NEPC Review: Testing Theories of Why: Four Keys to Interpreting US Student Achievement Trends (American Enterprise Institute, 2025) [Reprint].
Abstract
Chris Domalski's review of the American Enterprise Institute report, Testing Theories of Why: Four Keys to Interpreting US Student Achievement Trends, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). The review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.
Author Biography
Chris Domaleski, The National Center for the Improvement of Educational Assessment
Chris Domaleski is the Associate Director of the National Center for the Improvement of Educational Assessment. His research focuses on the development and validation of innovative assessment and school accountability systems and evaluating the effectiveness and impact of educational policy.
References
[Report Reviewed] Malkus, N. (2025, January). Testing theories of why: Four keys to interpreting US student achievement trends. American Enterprise Institute. https://www.aei.org/wp-content/uploads/2025/01/Testing-Theories-of-Why.pdf?x85095
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Chris Domaleski
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright is retained by the first or sole author, who grants right of first publication to the Education Review. Readers are free to copy, display, distribute, and adapt this article, as long as the work is attributed to the author(s) and Education Review, the changes are identified, and the same license applies to the derivative work.
All journal content from 1998-2020 and was published under an earlier Creative Commons license: http://creativecommons.org/licenses/by-nc-sa/3.0
