For the past 12 years, the Cowen Institute has published the "State of Public Education in New Orleans" ("SPENO") on a near annual basis. During that time, the purpose, content, and audience of the report have evolved. This edition of the report is a snapshot of public education in the current academic year using aggregated…

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. Rule 6A-6.014, Florida Administrative Code (F.A.C.), titled, General Requirements for Adult General Education Programs, requires all adult education programs to report all student measurable educational…

This is the third in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, "Teachers College Record," edited by Professors…

Educational assessment and, more broadly, educational research in the United States have entered into an era characterized by a dramatic increase in the prevalence and importance of test score use in accountability systems. This volume covers a selection of contemporary issues about testing science and practice that impact the nation's public…

The Southern Regional Education Board's (SREB) "Challenge to Lead" Goals for Education call for more students to take college admission tests, to score higher on those tests and for SREB states to reduce gaps in test scores among all groups of students. For states, achieving higher statewide scores is one sign that more students can go…

A 26-step plan is offered to help raise students' standardized test scores. (MT)

Reviews 12 studies to determine whether coaching improves student performance on the Scholastic Aptitude Test (SAT). While results are mixed, evidence suggests that coaching does not appreciably improve students' verbal or math scores. Factors such as test reliability and weighting SAT scores with high school records should be considered. Includes…

Administrators can improve the test scores at their schools by working with teachers so that they understand the purpose of the testing and by developing a plan for communicating with parents and the community about the testing program. (MLF)

In Medicine Hat, Alberta, standardized test results are not made public and are used as a tool for identifying strengths and dealing with weaknesses. Teachers review test results, then propose changes and try new approaches. However, Edmonton Public Schools, Alberta, released test results for each of the 190 schools in the district, claiming the…

Explains achievement test scores, focusing on types, uses, meanings, and relative importance. Describes currently used scales, normal distribution curves, percentile ranks, grade equivalents, and other rating systems. Advises inclusion of more than one kind of standardized test score, since each provides different information. Includes three…

Reviews a dozen basic questions about passing scores on state-mandated competency testing programs for students, teachers, administrators, and other education personnel. Condemns the "cardiac" approach (or traditonal 80 percent standard) in favor of procedures that systematically incorporate judgment with a variety of performance data.…

Describes study to determine effect on Scholastic Aptitude Test (SAT) scores of coaching with a microcomputer software program, Computer SAT. Results indicate mathematics scores are improved by computer coaching with no difference between effectiveness of individual or small group computer use, and verbal scores are improved by small group use.…

Describes one school district's approach to improving student achievement on standardized tests. Increased scores on the Scholastic Aptitude Test have not been the only positive result of this systemwide effort. Students and parents, for example, have become more conscientious about their course seletions. (CJH)

A study to develop concordance tables between the new enhanced American College Testing Program (ACT) assessment and the Scholastic Aptitude Test (SAT), to establish new score relationships, is described. The scaling sample consisted of 40,051 students taking both tests and submitting them to 14 large universities. (Author/MSE)

Principals should urge teachers to teach students the five basic principles of test taking. This can improve student scores on standardized tests. (MD)