Results of the National Assessment of Educational Progress often are misused by various entities to back up sometimes conflicting cause-and-effect assertions about education policies, said Steven M. Glazerman, a senior fellow at Mathematica Policy Research. He and others say the data is specific and narrow on purpose and should not be used to make such claims. "They're committing the fundamental and almost inexcusable error of leaping to the causal conclusion they prefer, when hundreds of others are possible," said Grover M. "Russ" Whitehurst, director of the Brown Center for Education Policy at the Brookings Institution.
Are NAEP results being used in the correct way?
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