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What test scores can and cannot tell us about the quality of our schools

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  • Theodore M. Crone

Abstract

"What Test Scores Can and Cannot Tell Us about the Quality of Our Schools," by Ted Crone, recognizes that how to best judge the quality of our schools is a thorny issue. The No Child Left Behind Act, which was signed into law in January 2002, mandates standardized testing in math and reading for students in grades three through eight. The test scores will then be used both to gauge the students' level of proficiency in these subjects and to evaluate the schools' performance. But emphasizing test scores as a measurement of the quality of schools raises several questions. Crone looks at some of these questions and warns us to be cautious in how we use test scores.

Suggested Citation

  • Theodore M. Crone, 2004. "What test scores can and cannot tell us about the quality of our schools," Business Review, Federal Reserve Bank of Philadelphia, issue Q3, pages 5-21.
  • Handle: RePEc:fip:fedpbr:y:2004:i:q3:p:5-21
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    File URL: http://www.phil.frb.org/files/br/brq304tc.pdf
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    References listed on IDEAS

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    1. Edward P. Lazear, 2001. "Educational Production," The Quarterly Journal of Economics, Oxford University Press, vol. 116(3), pages 777-803.
    2. Daniel M. Koretz, 2002. "Limitations in the Use of Achievement Tests as Measures of Educators' Productivity," Journal of Human Resources, University of Wisconsin Press, vol. 37(4), pages 752-777.
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    Keywords

    Education;

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