The results of a three-part study, conducted to present an indepth look at reading comprehension instruction in the middle grades, are described in this report. Four major areas are covered: teacher's verbal reports, program specifications, teaching behavior, and student mastery. The report first describes the research design, or how a profile of…

The technical characteristics of the reading criterion referenced tests administered to pupils in grades 4, 8, and 11 as part of the Louisiana State Assessment of Reading are described. Fourth and eighth grade tests include vocabulary, phonetic and structural analysis, comprehension and study skills; eleventh grade tests include vocabulary, word…

This New York City Umbrella Program for reading enrichment was implemented in the context of the study of the marine environment. It combined language arts and science study as applied to the study of this environment. One hundred eighty-five pupils from seven fifth grade classes in four schools participated in the program. Classes of students…

During 1976-77, 270 school districts and 4 nonprofit organizations operated programs aimed at providing 76,953 migrant children (K-12) with supplementary instruction and support services. Supplementary instruction was primarily in reading, oral language development, enrichment experiences, English language arts, and mathematics. Support services…

This report provides a description and evaluation of two school programs in New York City. The programs are English as a Second language at P.S. 152, and the Early Identification Program at P.S. 139. Both were planned with the participation of the principal, the parents, and the school district staff. The first program was designed to supplement…

This report presents a description of the Title I Elementary and Secondary Education Act program in New York State. The report describes the evaluation of programs in reading, mathematics and bilingual education. The project participants were 150,000 Upstate New York children and 150,000 New York City children. Among the findings of the report are…

This document presents descriptions of the content that has been identified as essential for all Kentucky students to know and will be included on the state assessment, the Kentucky Instructional Results Information System (KIRIS). The core content in this document is designed to be used with, not instead of, the expectations outlined in…

This report summarizes the evaluation of AISD's Literacy Support Plan for a comprehensive reading intervention initiative for kindergarten through grade 3 students during the 1999-2000 school year.

Students with English as a Second Language (ESL) face two critical challenges: they need to develop English literacy while, at the same time, acquire content knowledge across subject areas. These students need a targeted ESL curriculum from elementary to high school that will allow an extended learning time and opportunities to practice as they…

A successful collaboration resulted in a researcher and a teacher linking professional development with change in small-group reading instruction and student achievement. The context was a two-way Spanish-English bilingual immersion first-grade classroom with many English language learners (ELLs), located in a low-performing, high-poverty school.…

This article describes lessons learned in a case study of three high-poverty/racially mixed elementary schools in Louisville, Ky. An approach that included: 1) setting specific, measurable goals, 2) frequent monitoring of student work, and 3) applying distributive leadership elements enabled two of the schools to significantly decrease the…

This publication contains a sample of the indicators in "The Condition of Education 2010." The indicators in this publication are numbered sequentially, rather than according to their numbers in the complete edition. Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated…

In the 1995-96 school year, the 16th year of the Arizona Pupil Achievement Testing Program, the state Board of Education mandated testing for grades 4, 7, and 10. The Iowa Tests of Basic Skills (ITBS) were administered at grades 4 and 7, and the Tests of Achievement and Proficiency (TAP) at grade 10. Test scores are reported by subject, subtest,…

The North Carolina Open-Ended Assessment for grades 5 and 8 emphasizes higher-level thinking skills. Test items commonly require the integration of knowledge and skills from more than one curricular area. Beginning in 1996-97, the North Carolina Open-Ended Assessment was administered to students in grades 5 and 8 for the second time. Because it is…

This is the second of two volumes of a report summarizing participation and achievement information from the 1984-85 school year of the Education Consolidation and Improvement Act (ECIA) Chapter 1 Migrant Education Program. This volume presents achievement information provided by state education agencies. Because of language and mobility problems,…