Questions that parents, students, and teachers have frequently asked about the meaning of grade equivalent scores are answered, and implications for gifted students are considered. Facts concerning achievement test scores, content, and the norm group are indicated. (SEW)

The Kaufman Test of Educational Achievement is a norm-referenced, individually administered measure of the school achievement of students in grades 1-12, focusing on the areas of reading decoding, reading comprehension, mathematics application, mathematics computation, and spelling. The test's administration, summation of data, standardization,…

This study examined the effects of testing accommodations on the mathematics and reading test scores of a sample of 119 fourth graders and 78 eighth graders. The sample included 49 fourth-grade students diagnosed with a disability and 39 eighth-grade students diagnosed with a disability. All students were tested under two conditions (i.e.,…

This is the 11th annual report on conditions affecting the Racine Unified School District (RUSD). Analysis continues to focus on the long-term historical trends in RUSD, comparing RUSD to nine peer school districts and the State of Wisconsin. RUSD peer districts are Wisconsin's largest (Milwaukee Public Schools are not included) and their…

Basic skill performance levels of third-, fifth-, seventh-, and tenth-grade students attending schools in the Appalachian School Districts of Kentucky are reported and discussed. School district scores on the reading, language and mathematics subtests of the Comprehensive Test of Basic Skills clearly show that children in most Appalachian school…

As part of a statewide (Massachusetts) evaluation in all areas of education, the reading assessment summarized in this report tested all 9- and 17-year-old students in 31 school districts in an effort to examine student performance statewide as well as in the individual educational regions and communities. This report contains the following…

During 1970 and 1971, the National Assessment of Educational Progress (NAEP) conducted its first assessment of reading, measuring the achievement of specific reading objectives by individuals aged 9, 13, 17, and 26-35. In 1974, the Right to Read Effort directed that a Mini-Assessment of Functional Literacy (MAFL) be conducted to determine basic…

Discusses the evaluation and testing procedures schools use to evaluate and test reading achievement. Identifies three major categories of tests: achievement/survey, diagnostic, and informal reading inventories. (AEW)

The predictive validity of the California Achievement Test, Reading (CAT-R) was examined for 480 Hispanic and Anglo pupils in Grades 2 and 3. The validity of the CAT-R as a predictor for reading for combined groups of Hispanic and Anglo pupils appeared to be limited. (Author/LMO)

This report presents the results of Wake County Public School System (WCPSS) students on the North Carolina End-of-Grade (EOG) multiple-choice tests from May and June 2001. The EOG tests have several components, but all are designed to measure student achievement of the knowledge and skills of the North Carolina Standard Course of Study for…

In response to the need for internationally comparable student achievement data, the Organisation for Economic Cooperation and Development (OECD) launched the Programme for International Student Assessment (PISA). PISA represents a commitment by the members of OECD to monitor the outcomes of education systems in terms of student achievement. This…

The purpose of this study was to examines the relationship between students' core knowledge and their achievement in mathematics and reading on the Iowa Test of Basic Skills. The study was based on E. D. Hirsch's theory that having a strong foundation of core knowledge in one grade is necessary for growth and the understanding of new and more…

During the final three weeks of the school year, children in North Carolina take the state-required multiple-choice North Carolina End-of-Grade Tests in Reading and Mathematics. The End-of-Grade Testing Parent/Teacher Report provides test scores and information to understand their child?s scores. In addition, the End-of-Grade Testing…

This report focuses on the performance of students with disabilities and limited English proficiency on the Minnesota Comprehensive Assessments (MCAs). The MCAs are used for accountability purposes at the district level for grades 3 and 5 in Reading and Mathematics. Newly developed MCAs in grades 10 (reading) and 11 (mathematics) that were…

The study, using a design that controlled for chronological age, sex, and intelligence, was conducted to explore the relation between oral language and reading achievement among 45 second grade Pima-Maricopa Indian children attending public school and 24 attending a Bureau of Indian Affairs Day School. (FF)