The use of standardized assessments to monitor the success and productivity of public school systems in the United States is arguably a necessary component of state accountability systems. This research study is not intended to challenge the compulsion of accountability via testing, but the results of this study do raise questions regarding the…

We conducted conceptual replications for an online-administered general outcome measure known as critical content monitoring in science. Totally, 547 Grades 4 to 6 students from a rural Louisiana school district participated. Research questions addressed criterion validity, diagnostic accuracy, growth, and social validity concerns. Criterion…

This report summarizes Austin Independent School District's English language learner students' 2015 state academic test (STAAR) reading, writing, and science results (grades 3-5) and state English language proficiency test (TELPAS) results (kindergarten through grade 5).

This study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state…

This report focuses on the initial development of the predicted score paths for ACT Aspire reporting. The paths provide predicted score ranges for the next two years--as well as predicted ACT score ranges for tests administered at grades 9 and 10. Longitudinal ACT Aspire data for students tested in spring 2013 and spring 2014, as well as…

Using data from the 1998-99 ECLS-K cohort, we show that the grades awarded by teachers are not aligned with test scores. Girls in every racial category outperform boys on reading tests, while boys score at least as well on math and science tests as girls. However, boys in all racial categories across all subject areas are not represented in…

Purpose: The purpose of this study was to describe the current school computer access rates of elementary school students and to determine the extent to which school computer access relates to academic achievement among Grade 5 students in the state of Texas. Specifically, the relationship of school computer access to student passing rates on the…

Standard setting is a method used to set cut scores on large-scale assessments. One of the most popular standard setting methods is the Bookmark method. In the Bookmark method, panelists are asked to envision a response probability (RP) criterion and move through a booklet of ordered items based on a RP criterion. This study investigates whether…

The authors examined the impact of 2 subsequent, longitudinal interdisciplinary interventions for 58 Hispanic English language learners (ELLs): (a) Grade 5 science with English language/reading embedded (i.e., science intervention) and (b) K-3 English language/reading with science embedded (i.e., language/reading intervention). Results revealed…

Purpose: The purpose of this dissertation was to determine the extent to which school instructional calendar configuration (i.e., year-round or traditional) influenced Grade 5 student academic performance as reflected on the Texas Assessment of Knowledge and Skills (TAKS) test as a function of student ethnicity (i.e., Hispanic, White, and Black)…

This paper provides practical guidance for researchers who are designing and analyzing studies that randomize schools--which comprise three levels of clustering (students in classrooms in schools)--to measure intervention effects on student academic outcomes when information on the middle level (classrooms) is missing. This situation arises…

This Information Capsule answers the most frequently asked questions about M-DCPS' academic performance during the 2011-2012 school year. Over the past year, the Florida Department of Education made over 28 changes to the school grading formula, including the transition to new, more rigorous assessments, new accountability components, and…

This paper examines changes in demographic and socioeconomic inequalities in student achievement over the school career, and the extent that these inequalities are accounted for by other influences such as, region and socioeconomic background (where appropriate), school differences and prior achievement. The data analysed are from a longitudinal…

In 2008-09, results from End-of-Grade (EOG) reading and mathematics tests in WCPSS continued to demonstrate an upward trend across grade levels and student subgroups. Disaggregation of results by ethnicity, income level, disability status, and English proficiency status showed that achievement gaps between historically underperforming subgroups…