Are there differences in the administration of assessments or in the reporting of outcomes between 2006–07 and 2008–09 due to policy or legislative changes having an impact on the ability to compare outcomes over time?

State	Reading	Mathematics
Alabama	None.	None.
Alaska	None.	None.
Arizona	None.	None.
Arkansas	None.	None.
California	None.	None.
Colorado	None.	None.
Connecticut	None.	None.
Delaware	In 2008, student consequences (grade retention, summer school) were suspended by the State legislature. This did not appear to have an impact on student outcomes.	In 2008, student consequences (grade retention, summer school) were suspended by the State legislature. This did not appear to have an impact on student outcomes.
District of Columbia	On January 15th, 2009 the DC Office of the State Superintendent of Education (OSSE) entered into a formal agreement with the United States Department of Education (USDE) to ensure the read-aloud accommodation for the statewide reading assessment is applied to the appropriate population in the District of Columbia. Some details are as follows:    * 2006-07 Read Aloud accommodation was allowed in the state Reading test;    * 2008-09 Aim: 50% reduction on the use of the Read Aloud accommodation, discourage LEAs from using the Alternate assessment in lieu of the Read Aloud accommodation except in those cases specified by the IEP. Consistent with the reduction targets described above for the 2009 test administration, the OSSE will count the scores of students that fall within that 50% reduction target for both participation  and proficiency calculations. Students that exceed the 50% reduction target will be counted as non-participants and their scores will not be included in calculations of academic performance.	On January 15th, 2009 the DC Office of the State Superintendent of Education (OSSE) entered into a formal agreement with the United States Department of Education (USDE) to ensure the read-aloud accommodation for the statewide reading assessment is applied to the appropriate population in the District of Columbia. Some details are as follows:    * 2006-07 Read Aloud accommodation was allowed in the state Reading test;    * 2008-09 Aim: 50% reduction on the use of the Read Aloud accommodation, discourage LEAs from using the Alternate assessment in lieu of the Read Aloud accommodation except in those cases specified by the IEP. Consistent with the reduction targets described above for the 2009 test administration, the OSSE will count the scores of students that fall within that 50% reduction target for both participation  and proficiency calculations. Students that exceed the 50% reduction target will be counted as non-participants and their scores will not be included in calculations of academic performance.
Florida	None.	None.
Georgia	None.	None.
Hawaii	None.	None.
Idaho	None.	None.
Illinois	In 2006-07, there was an assessment for ELL students that was eliminated in 2007-08. These students were required to take the ISAT or PSAE in 2007-08. Although the ISAT and PSAE did not change, there was a significant change in the number of ELL students taking these assessments. Test results for the overall group and some subgroups, including Hispanic and ELL students are not comparable from 2006-07 to 2008-09 assessments. For non-ELL students, results can be validly compared. The IAA changed in 2007-08. In 2007-08 the IAA changed in the following ways: used entirely new assessment; changed cut scores; changed the time of year test was administered; significantly changed assessment items (from portfolio to test items); changed proficiency standards; changed re-test policy, and changed test contractors.	In 2006-07, there was an assessment for ELL students that was eliminated in 2007-08. These students were required to take the ISAT or PSAE in 2007-08. Although the ISAT and PSAE did not change, there was a significant change in the number of ELL students taking these assessments. Test results for the overall group and some subgroups, including Hispanic and ELL students are not comparable from 2006-07 to 2008-09 assessments. For non-ELL students, results can be validly compared. The IAA changed in 2007-08. In 2007-08 the IAA changed in the following ways: used entirely new assessment; changed cut scores; changed the time of year test was administered; significantly changed assessment items (from portfolio to test items); changed proficiency standards; changed re-test policy, and changed test contractors.
Indiana	The 2006-07 assessment is comparable to the fall 2008 assessment.	The 2006-07 assessment is comparable to the fall 2008 assessment.
Iowa	None.	None.
Kansas	There were no significant differences affecting administration or the reporting of outcomes between the years 2007 and 2009 on the Kansas State Assessments.	There were no significant differences affecting administration or the reporting of outcomes between the years 2007 and 2009 on the Kansas State Assessments.
Kentucky	There were no changes made to the grade 4 or 8 Reading and Mathematics assessments between the 2006-07 and 2008-09 school years for NCLB purposes. This was the result of state legislation passed in 2009 regarding the Kentucky Senate Bill I.	There were no changes made to the grade 4 or 8 Reading and Mathematics assessments between the 2006-07 and 2008-09 school years for NCLB purposes. This was the result of state legislation passed in 2009 regarding the Kentucky Senate Bill I.
Louisiana	None.	None.
Maine	Maine assessed its revised Learning Results (MLRs) in 2008-09 but overall the changes made were not significant.	Maine assessed its revised Learning Results (MLRs) in 2008-09 but overall the changes made were not significant.
Maryland	None.	None.
Massachusetts	None.	None.
Michigan	None.	None.
Minnesota	Nothing has changed between the 2006-07 school year and the 2008-09 school year.	Nothing has changed between the 2006-07 school year and the 2008-09 school year.
Mississippi	Through the 2006-07 school year, the Mississippi Curriculum Test (MCT) was the state's measure of student performance in Language Arts and Mathematics. In May 2007, the Mississippi Board of Education approved revised academic content standards for Language Arts and Mathematics that represented a much higher degree of rigor than the previous standards. Consequently, the Mississippi Curriculum Test was revised to appropriately measure student performance on the newer, more rigorous curriculum. The Mississippi Curriculum Test, 2nd Edition (MCT2) was first implemented in 2007-08. Since the MCT and MCT2 are measuring performance on different curricula, the results of the tests are not comparable between 2006-07 and 2007-08.	Through the 2006-07 school year, the Mississippi Curriculum Test (MCT) was the state's measure of student performance in Language Arts and Mathematics. In May 2007, the Mississippi Board of Education approved revised academic content standards for Language Arts and Mathematics that represented a much higher degree of rigor than the previous standards. Consequently, the Mississippi Curriculum Test was revised to appropriately measure student performance on the newer, more rigorous curriculum. The Mississippi Curriculum Test, 2nd Edition (MCT2) was first implemented in 2007-08. Since the MCT and MCT2 are measuring performance on different curricula, the results of the tests are not comparable between 2006-07 and 2007-08.
Missouri	None.	None.
Montana	None.	None.
Nebraska	None.	None.
Nevada	None.	None.
New Hampshire	None.	None.
New Jersey	None.	None.
New Mexico	None.	None.
New York	None.	None.
North Carolina	The Retest Policy affected the administration of Reading and Mathematics assessments or the reporting of outcomes between 2006-07 and 2008-09. Please review entire policy at http://sbepolicy.dpi.state.nc.us/policies/GCS-C-031.asp?pri=01&cat=C&pol=031&acr=GCS.	The Retest Policy affected the administration of Reading and Mathematics assessments or the reporting of outcomes between 2006-07 and 2008-09. Please review entire policy at http://sbepolicy.dpi.state.nc.us/policies/GCS-C-031.asp?pri=01&cat=C&pol=031&acr=GCS.
North Dakota	None.	None.
Ohio	None.	None.
Oklahoma	As a result of state legislature encouraging the setting of higher Mathematics and Reading expectations, new performance level cut scores were set.	As a result of state legislature encouraging the setting of higher Mathematics and Reading expectations, new performance level cut scores were set.
Oregon	None.	None.
Pennsylvania	None.	None.
Rhode Island	None.	None.
South Carolina	As a result of a state legislative initiative passed in 2008, the state developed a new assessment for students in grades 3–8. This new assessment (PASS) was first administered in 2009. Because the new assessment has a different scale and new performance levels, the performance outcomes for 2007 and 2009 are not comparable.	As a result of a state legislative initiative passed in 2008, the state developed a new assessment for students in grades 3–8. This new assessment (PASS) was first administered in 2009. Because the new assessment has a different scale and new performance levels, the performance outcomes for 2007 and 2009 are not comparable.
South Dakota	None.	None.
Tennessee	None.	None.
Texas	The TAKS (Accommodated) assessment replaces TAKS–I for students receiving special education services who meet the eligibility requirements for specific accommodations. TAKS (Accommodated) is a general assessment based on the same grade-level academic achievement standards as TAKS, but its form includes format changes (larger font, less items per page) and contains no embedded field-test items. The TAKS–Modified (TAKS–M) assessment was administered for the first time for grades and subjects subject to federal accountability requirements. TAKS–M is an alternate assessment based on modified academic achievement standards designed for students receiving special education services who meet participation requirements. The Texas Assessment of Knowledge and Skills–Alternate, or TAKS–Alt, was used to meet the federal requirements mandated under the reauthorization of the Elementary and Secondary Education Act (ESEA), the the No Child Left Behind Act of 2001. TAKS–Alt is designed for the purpose of assessing students in grades 3–11 who have significant cognitive disabilities and are receiving special education services.	The TAKS (Accommodated) assessment replaces TAKS–I for students receiving special education services who meet the eligibility requirements for specific accommodations. TAKS (Accommodated) is a general assessment based on the same grade-level academic achievement standards as TAKS, but its form includes format changes (larger font, less items per page) and contains no embedded field-test items. The TAKS–Modified (TAKS–M) assessment was administered for the first time for grades and subjects subject to federal accountability requirements. TAKS–M is an alternate assessment based on modified academic achievement standards designed for students receiving special education services who meet participation requirements. The Texas Assessment of Knowledge and Skills–Alternate, or TAKS–Alt, was used to meet the federal requirements mandated under the reauthorization of the Elementary and Secondary Education Act (ESEA), the the No Child Left Behind Act of 2001. TAKS–Alt is designed for the purpose of assessing students in grades 3–11 who have significant cognitive disabilities and are receiving special education services.
Utah	None.	None.
Vermont	None.	None.
Virginia	None.	None.
Washington	In 2007 the legislature postponed the graduation requirement in Mathematics until the Class of 2013. 2008 legislation included: Revision of Mathematics standards. Requires the State Board of Education to retain a consultant to review the Februrary 2008 version of revised mathematics standards; hold a public hearing and consult with the Mathematics Advisory Panel by May 15, 2008; and forward final recommendations to SPI. Directs the SPI to revise the standards by July 1, 2008. Authorizes the SBE, by July 31, 2008. to either approve adoption of the final revised standards or develop a plan for ensuring the recommendations are implemented so that final standards can be adopted by September 25, 2008.	In 2007 the legislature postponed the graduation requirement in Mathematics until the Class of 2013. 2008 legislation included: Revision of Mathematics standards. Requires the State Board of Education to retain a consultant to review the Februrary 2008 version of revised mathematics standards; hold a public hearing and consult with the Mathematics Advisory Panel by May 15, 2008; and forward final recommendations to SPI. Directs the SPI to revise the standards by July 1, 2008. Authorizes the SBE, by July 31, 2008. to either approve adoption of the final revised standards or develop a plan for ensuring the recommendations are implemented so that final standards can be adopted by September 25, 2008.
West Virginia	None.	None.
Wisconsin	There were no policy or legislative changes that affected administration or reporting of Wisconson state test scores. Although the alternate assessment (WAA-SwD) was new in 2007-08, the results did not change significantly so interpretation of scores across years remained consistent.	There were no policy or legislative changes that affected administration or reporting of Wisconson state test scores. Although the alternate assessment (WAA-SwD) was new in 2007-08, the results did not change significantly so interpretation of scores across years remained consistent.
Wyoming	None.	None.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Survey of State Assessment.