Students at a St. Louis middle school experimenting with hands-on learning methods have scored consistently higher on the Stanford Achievement Tests than those in other district schools. A hands-on learning environment requires a thematic, integrated curriculum; creative, self-motivated teachers; and a supportive, facilitative principal. (MLH)

In spring 2001, close to 500,000 Arizona students in grades 1 through 9 took the Stanford Achievement Test. This study focuses on reading in the earliest grades and mathematics in the middle grades. Arizona schools have been making progress in reading, lifting students from the lowest achievement levels to higher levels. However, 25% of students…

A study established the extent to which certain program materials and teaching methods were being utilized in elementary and middle grades schools in South Dakota. Each district that operated an elementary grades school, a middle grades school, or both was sent a two-part survey to complete. A total of 117 of 248 surveys were returned, for a…

The effect on achievement of the timing of the transition from elementary to intermediate school was investigated. Focus was on determining whether it matters if children transfer to an intermediate school at grade 6 or at grade 7. The Otis-Lennon School Ability Test was administered to grade 5 students in spring of 1981. The sixth and…

Academic achievement under a four-day school week is compared to the traditional five-day school week. Test scores from the CAT [California Achievement Test], ITBS [Iowa Test of Basic Skills], TASK [Stanford Test of Academic Skills], SAT [Stanford Achievement Test], TAP [Tests of Academic Proficiency], and MAT [Metropolitan Achievement Test] were…