The Alignment of State Standards and Assessments in Elementary Reading. CIERA Report.

A study examined the alignment between state standards and assessments in elementary reading. The impetus for the study was a request by the National Research Council's Committee on Title I Testing and Assessment for information on the extent to which students' performance on state assessments could be assumed to provide evidence of their level of achievement of state standards. Concerns about alignment arose from the context surrounding Title I legislation. The sample for the survey of the alignment of state standards and assessments in elementary reading comprised all 50 states and the District ,of Columbia. Data were collected in late 1998 and early 1999. Criteria for evaluation originally developed for math and science were adapted for this study. Results were categorized according to current status, characteristics of standards and assessments program, and alignment. Several state case studies are presented. Findings suggest that the issue of alignment between state standards and assessment in elementary reading is more complex than it appears at first glance and that it means different things in different states. Appended are the interview protocol, sample coding sheet, cognitive levels rubric, and structure of knowledge rubric. (Contains 1 figure, 20 tables, and 6 references.) (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. The Alignment of State Standards and Assessments in Elementary Reading Karen K. Wixson Maria Chesley Fisk Elizabeth Dutro Julie McDaniel The University of Michigan CIERA REPORT #3024 October 3, 2002 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position cr policy. c I ERA Center for the Improvement of Early Reading Achievement 2 BEST COPY AVAILABLE The Alignment of State Standards and Assessments in Elementary Reading CIERA REPORT #3-024 CIERA Karen K. Wixson, Maria Chesley Fisk, Elizabeth Dutro, and Julie McDaniel The University of Michigan CIERA Inquiry 3: Policy and Profession Is students' performance on state assessments evidence of their level of achievement of state standards? This report examines the alignment between state standards and assessments in elementary reading.The impetus for our study was a request by the National Research Council's Committee on Title I Testing and Assessment for information on the extent to which students' performance on state assessments could be assumed to provide evidence of their level of achievement of state standards. We begin our report by providing the context surrounding the Title 1 legislation, which gave rise to concerns about alignment. Center for the Improvement of Early Reading Achievement University of Michigan Ann Arbor October 3,2002