The Effects of Standards-Based Assessment on Classroom Practices: Results of the 1996-97 RAND Survey of Kentucky Teachers of Mathematics and Writing

During 1996–1997, researchers investigated school and classroom effects of assessment reforms in the state of Kentucky, a state that has been at the forefront of the standards-based assessment movement. As part of a multi-year project to examine the effects of standards-based assessment reform on schools and classrooms, the authors present the results of surveys of the impact of the Kentucky Instructional Results Information System (KIRIS) on curriculum and instruction in mathematics in Grades 5 and 8 and in writing in Grades 4 and 7.