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What Works Clearinghouse Rating
Peer reviewedWallinger, Linda Moody – NASSP Bulletin, 1998
Top college admissions criteria include strength of curriculum and outstanding grades throughout high school, strong standardized test scores, and information gleaned from the personal application form about cocurricular activities and community service. Teacher recommendations and personal interviews are not as predictive as personal…
Descriptors: Admission Criteria, College Applicants, Grade Point Average, High Schools
Peer reviewedWansor, C. T. – NASSP Bulletin, 1986
Can students' writing ability really be assessed by standardized, objective tests? This question is explored here along with a discussion of the alternatives and advice for principals to help their English and language arts teachers confront the issue. (Author/TE)
Descriptors: Administrator Role, Educational Diagnosis, Elementary Secondary Education, Objective Tests
Peer reviewedCauley, Kathleen M.; Seyfarth, John T. – NASSP Bulletin, 1995
The National Council of Teachers of Mathematics'"Curriculum and Evaluation Standards for School Mathematics" (1989) and "Professional Standards for School Mathematics" (1991) need principals' help to be implemented. Secondary principals should become familiar with standards, provide teachers with long-term professional…
Descriptors: Administrator Responsibility, Collegiality, Curriculum Development, Mathematics
Peer reviewedWeller, L. David; Weller, Sylvia J. – NASSP Bulletin, 1999
POWER (Providing Opportunities with Everyday Reading), stressing reading in the content areas, is a program for high schoolers driven by continuous improvement and teamwork. Improved test scores and enhanced attitudes toward reading result from high teacher commitment and sustained interest achieved through this teacher-led program's design. (MLH)
Descriptors: Consultants, Content Area Reading, Independent Reading, Program Effectiveness
Peer reviewedDickey, Edwin M. – NASSP Bulletin, 1997
Due to National Council of Teachers of Mathematics professional teaching standards and other developments, today's mathematics teachers are expected to teach new, fairly rigorous subject matter to a diverse audience, using active learning approaches designed to develop understanding. Administrators must help teachers meet the challenges of higher…
Descriptors: Administrator Responsibility, Block Scheduling, Computer Assisted Instruction, Expectation
Peer reviewedKarp, Karen; Shakeshaft, Charol – NASSP Bulletin, 1997
The gender gap in math Scholastic Aptitude Test scores, attributable to course avoidance, lack of confidence, and unbalanced classroom instruction, can have serious consequences for young women, such as limited university selection, limited career choices, and lower lifetime salaries. Solutions include hiring math specialists, establishing role…
Descriptors: Career Choice, Classroom Environment, College Choice, Females
Peer reviewedOrnstein, Allan C. – NASSP Bulletin, 1993
Examines the differences between norm-referenced tests (standardized assessments of intelligence, aptitude, achievement, and personality) and criterion-referenced tests. Until school districts improve their potential to develop meaningful criterion-referenced tests, norm-referenced tests will be the major yardstick for measuring student…
Descriptors: Achievement Tests, Aptitude Tests, Criterion Referenced Tests, Elementary Secondary Education
Peer reviewedPlato, Kathleen – NASSP Bulletin, 1992
Washington State reform themes include movement from input- to output-based systems, student performance standards, and certification of mastery; shift from standardized testing to performance-based measurement; blurred distinctions between grades and schooling levels; greater local control in implementing teaching, learning, and assessment…
Descriptors: Accountability, Competency Based Education, Educational Change, Graduation Requirements
