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Using General Outcome Measures in Mathematics to Measure Adequate Yearly Progress as Mandated by Title I

University of Oregon

Gerald Tindal

University of Oregon

Two critical requirements of Improving America's Schools Act of 1994 are that states use multiple measures to monitor adequate yearly progress of students served by Title I and that the primary yardstick of progress be each state's assessment system. In an effort to determine whether a general outcome measure could be considered one of these multiple measures, four alternate versions of a 15-item general outcome measure (GOM) of mathematics conceptual understanding and applications were developed and administered to 117 eighth-grade students at approximately equal intervals over the course of one year. Results of each administration were correlated with the students' scores on their state's multiple-choice mathematics achievement test. Correlations ranged from .81 to .87 with no significant differences, offering evidence of criterion validity. In addition, T-tests showed significant growth between administrations, suggesting that this GOM could be used as an alternative method of measuring adequate yearly progress.

Assessment for Effective Intervention, Vol. 28, No. 1, 9-18 (2002)
DOI: 10.1177/073724770202800102


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