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Direct linkSnyder, James – ProQuest LLC, 2010
This dissertation research examined the changes in item RIT calibration that occurred when adding audio to a set of currently calibrated RIT items and then placing these new items as field test items in the modified assessments on the NWEA MAP test platform. The researcher used test results from over 600 students in the Poway School District in…
Descriptors: Test Results, Test Items, Field Tests, Data Analysis
Betts, Julian R.; Zau, Andrew C.; Koedel, Cory – Public Policy Institute of California, 2010
This technical appendix provides more detail on the reading reforms implemented under the Blueprint for Student Success project in the San Diego Unified School District (SDUSD) between 2000 and 2005. It provides details on the dataset, the econometric methods the authors employed, and the results, which are also detailed and discussed in the main…
Descriptors: Educational Change, Reading Achievement, Research Methodology, Academic Records
Shaw, Tommetta – ProQuest LLC, 2010
Increasing standardized test scores in reading and math is of high importance to the California Department of Education to meet requirements mandated by the No Child Left Behind (NCLB) act of 2001. More research is needed to understand the best ways to improve tests scores to meet concerns of the NCLB act. The purpose of the study was to evaluate…
Descriptors: Traditional Schools, Test Results, Immersion Programs, Federal Legislation
Download full textCenter on Education Policy, 2011
This paper profiles California's test score trends through 2008-09. In 2004, the mean scale score on the state 4th grade reading test was 341 for non-Title I students and 315 for Title I students. In 2008, the mean scale score in 4th grade reading was 379 for non-Title I students and 340 for Title I students. Between 2004 and 2008, the mean scale…
Descriptors: Achievement Gains, Academic Achievement, Achievement Gap, Achievement Rating
Alexander, Francie – 1986
The California Assessment Program (CAP) collects a wide range of achievement and demographic data to help local schools and districts improve their instructional programs. Tests in the areas of English/language arts, mathematics, history-social science and science designed by California educators are administered to students in grades 3, 6, 8, and…
Descriptors: Achievement Gains, Achievement Tests, Comparative Testing, Educational Assessment
Cronin, John; Dahlin, Michael; Adkins, Deborah; Kingsbury, G. Gage – Thomas B. Fordham Institute, 2007
At the heart of the No Child Left Behind Act (NCLB) is the call for all students to be "proficient" in reading and mathematics by 2014. Yet the law expects each state to define proficiency as it sees fit and design its own tests. This study investigated three research questions related to this policy: (1) How consistent are various…
Descriptors: Federal Legislation, Mathematics Tests, Test Validity, Reading Tests
PDF pending restorationCalifornia State Dept. of Education, Sacramento. – 1970
California law requires that the reading performance of children in selected grades throughout the state be tested. Since wide variations exist among California school districts in geographical, social, financial, and many other conditions, information related to many of these conditions in which pupils are learning to read is reported, thus…
Descriptors: Academic Achievement, Educational Objectives, Grade 1, Grade 10
PDF pending restorationCalifornia State Dept. of Education, Sacramento. Office of Program Evaluation and Research. – 1974
Presented are findings from California's State testing program for 1971-72 and 1972-73. The factors (variables) examined were divided into two groups: output factors, indicators of school quality such as scores on achievement tests; and input factors, factors describing the characteristics of school districts such as class size, tax rate, etc.…
Descriptors: Academic Achievement, Achievement Tests, Class Size, Comparative Analysis
California State Dept. of Education, Sacramento. Office of Program Evaluation and Research. – 1972
The factors (variables) examined in the California State Testing Program were divided into two groups for the analyses: (1) the 11 indicators of school quality in terms of the products of the educational system, referred to as output factors (e.g., pupil scores on achievement tests); and (2) the 22 indicators of school quality in terms of the…
Descriptors: Academic Achievement, Achievement Tests, Class Size, Comparative Analysis
