Students in the United States whose household income is less than 130% of the poverty line qualify for free lunch, and students whose household income is between 130% and 185% of the poverty line qualify for reduced-price lunch. Education researchers and policymakers often use free and reduced-price lunch (FRPL) status to measure socioeconomic…

The International Large-Scale Assessment (ILSA) is a rapidly growing field in education which has gained considerable attention of stakeholders across the globe. Historically, ILSA emerged from the developed context which has drifted to the developing contexts in a short span of time due to globalisation. Pakistan has participated in ILSA (i.e.,…

This article examines the reforms of basic education inspection in China since 1977, which is accomplished by drawing from a historical institutionalism approach. The empirical analysis is based on policy documents and laws and is supplemented with interview materials. Throughout this work, we have identified three distinct periods: the…

Alternate assessments based on alternate achievement standards are designed to measure the academic achievement of students with the most significant cognitive disabilities. Because this population has not previously been included in large-scale testing programs, these assessments present unique measurement challenges. Probably the most…

The practical need for multidimensional measures of fidelity of implementation (FOI) of reform-based science, technology, engineering, and mathematics (STEM) instructional materials, combined with a theoretical need in the field for a shared conceptual framework that could support accumulating knowledge on specific enacted program elements across…

This paper explores the phenomenon referred to as test score inflation, which occurs when achievement gains on "high-stakes" exams outpace improvements on "low-stakes" tests. The first part of the paper documents the extent to which student performance trends on state assessments differ from those on the National Assessment of…

This study examines the appropriateness of a large-scale state standards-based English-Language Arts (ELA) assessment for students who are deaf or hard of hearing by comparing the internal test structures for these students to students without disabilities. The Grade 4 and 8 ELA assessments were analyzed via a series of parcel-level exploratory…

This report describes the results of Connecticut's second statewide assessment of mathematical knowledge, skills and attitudes. The Connecticut Assessment of Educational Progress annually tests a sample of Connecticut students in grades 4, 8, and 11 in one or more subject areas. Students at each grade level were randomly selected to participate in…