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An Experimental Study of the Effects of Monetary Incentives on Performance on the 12th-Grade NAEP Reading Assessment


by Henry Braun, Irwin Kirsch & Kentaro Yamamoto — 2011


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Cite This Article as: Teachers College Record Volume 113 Number 11, 2011, p. 2309-2344
http://www.tcrecord.org ID Number: 16008, Date Accessed: 9/1/2014 3:32:15 AM
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About the Author
  • Henry Braun
    Boston College
    E-mail Author
    HENRY BRAUN has held the Boisi Chair in Education and Public Policy at Boston College since 2007. From 1979 to 2006, he worked at Educational Testing Service (ETS) in Princeton, New Jersey, where he served as vice president for research management (1989–1999). He has a bachelor’s degree in mathematics from McGill University and M.A. and Ph.D. degrees, both in mathematical statistics, from Stanford University. He has a long-standing involvement in technical analyses of policy issues, especially those involving testing and accountability. He has done considerable work in the area of value-added modeling and authored Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models (2006). He was a major contributor the OECD monograph, Measuring Improvements in Learning Outcomes: Best Practices to Assess the Value-added of Schools (2008) and chair of the NRC panel that recently issued the publication, Getting Value out of Value-Added: Report of a Workshop.
  • Irwin Kirsch
    Educational Testing Service
    IRWIN KIRSCH has held the title of Distinguished Presidential Appointee at Educational Testing Service since 1999, where he began working in 1984. He holds a bachelor’s degree in psychology from the University of Maryland, an M.S. in communication disorders from Johns Hopkins University, and a Ph.D. in educational psychology from the University of Delaware. His interests include issues involving the comparability and interpretability of large-scale assessments, and using technology to link learning and assessment. He has had a long-standing involvement in the development and implementation of large-scale comparative surveys including NAEP, and he was one of the original developers of the International Adult Literacy Survey (IALS). He currently directs the Program for the International Assessment of Adult Competencies (PIAAC) for the OECD and chairs the reading expert group for PISA. He has authored a number of policy reports using data from these surveys, including America’s Perfect Storm.
  • Kentaro Yamamoto
    Educational Testing Service
    KENTARO YAMAMOTO is deputy director/principal research scientist for the Center for Global Assessment at Educational Testing Service (ETS). He has been a technical advisor for OECD and the U.S. Department of Education. He has designed or contributed to the design of numerous national and international large-scale surveys of adults, as well as for special populations, such as NAEP, TIMMS, PISA, IALS, ALL, and PIAAC. He has also designed several individual tests in reading and literacy, a mixture model of continuous and discrete measurement models for diagnostic testing and IRT scaling that has been used for all literacy surveys at ETS. He also designed the online testlet adaptive testing for adult literacy skills. He has written numerous reports, research papers, and contributed chapters and has given numerous presentations at national and international conferences.
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