Did States' Adoption of More Rigorous Standards Lead to Improved Student Achievement? Evidence from a Comparative Interrupted Time Series Study of Standards-Based Reform

This study was designed to assess the effects of states' adoption of more rigorous standards as part of the current wave of standards-based reform on student achievement using comparative interrupted time series analyses based on state-level NAEP data from 1990 to 2017. Results show that the ef...

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Bibliographic Details
Published inGrantee Submission
Main Authors Song, Mengli, Garet, Michael S, Yang, Rui, Atchison, Drew
Format Report
LanguageEnglish
Published 01.06.2022
Subjects
Academic Achievement
Academic Standards
Career Readiness
College Readiness
Comparative Analysis
Correlation
Educational Change
Elementary Secondary Education
Kindergarten
Mathematics Achievement
National Competency Tests
Reading Achievement
Scores
State Standards
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Summary:This study was designed to assess the effects of states' adoption of more rigorous standards as part of the current wave of standards-based reform on student achievement using comparative interrupted time series analyses based on state-level NAEP data from 1990 to 2017. Results show that the effects of adopting more rigorous standards on students' mathematics achievement were generally small and not significant. The effects on students' reading achievement were also generally small, but negative and statistically significant for Grade 4. The study also revealed that the effects of states' adoption of more rigorous standards varied across NAEP subscales and student subgroups. [This paper was published in "American Educational Research Journal" v59 n3 p610-647 Jun 2022 (EJ1338213).]
DOI:10.3102/00028312211058460