Knowledge of economics is important for individuals to function effectively as citizens in an increasingly connected world economy. Economic literacy includes understanding how economies and markets work, what the benefits and costs of economic interaction and interdependence are, and that people have to make choices because resources are…

This report presents data on home schooling in the state of Arkansas that covers: students withdrawn from home school; home school student count by county, district, and grade level; and home school enrollments by grade and gender. The report contains the texts of the Arkansas Code Annotated Section 6-15-501 through Section 6-15-508 Home School…

The Arizona Measure of Academic Progress (MAP) was developed using the Stanford 9 Achievement Test (SAT9) scores for the period from Spring 1998 to Spring 1999. The Research and Policy Division of the Arizona Department of Education matched students who took the SAT9 in Spring of 1998 and 1999. On average, 89% of students were matched per grade…

In the reporting of individual student results from standardized tests in educational assessments, the percentile rank of the individual student is a major numerical indicator. For example, in the 1998 and 1999 California Standardized Testing and Reporting (STAR) program using the Stanford Achievement Test Series, Ninth Edition, Form T (Stanford…

Multivariate generalizability techniques are used to bridge the gap between psychometric constraints and the tables of specifications needed in test development. Techniques are illustrated with results from the American College Testing Assessment Program. (Author/PN)

This report describes findings from the second year of the most comprehensive, intensive, and carefully constructed study to date of trends in student achievement in all 50 states since 2002, the year the No Child Left Behind Act (NCLB) was enacted. Last year, the Center on Education Policy (CEP), an independent nonprofit organization, began this…

In late January through early March of 2003, the National Assessment of Educational Progress (NAEP) grade 4 and 8 reading and mathematics assessments were administered to representative samples of students in approximately 100 public schools in each state. The results of these assessments were announced in November 2003. Each state also carried…

The aim of the third National Education Goal is for all U.S. students to be competent in academic subject matter. The aim of the fifth National Education Goal is for U.S. students to perform at world-class levels in mathematics and science. The purpose of this report is to summarize the amount of progress that each state has made in raising…

This report contains tables of District summary data for the achievement tests administered in the spring of the 1982-83 school year to all Austin Independent School District students in grades K-12. The Iowa Tests of Basic Skills (ITBS) were administered in grades K-8, the Sequential Tests of Educational Progress (STEP) were administered in…

The Atlanta Public Schools administers a systemwide achievement testing program annually to assess the academic progress of students enrolled in kindergarten through the eleventh grades. The California Achievement Tests (CAT) were adopted in 1980 for that purpose. The results of the 1983 administration of the CAT are reported in this document. A…

This report presents the national and state results of the National Assessment of Educational Progress (NAEP) assessment in mathematics and compares them to results from assessments in 2003 and in the first year data were available, usually 1990. In 2005, nationally representative samples of about 172,000 fourth-grade and 162,000 eighth-grade…

This report, the fifth annual report on the Colorado Student Assessment Program (CSAP), provides policymakers, educators, parents, and the community with a general accounting and precise overview of the performance of Colorados third, fourth, fifth, sixth, seventh, eighth, ninth, and tenth grade students relative to the Colorado State Model…

Title I provides extra instructional services designed to raise achievement for low-performing students in schools with relatively high poverty rates, and for all students in many of the nation's highest-poverty schools. To learn more about how well Title I students are performing academically, the Center on Education Policy (CEP) compared…

Data are provided to the National Commission on Excellence in Education on the Graduate Management Admission Test (GMAT), Graduate Record Examinations (GRE), Law School Admission Test (LSAT), Preliminary Scholastic Aptitude Test (PSAT), and Scholastic Aptitude Test (SAT). Statistics are provided on the following: yearly GMAT mean scores 1965-1966…

The American College Testing Program (ACT) and the Admission Testing Program of the College Entrance Examination Board are programs in which a large number of Albuquerque Public School (APS) students voluntarily participate. A summary of test data for participating APS students is provided here. For the 1981-82 school year, the scores of APS…