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School Competency Testing Reforms and Student Achievement: Exploring a National Perspective

Linda F. Winfield

Open publisher page 37 citations

Abstract

This study investigates the relationship between school-level minimum competency testing (MCT) programs and student reading proficiency as measured by the 1983–1984 National Assessment of Educational Progress (NAEP). Comparisons of student-level proficiency out-comes within race/ethnic groups (White, Black, and Hispanic) were made after adjusting for individual and school-level variables for the 4th-, 8th-, and 11th- grade NAEP samples. In general, results indicated a higher level of proficiency among students in Grades 8 and 11 attending schools with MCT programs compared with their counterparts in schools without such programs. No advantage of attending such schools was identified for students in Grade 4.

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What this paper is about

This study investigates the relationship between school-level minimum competency testing (MCT) programs and student reading proficiency as measured by the 1983–1984 National Assessment of Educational Progress (NAEP). Comparisons of student-level proficiency out-comes within race/ethnic groups (White, Black, and Hispanic) were made after adjusting for individual and school-level variables for the 4th-, 8th-, and 11th- grade NAEP samples. In general, results indicated a higher level of proficiency among students in Grades 8 and 11 attending schools with MCT programs compared with their counterparts in schools without such programs. No advantage of attending such schools was identified for students in Grade 4.

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OpenAlex reports 37 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

This study investigates the relationship between school-level minimum competency testing (MCT) programs and student reading proficiency as measured by the 1983–1984 National Assessment of Educational Progress (NAEP). Comparisons of student-level proficiency out-comes within race/ethnic groups (White, Black, and Hispanic) were made after adjusting for individual and school-level variables for the 4th-, 8th-, and 11th- grade NAEP samples. In general, results indicated a higher level of proficiency among students in Grades 8 and 11 attending schools with MCT programs compared with their counterparts in schools without such programs. No advantage of attending such schools was identified for students in Grade 4.

Key concepts: Ethnic group, Mathematics education, Psychology, Academic achievement, Racial differences, Standardized test, Student achievement, Perspective (graphical)

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