "978-0-309-07696-8", abstract = "In his 1997 State of the Union address, President Clinton announced a federal initiative to develop tests of 4th-grade reading and 8th-grade mathematics that would provide reliable information about student performance at two key points in their educational careers. According to the U.S. Department of Education, the Voluntary National Tests (VNT) would create a catalyst for continued school improvement by focusing parental and community-wide attention on achievement and would become new tools to hold school systems accountable for their students' performance. The National Assessment Governing Board (NAGB) has responsibility for development of the VNT. Congress recognized that a testing program of the scale and magnitude of the VNT initiative raises many important technical questions and requires quality control throughout development and implementation. In P.L. 105-78, Congress called on the National Research Council (NRC) to evaluate a series of technical issues pertaining to the validity of test items, the validity of proposed links between the VNT and the National Assessment of Educational Progress (NAEP), plans for the accommodation and inclusion of students with disabilities and English-language learners, plans for reporting test information to parents and the public, and potential uses of the tests. This report covers phase 1 of the evaluation (November 1997-July 1998) and focuses on three principal issues: test specifications and frameworks; preliminary evidence of the quality of test items; and plans for the pilot and field test studies, for inclusion and accommodation, and for reporting VNT results.", url = "https://nap.nationalacademies.org/catalog/6324/evaluation-of-the-voluntary-national-tests-phase-1", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" }