Categorizes students' self-selected topics in a state writing assessment. Finds that fifth graders chose "animals"; eighth graders chose "sports"; high-school students chose "social problems" and "sports" until twelfth grade, when "school/learning" issues replaced "sports." (RS)

Examined a scoring anomaly that became apparent in a state-mandated writing assessment. Results for 3,660 essays by sixth graders show that using a spiral model for training raters and scoring papers results in higher mean ratings than does using a sequential model for training and scoring. Findings demonstrate the importance of making decisions…

A survey of 340 7th- and 8th-grade home economics teachers and supervisors received 280 responses indicating they were highly receptive to New York State's Home and Family Curriculum and had implemented it. Receptivity was related to perception of status benefits such as competence, inservice training, increased resources, and job security. (SK)

Elaborated a theoretical rationale for relational networks, norms, and trust as structural and functional norms of social capital that facilitate student achievement. Results of hierarchical generalized linear modeling show that the odds of fourth graders passing state-mandated assessments are modestly increased in urban schools (n=49)…

Norm referenced data were utilized for determining the mastery cutoff score on a criterion referenced test. Once a cutoff score on the norm referenced measure is selected, the cutoff score on the criterion referenced measure becomes that score which maximizes proportion of consistent classifications and proportion of improvement beyond change. (CP)

This study provides empirical evidence about the sampling variability and generalizability (reliability) of a statewide performance assessment for grade six. Results for 600 students at individual and school levels indicate that task-sampling variability was the major source of measurement error. Rater-sampling variability was negligible. (SLD)

A fifth grade teacher's adoption of the California Mathematics Curriculum Framework is described, focusing on the teacher's interaction with the textbook. Four constraints influencing the teacher's ability to enact the policy are discussed. This case study illustrates that teachers are themselves learners who need support/nurturing as they change…

To examine how performance-based assessment changed mathematics teaching under conditions of moderate and low-stake assessment, middle school teachers were studied in five districts in Maryland and Maine, with interviews of 82 teachers and administrators. Findings suggest that effects of state testing on teaching may be overrated by both advocates…

This case study depicts a "traditional" fifth grade teacher's approach to implementing the California Mathematics Curriculum Framework. This teacher's beliefs and knowledge and their interplay with the state curriculum directives, his accountability to his students, and his commitment to their success are examined, with emphasis on the…

Analyzed survey-based information on state policies and school practices together to explore the impact of content-driven state education reform on instruction in middle-grades mathematics. Found that content-driven state policies have great influence on instruction at the school level, and are associated with desired instructional practices at…

Describes the first administration of the California Learning Assessment System (CLAS) to fifth-grade students. Discusses the history of CLAS, types of questions employed, content coverage, methods of scoring, and reporting on tests results. Presents sample questions, student responses, and commentary on student performance. (CFR)