Many technical, test design, and implementation questions are involved in designing new statewide assessments. These are all critical, shaping often underexamined aspects of testing: student test experience and families' perceptions of testing in this new structure. Although the state outreach to students and families is needed generally, it is…

This is the second of three annual reports evaluating the implementation and effects of two Delaware weighted funding programs for disadvantaged K-12 schools during the 2019-2020 to 2021-2022 school years: Opportunity Funding and the Student Success Block Grant (SSBG). The authors also examined best practices and coronavirus pandemic adaptations…

This analysis of the Follow Through program as attempted in Wilmington suggests that the implementation of the experimental treatment is problematic at best, that quantitative analysis of the national results of this quasi-experimental program may provide us with information that is of limited validity and utility, and that the call to treat…

Change efforts undertaken by schools and districts as a result of obtaining data from the October 1976 testing of 40 mathematics objectives for fourth graders in Delaware are briefly described. End-of-the-year results from 13 districts which gave posttests in May 1977 are also presented. Data are reported by total score, strand, and objective. A…

This guide to Delaware social studies standards for grades K-5 is intended to help and support local school districts in their development of a standards-based curriculum. The guide cites four civics standards, providing end of cluster expectations (listing areas which will serve as the basis for student assessment) and performance indicators for…

It is the view of this research paper that elementary social studies is "on the backburner" in school classrooms. Data were gathered by four means: (1) a statewide survey of 15 of the 19 Delaware public school districts to gather responses from social studies supervisors or their equivalents; (2) a statewide survey of elementary school…

The 1998 NAEP (National Assessment of Educational Progress) state level reading assessment measured fourth- and eighth-grade students' reading proficiency in situations that involved reading for three purposes: reading for literary experience, reading to gain information, and reading to perform a task (grade 8 only). This report describes the…

This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Delaware's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Delaware participated in all of…

The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…

This program was proposed and implemented to use the analysis of state-test results as a method for initiating specific changes in an existing curriculum and/or course of study. The program involved approximately 110 teachers and seven administrators in a low-middle-class suburban school district. Components of the program included (1) inservice…

In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment which, for the first time in the NAEP's history, made voluntary state-by-state assessments. This 1992 mathematics report marks the first attempt of the National Center for Education Statistics (NCES) to shift to standards-based reporting of National…