Spending limited educational budgets on technology for classrooms is a strategy many school districts have used to increase student achievement (Levenson, Baehr, Smith, & Sullivan, 2014). In recent years, the technology movement allowed for arbitrary purchasing of devices with little to no pedagogical planning for how technology device usage…

The purpose of this study was to determine the impact a sustained rotational blended learning model on the academic achievement on Title I K-8 elementary school students at a Catholic school in the areas of reading comprehension and mathematics as measured with standardized assessments, the Iowa Test of Basic Skills. In response to the first…

Poor science achievement has been an educational issue for a number of years. Students with disabilities have traditionally fared worse. Research suggests that students with disabilities may respond better to instruction using an inquiry-based approach vs. traditional textbook instruction when measuring science achievement on standardized…

This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance…

The Maryland Accountability Program Annual Report has been developed as a reference document on test data for the public. It provides a survey both of test results and of the progress being made by students attending Maryland public schools in grades 3, 5, and 8. The 1980-81 report is divided into three chapters. Chapter 1 defines educational…

Students' attitudes and preparation practices regarding standardized tests were studied with students from one elementary school and two middle schools in Atlanta (Georgia). There were 111 fifth graders (35 African American and 76 European American) and 274 eighth graders (204 African American and 70 European American). Students completed a survey…

The Quality Measurement Project (QMP), initiated in 1957, published its final report, a School Quality Workbook, in 1963. When the achievement tests on which the QMP norms were based were renormed by the publisher, it was decided to test again in 1965. The results of that testing are reported herein. Testing was restricted to grades 5 and 8 in…

This study examined differences in predicting achievement by sex on the Iowa Tests of Basic Skills (ITBS) from the verbal, quantitative, and nonverbal scores on the Cognitive Abilities Test (CogAT). The sample (n=10,000) consisted of all students in Grades 2, 5, and 8 who completed both tests in fall 1984. Examinations of means and standard…

This report summarizes results from the 1999-2000 evaluation of the Austin Collaborative for Mathematics Education in AISD.

Multiple-choice standardized achievement tests of English vocabulary and reading comprehension and of mathematics were administered to samples of 592 grade eight students and 615 grade five students. Two forms of each test unit were prepared. The control groups took forms containing items with four responses, while the experimental groups took…

The Annual Test Report, 1981-82 has been developed as a reference on the results of the California Achievement Tests (CAT) in the Montgomery County Public Schools (MCPS). The report contains several analyses of the results from the CAT administration in Grades 3, 5, 8, and 11. Overall countywide results are presented and they are also broken down…

The purposes of this study were to examine the relationship between academic achievement and demographic and school background variables for school districts and school buildings and to develop from these relationships a basis for comparing achievement at similar schools. The sample consisted of Iowa public school districts that participated in…