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National Center for Educational Achievement, 2011
This document presents the percentage of Texas students achieving the National Center for Educational Achievement's (NCEA) College and Career Readiness Targets and ACT's College Readiness Benchmarks. The key to all students graduating college and career ready is to be able to identify whether or not students, starting in elementary school, are on…
Descriptors: Educational Indicators, Scores, Grade 3, Grade 4
Della-Piana, Gabriel Mario; Gardner, Michael – Journal of MultiDisciplinary Evaluation, 2011
Background: Professional standards for validity of achievement tests have long reflected a consensus that validity is the degree to which evidence and theory support interpretations of test scores entailed by the intended uses of tests. Yet there are convincing lines of evidence that the standards are not adequately followed in practice, that…
Descriptors: Achievement Tests, Test Validity, Scores, Standards
Mujawamariya, Donatille; Hamdan, Amani – Canadian Journal of Education, 2013
The growing diversity of Ontario's population is increasing pressure on the education system to ensure that all students receive equal opportunities to excel academically and develop personally. Students are more likely to succeed if their own racial, ethnic, and cultural identity is reflected in the classroom. This observation applies no less to…
Descriptors: Foreign Countries, Student Diversity, Science Education, STEM Education
Murray, Ashley Anderson – ProQuest LLC, 2013
This quantitative, correlational study with a predictive design examined the extent the level of teachers' emotional intelligence was a predictor of retention indicated by 3 or more consecutive years in the same school district. The study sought to determine if teachers with three or more years of teaching experience contributed emotional…
Descriptors: Statistical Analysis, Correlation, Emotional Intelligence, Predictor Variables
Lynch, Tai E. – ProQuest LLC, 2013
Educational leaders are charged with making informed decisions regarding various aspects of schooling that affect the overall achievement of students. Numerous legislative ideas, funding initiatives, programming standards, and practicing guidelines for early childhood education programs have been introduced (Buyssee & Wesley, 2006). Early care…
Descriptors: Early Childhood Education, Program Effectiveness, Reading Achievement, Kindergarten
Núñez, José Carlos; Suárez, Natalia; Rosário, Pedro; Vallejo, Guillermo; Cerezo, Rebeca; Valle, António – Journal of Educational Research, 2015
The authors intended to (a) identify the association between gender or grade level and teachers' homework (HW) feedback and (b) examine the relationship between teachers' HW feedback, HW-related behaviors (e.g., amount of HW completed), and academic achievement. Four hundred fifty-four students (Grades 5-12) participated in this study. The results…
Descriptors: Foreign Countries, Homework, Academic Achievement, Gender Differences
Koepfler, James R. – ProQuest LLC, 2012
Over the past decade, educational policy trends have shifted to a focus on examining students' growth from kindergarten through twelfth grade (K-12). One way states can track students' growth is with a vertical scale. Presently, every state that uses a vertical scale bases the scale on a unidimensional IRT model. These models make a…
Descriptors: Item Response Theory, Models, Scaling, Elementary Secondary Education
Winters, Marcus A. – Center for State and Local Leadership, 2012
State and municipal policymakers are increasingly addressing the practice of social promotion in schools--moving children along to the next grade whether or not they have mastered the curriculum--by mandating test-based grade promotion. This paper draws conclusions about the effects of a policy limiting social promotion. To do so, it employs a…
Descriptors: Social Promotion, Grade 3, Grade 4, Grade 5
Rivers, Susan E.; Brackett, Marc A.; Reyes, Maria R.; Mayer, John D.; Caruso, David R.; Salovey, Peter – Journal of Psychoeducational Assessment, 2012
Emotional intelligence (EI) theory provides a framework to study the role of emotion skills in social, personal, and academic functioning. Reporting data validating the importance of EI among youth have been limited due to a dearth of measurement instruments. In two studies, the authors examined the reliability and validity of the…
Descriptors: Early Adolescents, Emotional Intelligence, Intelligence Tests, Performance Based Assessment
Grymonpre, Kris; Cohn, Allison; Solomon, Stacey – Science Scope, 2012
How many times do teachers assign writing in science class only to be exasperated by their students' lack of writing skills? They often have difficulty making claims and using evidence; instead of explaining their reasoning, they state, "Just because." But teaching writing isn't just for English/language arts (ELA) class. Over the past two years,…
Descriptors: Evidence, Writing Across the Curriculum, Basic Writing, Writing Skills
Toplak, Maggie E.; West, Richard F.; Stanovich, Keith E. – Developmental Psychology, 2014
We studied developmental trends in 5 important reasoning tasks that are critical components of the operational definition of rational thinking. The tasks measured denominator neglect, belief bias, base rate sensitivity, resistance to framing, and the tendency toward otherside thinking. In addition to age, we examined 2 other individual difference…
Descriptors: Trend Analysis, Taxonomy, Cognitive Ability, Thinking Skills
Diniz, Eva; da Rosa Piccolo, Luciane; de Paula Couto, Maria Clara Pinheiro; Salles, Jerusa Fumagalli; Helena Koller, Silvia – Educational Psychology, 2014
This study investigated children and adolescents' school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (M[subscript age]?=?11.13, SD?=?1.8), 51% of them female, from grade one to eight, living either with family (n?=?474) or in care institutions…
Descriptors: Gender Differences, Developmental Stages, Child Development, Adolescent Development
Wang, Ze; Bergin, Christi; Bergin, David A. – School Psychology Quarterly, 2014
Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was…
Descriptors: Learner Engagement, Elementary School Students, Grade 4, Grade 5
Estimating Reading Growth Attributable to Accelerated Reader at One American School in the Caribbean
Foster, David K.; Foster, Dean P. – Reading Psychology, 2014
This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the…
Descriptors: Foreign Countries, Reading Achievement, Achievement Gains, Reading Instruction
Dougherty, Chrys – ACT, Inc., 2014
Educators and policymakers have set a goal that all students graduate from high school ready for college and careers. A substantial body of research supports the idea that the path to college and career readiness begins well before middle and high school. In an earlier policy report, ACT examined the percentage of academically far off track…
Descriptors: College Readiness, Career Readiness, At Risk Students, Grade 4