The Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing

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dc.contributor.advisorNelson, Sarah W.
dc.contributor.authorJones, Karen D.
dc.contributor.committeeMemberO'Malley, Michael P.
dc.contributor.committeeMemberPrice, Larry R.
dc.contributor.committeeMemberWarner, Patrice H.
dc.date.accessioned2013-11-14T15:52:29Z
dc.date.available2013-11-14T15:52:29Z
dc.date.issued2013-11
dc.description.abstractThis dissertation examines the use of benchmark tests in Texas public schools through a quantitative study of 100 school districts using path analysis. The study examines the relationship between a district’s descriptive characteristics and the number of benchmark tests they require. Districts’ descriptive characteristics include district type, accountability status, percent of Limited English Proficient (LEP) students, percent of economically disadvantaged students, and percent students of color. The number of benchmark tests a district required was also compared to the percent of students passing the state required 8th grade math and reading assessments. This study found districts with certain characteristics and student populations were more likely to use benchmark tests. This study also found a small, insignificant, and negative relationship between the number of benchmark tests a district required and the percent of students passing the state tests. This suggests the greater the number of benchmark tests required by a district, the lower the percentage of students passing the state test. The results of the study are examined through the lens of isomorphism and rational myths in public education are addressed.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.formatText
dc.format.extent193 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationJones, K. D. (2013). <i>The myth of benchmark testing: Isomorphic practices in Texas public school districts' use of benchmark testing</i> (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/4856
dc.language.isoen
dc.subjectBenchmark test
dc.subjectNo Child Left Behind (NCLB)
dc.subjectAccountability
dc.subjectStandardized tests
dc.subjectIsomorphism
dc.subject.lcshUnited States--No Child Left Behind Act of 2001en_US
dc.subject.lcshExaminations--Interpretationen_US
dc.subject.lcshTests of Achievement and Proficiencyen_US
dc.subject.lcshEducation--Texasen_US
dc.subject.lcshSchools--Texasen_US
dc.subject.lcshEducational evaluation--Texasen_US
dc.subject.lcshAcademic achievement--Texas--Evaluationen_US
dc.titleThe Myth of Benchmark Testing: Isomorphic Practices in Texas Public School Districts' Use of Benchmark Testing
dc.typeDissertation
thesis.degree.departmentCounseling, Leadership, Adult Education and School Psychologyen_US
thesis.degree.disciplineSchool Improvement
thesis.degree.grantorTexas State Universityen_US
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophyen_US

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