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1. Introduction
Pages 1-7

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From page 1...
... It is administered to nationally representative samples of 9-, 13-, and 17-year-olds (DoEd, 19991. Main NAEP test items reflect current thinking about what students know and can do in the NAEP subject areas.
From page 2...
... NAEP reports scores on this scale in a given subject area for the nation as a whole, for individual states, and for population subsets based on demographic and background characteristics. Results are tabulated over time to provide both long-term and short-term trend information.
From page 3...
... This legislation calls for annual testing of third through eighth graders in mathematics and reading, with test results used to determine rewards or corrective actions for schools, school districts, and states. The education plan contains an adequate yearly progress element, which in effect requires that schools, school districts, and states set standards and report annual progress for students in four groups: racial/ethnic minorities, economically disadvantaged students, English-language learners, and students with disabilities.
From page 4...
... Beginning in 2002, NAEP will report aggregated data that combine results for those who receive accommodations and those who take the test under standard procedures. Since accommodations were not allowed prior to 1996, there is 1NAEP's stewards include National Assessment Governing Board members and staff as well as National Center for Education Statistics staff members.
From page 5...
... OVERVIEW OF WORKSHOP Officials with the National Center for Education Statistics asked the NRC's Board on Testing and Assessment (BOTA) to convene a workshop to assist them with their decision making about reporting results for accommodated test takers.
From page 6...
... Arthur Coleman, with Nixon Peabody LLP, and Thomas Toch, guest scholar with the Brookings Institute, addressed these issues. In addition, Peggy Carr, associate commissioner of education at the National Center for Education Statistics, and km Carlson, assistant director for psychometrics at the National Assessment Governing Board (NAGB)
From page 7...
... The final panel consisted of four discussants who were asked to summarize and synthesize the ideas presented during the workshop and to highlight issues in need of further exploration and research. Panel speakers included Eugene Johnson, chief psychometrician at the American Institutes for Research; David Malouf, educational research analyst at DoEd's Office of Special Education Programs; Richard Duran, professor at the University of California at Santa Barbara; and Margaret Goertz, co-director of the Consortium for Policy Research in Education.


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