The Legends of the Large MCAS Gains of 2000-2001

Creator

Gregory Camilli
Sadako Vargas

Files

Publisher

Arizona State University, University of South Florida

Publication Date

February 2006

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.

Keywords

Performance standards, Accountability

Extent

20

Geographic Location

Massachusetts

Volume

14

Issue

4

Language

English; Spanish

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Camilli, G. & Vargas, S. (2006). The legend of the large MCAS gains of 2000–2001. Education Policy Analysis Archives, 14(4). Retrieved [date] from http://epaa.asu.edu/epaa/v14n4/.

Identifier

E11-00477

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Camilli, Gregory and Vargas, Sadako, "The Legends of the Large MCAS Gains of 2000-2001" (2006). Education Policy Analysis Archives (EPAA). 191.
https://digitalcommons.usf.edu/usf_EPAA/191