Abstract
Current plans to use National Assessment of Educational Progress (NAEP) results to compare and rank states may lead to a perception of NAEP as a “national achievement test” representing a “national curriculum.” The coherence of local curricula can be either enhanced or damaged if NAEP assessments are used to compare states. NAEP procedures should be reformulated to (a) preserve and enhance curriculum coherence and encourage instructional improvement and achievement; (b) include extensive participation of local and state educators; and (c) clarify the links between NAEP content and local curricula
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