School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions¶
Claim · All claims
Evidence · 1 study · associationalr?·q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change
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.
q1 i? School-aggregate test scores are regularly used by school officials to monitor school performance and make policy decisions. → Jonathan Schweig 2022
Evidence¶
Jonathan Schweig 2022¶
Jonathan Schweig, Megan Kuhfeld, Andrew McEachin, Melissa Diliberti, Louis Mariano. (2022). Changes in school composition during the COVID-19 pandemic: Implications for school-average interim test score use. NWEA Research. https://www.nwea.org/research/publication/changes-in-school-composition-during-the-covid-19-pandemic-implications-for-school-average-interim-test-score-use/ doi:10.7249/rra1037-2
q1 · i? · associational · r?
The article's opening descriptive statement about routine practice: aggregate scores serve performance monitoring and policy decisions, which is why their accurate interpretation matters. The supplied text prints no data quantifying this use.
"School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions."
Discussion¶
Related Claims¶
- Interpreting differences in school-aggregate test scores as real differences in school performance raises accuracy concerns even under routine schooling conditions, which the pandemic may exacerbate — related
- Changes in school composition over time during the COVID-19 pandemic may contaminate school-aggregate test scores and produce faulty comparisons with historical and proximal aggregate scores — related
- Disengagement had only minimal impact on school mean performance, proficiency rates, and relative ranking on the state accountability test — related
- Test-taking disengagement distorts both individual and aggregated test scores — related
- Schooling's mix of public and private purposes requires accountability to multiple constituencies — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
school-officials-use-aggregate-scores-for-monitoring |
title |
School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions |
description |
School officials regularly use school-aggregate test scores to monitor school performance and make policy decisions |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
recheck_by |
2027 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jonathan-schweig-2022 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.