Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Author
| Briana Bostic | 1 |
| Gramenz, Gary W. | 1 |
| Green, Donald Ross | 1 |
| Hintze, John M. | 1 |
| Langer, Judith A. | 1 |
| Langhorst, Beth Hoover | 1 |
| Lieny Jeon | 1 |
| Manning, Maryann | 1 |
| Marc Stein | 1 |
| Nat Dewey | 1 |
| Xiangyu Zhao | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 6 |
| Speeches/Meeting Papers | 3 |
| Guides - Classroom - Teacher | 1 |
| Journal Articles | 1 |
| Reports -… | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Kindergarten | 1 |
| Primary Education | 1 |
Audience
| Researchers | 7 |
| Practitioners | 2 |
| Policymakers | 1 |
| Teachers | 1 |
Location
| Maryland (Baltimore) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| California Achievement Tests | 2 |
| Dynamic Indicators of Basic… | 1 |
| Stanford Achievement Tests | 1 |
| Texas Assessment of Basic… | 1 |
What Works Clearinghouse Rating
Download full textLieny Jeon; Nat Dewey; Xiangyu Zhao; Briana Bostic; Marc Stein – Baltimore Education Research Consortium, 2023
This report provides an overview of kindergarten readiness of six Baltimore City Public Schools (City Schools) kindergarten cohorts from the 2016-17 to the 2021-22 school year. This report is accompanied by the Annual Digest of City Schools Kindergarten Statistics, 2022 Edition (Baltimore Education Research Consortium [BERC], 2022), which provides…
Descriptors: Kindergarten, Success, Public Schools, School Readiness
Langer, Judith A. – 1982
Working on the assumption that when reading comprehension is viewed from a constructivist framework, where meaning grows and changes as the text progresses, categorization into comprehension levels such as literal and inferential will be misleading, two third grade standardized multiple choice test items were selected from a larger body of test…
Descriptors: Cognitive Processes, Grade 3, Primary Education, Questioning Techniques
Peer reviewedHintze, John M.; And Others – Journal of Special Education, 1994
Evaluation of literature-based and traditional basal reading series for sensitivity of repeated curriculum-based measurement with 48 third-grade students found that passage probes from the literature-based series were less sensitive to indexing growth over time than were passage probes from the traditional basal series. (Author/DB)
Descriptors: Basal Reading, Childrens Literature, Curriculum Based Assessment, Elementary Education
Green, Donald Ross; Langhorst, Beth Hoover – 1986
The passage dependence of an item refers to the degree to which it is necessary to read the associated passage in order to be able to answer that item correctly. This paper studies the value of obtaining data about passage dependence in the construction of reading comprehension achievement tests. Passage dependence indices were examined in several…
Descriptors: Achievement Tests, Correlation, Elementary Secondary Education, Grade 10
Texas Education Agency, Austin. Div. of Educational Assessment. – 1984
The reading learning objectives contained in this volume are congruent with the Texas "State Board of Education Rules for Curriculum" which outlines the rules and procedures for implementation of Section 21.101 of the Texas Education Code. These objectives and the measurement specifications are provided for use by teachers and other…
Descriptors: Educational Objectives, Elementary Secondary Education, Grade 3, Grade 5
Gramenz, Gary W.; And Others – 1986
The study reported in this paper examined whether a disproportionate number of boys and girls in a given grade level at various schools might have an inequitable effect on the mean achievement test scores of those schools. The student population of the Palm Beach County Schools, Florida, reflecting a cross-section of socio-economic backgrounds,…
Descriptors: Achievement Tests, Analysis of Variance, Correlation, Grade 3
Manning, Maryann; And Others – 1985
The results of different types of reading achievement measures were compared for 58 low-income urban black third graders. Two formal tests were administered: the norm-referenced California Achievement Tests (CAT), and the criterion-referenced Alabama Basic Competency Test (ABCT). Informal measures included the Houghton-Mifflin Informal Reading…
Descriptors: Ability Grouping, Achievement Rating, Black Students, Cloze Procedure
