The Georgia Criterion Referenced Tests (GCRT), tests of basic skills, administered to Georgia students in grades four, eight, and ten measure competency in reading and mathematics. Results are reported for students in Atlanta and throughout the state. The reading and mathematics objectives were organized into skill areas. Atlanta students scored…

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Georgia's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Georgia participated in all of…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This report presents results for the first trial school-district-level science assessment in NAEP at grades 4 and 8. Ten urban public-school districts voluntarily participated: Atlanta City, Austin Independent School District, Boston School District, Charlotte-Mecklenburg Schools, City of Chicago School District 299, Cleveland City School…

In this report, test results on the Georgia Criterion-Referenced Tests (GCRT) are presented for first-, fourth-, and eighth-grade Atlanta pupils. A brief report of results on the Georgia Basic Skill Tests (GBST) for tenth graders is also included. Specifically, the GCRT is designed to assess students' performance on reading (including concepts in…

The purposes of this study were to: (1) assess the present level of scientific literacy of students in twelve public school systems in Georgia on an abbreviated form of the "National Assessment of Educational Progress Science Test"; (2) compare the performance of these students on specific test items with the performance of…

This study analyzed data from statewide criterion referenced competency tests (CRCTs), used to determine whether a child is retained in grade, investigating whether trends and differences in scores across Georgia for students from similar family backgrounds could be linked to failing this test twice in elementary school. The study explored whether…

The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…

This document compiles compensatory education program data submitted to the Georgia State Department by local school systems in their 1982-83 annual reports. The first section describes state administration of grant funds (i.e., appropriations bills, procedures for allocating funds, program plans, and program monitoring). Specifically mentioned…

In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment which, for the first time in the NAEP's history, made voluntary state-by-state assessments. This 1992 mathematics report marks the first attempt of the National Center for Education Statistics (NCES) to shift to standards-based reporting of National…

This paper presents the appendices to the "High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act" report. It contains the following appendices: (1) Example of Context for Assessing State-Level Stakes Sheet--Connecticut; (2) Example of Completed Rewards and Sanctions Worksheet--Connecticut; (3) Directions…

This report compares Georgia's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Georgia is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their…

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…