Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 8 |
| Since 2006 (last 20 years) | 21 |
Descriptor
Source
Author
| Bobbett, Gordon C. | 5 |
| Hambleton, Ronald K. | 5 |
| Linn, Robert L. | 5 |
| Bay, Luz | 4 |
| French, Russell L. | 4 |
| Guskey, Thomas R. | 4 |
| Ligon, Glynn | 4 |
| Thompson, Bruce | 4 |
| Abedi, Jamal | 3 |
| Echternacht, Gary | 3 |
| Fenton, Ray | 3 |
| More ▼ | |
Publication Type
Education Level
Audience
| Researchers | 47 |
| Practitioners | 11 |
| Administrators | 4 |
| Teachers | 2 |
| Policymakers | 1 |
Location
| Texas | 13 |
| Canada | 9 |
| Tennessee | 7 |
| Kentucky | 5 |
| Louisiana | 5 |
| Australia | 4 |
| Delaware | 4 |
| Florida | 4 |
| Georgia | 4 |
| Japan | 3 |
| Mississippi | 3 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 1 |
| Does not meet standards | 2 |
Download full textRachal, Janella; Hoffman, Lee McGraw – 1985
In the Louisiana Basic Skills Testing (BST) program, initiated in 1982, criterion-referenced tests of language arts and mathematics were administered to all second grade students. Longitudinal data over three years tracked four cohorts of students to address when retention appears to be most effective and whether a combination of repeated…
Descriptors: Basic Skills, Elementary Education, Grade Repetition, Longitudinal Studies
Rachal, Janella; Hoffman, Lee McGraw – 1984
This study examined the relationship between student performance in language arts and mathematics following state-funded remedial services addressing identified deficient skills and variables selected to represent potential additional instruction in these same skills: participation in Chapter 1, participation in special education, and retention in…
Descriptors: Achievement Gains, Compensatory Education, Cost Effectiveness, Elementary School Mathematics
Jonas, Edward D., Jr.; Hayes, LaMarian G. – 1984
This study was designed to provide insight regarding the psychological repercussions for students who repeatedly fail the Georgia Basic Skills Test (GBST), but are not identified as educationally handicapped. This criterion referenced test is designed to assess competency on designated minimum skills. A random sample of tenth graders were…
Descriptors: Academic Failure, Competency Based Education, Graduation Requirements, High Schools
Hambleton, Ronald K.; And Others – 1983
The potential of item response theory (IRT) for solving a number of testing problems in the Maryland Functional Reading Program would appear to be substantial in view of the many other promising applications of the theory. But, it is well-known that the advantages derived from an IRT model cannot be achieved when the fit between an item response…
Descriptors: Elementary Secondary Education, Goodness of Fit, Latent Trait Theory, Mathematical Models
Bruning, Iva Linnell – 1982
Sixty high school juniors and seniors participated in an experiment testing the effects of learning strategies on performance. The experiment was run in two identical sessions except for the type of test administered. Information on classifying six types of sailboats was presented through slides and an oral explanation. Subjects were then given a…
Descriptors: Classification, Factor Analysis, Learning Strategies, Questionnaires
Salenda, Spencer J. – 1979
The effects of reinforcement conditions on the test scores of 15 middle income and 15 low income children labeled learning disabled and behaviorally disordered were assessed. A repeated measures design was used, with each subject tested under conditions of no reinforcement, immediate tangible reinforcement, and immediate social reinforcement.…
Descriptors: Behavior Change, Behavior Problems, Emotional Disturbances, Exceptional Child Research
Echternacht, Gary – 1980
The Normal Curve Equivalent (NCE) gain statistic is examined, and considerations for its interpretation are highlighted. The NCE gain is made up of an observed and an expected part. The observed score is the posttest result. The expected score can never be observed nor verified for any of the Title I Evaluation and Reporting System (TIERS) models;…
Descriptors: Educational Assessment, Elementary Secondary Education, Evaluation Methods, Program Evaluation
Graves, Michael F. – 1977
A tutoring program has been developed for the purpose of teaching reading to secondary school students seriously deficient in reading skills. The first section of this paper describes the highly structured instructional program that is employed. It also notes preliminary results of the tutoring, which indicate that 17 of the 25 students tested…
Descriptors: Achievement Gains, Peer Teaching, Program Evaluation, Reading Instruction
Strong, Stanley R. – Research Bulletin, 1974
Systems analysis is a decision framework which integrates research results into decisions and focuses data needs. To illustrate the application of the framework to decisions about student services, this paper analyzes the questions "should we have a counseling service" and "what should the service look like." the analysis yields a counseling…
Descriptors: Counseling Services, Decision Making, Program Improvement, Research Utilization
Hogan, Thomas P.; Beck, Michael – 1974
Scores on standardized tests may be expressed in a variety of different modes. Raw scores, grade equivalents, percentile ranks, stanines, and standard scores are the major types in use today. The study investigated whether the mode or scale used to express scores affected the magnitude of group statistics, specifically, t and r (the t-test of the…
Descriptors: Comparative Analysis, Correlation, Grade 4, Groups
Prather, James E.; Smith, Glynton – 1976
In 1972, the board of regents of the university system of Georgia directed that a testing program be established to provide information on the status of student competence in the areas of reading and writing. In addition, the program was to provide a uniform means of identifying those students who fail to attain minimum levels of competence…
Descriptors: Educational Assessment, Higher Education, Language Arts, Language Skills
Raudenbush, Stephen W. – Educational Testing Service, 2004
Under No Child Left Behind legislation, schools are held accountable for making "adequate yearly progress." Presumably, a school progresses when its impact on students improves. Yet questions about impact are causal questions that are rarely framed explicitly in discussions of accountability. One causal question about school impact is of…
Descriptors: Federal Legislation, Test Results, Inferences, Educational Change
Kain, John F.; O'Brien, Daniel M. – 2000
Suburban schools are generally of higher quality than the inner city schools that continue to serve a disproportionate share of black children. This study provided significant evidence that school quality, measured by the mean test scores for individual grades/campuses, has a large impact on the achievement of individual students. The analysis…
Descriptors: Academic Achievement, Achievement Gains, Black Students, Educational Quality
Carnoy, Martin; Loeb, Susanna; Smith, Tiffany L. – 2001
Texas has apparently achieved great success in closing the gap between advantaged and disadvantaged students, at least in the lower grades. Texas students in all grades have made substantial gains on the Texas Assessment of Academic Skills (TAAS). The effect of TAAS-type accountability on student performance in the higher grades is important,…
Descriptors: Academic Achievement, Accountability, Achievement Gains, Disadvantaged Youth
Pommerich, Mary – 2002
This paper considers differences in modes of test administration, addressing three questions: (1) Do examinees respond to items in the same way across administration modes and computer interface variations? (2) What are some of the factors that can contribute to modal effects? and (3) Can item parameters calibrated from paper and pencil…
Descriptors: Achievement Tests, Adaptive Testing, Computer Assisted Testing, Computer Literacy
