Disengagement had only minimal impact on school mean performance, proficiency rates, and relative ranking on the state accountability test¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? School mean performance, proficiency rates, and relative ranking were only minimally affected by disengagement on the state summative test. → Steven Wise 2021
Evidence¶
Steven Wise 2021¶
Steven Wise, Jonghwan (Jay) Lee, Sukkeun Im. (2021). The impact of disengaged test taking on a state's accountability test results. Educational Assessment, 26(3), 163-174. https://www.nwea.org/research/publication/the-impact-of-disengaged-test-taking-on-a-states-accountability-test-results/ doi:10.1080/10627197.2021.1956897
q2 · i? · associational · r2
Analysis of the Spring 2019 state summative assessment found that score aggregations at the school level were minimally affected by disengagement. The abstract reports the qualitative finding that aggregations were "only minimally affected" with no printed effect sizes.
"However, school mean performance, proficiency rates, and relative ranking were only minimally affected by disengagement."
Discussion¶
Related Claims¶
- Disengagement has a material impact on individual state summative test scores, though its impact on score aggregations may be relatively minor — a broader claim this one bears on
- A meaningful percentage of Grade 8 state summative test events showed rapid guessing, varying by subject: 5.5% in mathematics, 6.7% in ELA, and 3.5% in science — related
- Two decades of research have produced advances in both the measurement of test-taking disengagement and understanding of its distortive impact on individual and aggregated scores — related
- School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions — related
- Even a small amount of rapid-guessing behavior can impact institutional rankings — reports the opposite
- Accounting for test disengagement had minimal impact on estimates of school growth contributions, achievement gaps, and summer learning loss — related
- Rapid guessing had mostly minimal effects on estimates of school contributions to student growth in this sample — related
- Disengagement rates on the state summative test varied materially across gender, ethnicity, IEP status, LEP status, FRL status, and disability status — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
disengagement-minimal-impact-school-aggregations |
title |
Disengagement had only minimal impact on school mean performance, proficiency rates, and relative ranking on the state accountability test |
description |
Disengagement had only minimal impact on school mean performance, proficiency rates, and relative ranking on the state accountability test |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steven-wise-2021 |
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