The dissimilarity between the black and the white voices failed to affect the IQ scores of black children, but it appeared to be an important variable with regard to the IQ test performance of white children. (Author)

Studied the psychometric characteristics of a developmental assessment in mathematics composed of 19 performance tasks for students in grades K-3. Reports convergent validity coefficients, internal consistency reliability, interrater reliability, and task orderings. (SLD)

Presents highlights from the National Assessment of Educational Progress (NAEP) 2000 Science Assessment, including average scores and achievement-level performance at the national and state levels. Results show no change in national average scores at grades 4 and 8 and a decline at grade 12, with few changes overall in students' 2000 achievement…

Examined the trajectory of change in scores on the Iowa Tests of Basic Skills of low-income, urban third and fourth graders enrolled in classrooms in which the Work Sampling System (WSS) had been used at least 3 years. Results for 2,564 students show academic gains associated with the WSS. (SLD)

Arab and Jewish children living in a city in northern Israel were matched as closely as possible for school grade, age and SES, and tested on the Wechsler Preschool Primary Scale of Intelligence. Results indicated little if any difference between Jewish and Arab children in level or pattern of the intellectual abilities as elicited by the WPPSI…

NULL HYPOTHESES WERE TESTED TO DETERMINE THE DIFFERENTIAL EFFECTS OF (1) EXPERIMENTAL ATMOSPHERE AND ABSENCE OF SAME, (2) NOTICE OF TEST (10 SCHOOL DAYS) AND NO NOTICE (1 SCHOOL DAY), (3) TEACHER ADMINISTRATION AND OUTSIDE ADMINISTRATION OF TESTS, AND (4) TEACHER SCORING AND OUTSIDE SCORING OF TESTS. SIXTH-GRADE CLASSES (N=64), EACH FROM A…

The Writing Assessment, part of the North Carolina End-of-Grade testing program, is required by the State for students in grades 4 and 7. The Wake County Public School System (WCPSS) also tested students in grades 5 and 8 who did not receive a score of 2.5 or higher the previous year, but results for those students are not included in this report.…

This paper reports on an experiment examining the consequences of assessing kindergarten and first-grade students' academic achievement in group versus individualized assessment settings. Students (n=442) blocked by classroom and grade level were randomly assigned to one of two assessment modes: a small group setting with 8 other students from…

This document describes the North Carolina Open-Ended Assessment for grades 4 and 8 and presents results for the 1999-2000 administration. The assessment emphasizes higher level thinking skills and requires students to apply or demonstrate skills and knowledge beyond the recall level on challenging subject matter. The open-ended assessment has…

The purpose of this study was to examine the effects of an instrumental music pullout program on student achievement. Two hundred and twenty-three students were divided into 2 groups. The first group consisted of 46 instrumental music students in grades 4 and 5. The second group consisted of 177 students who did not participate in the instrumental…

An examination of the contribution of pupils' ethnic group membership to the prediction of scholastic achievement by means of a battery of diverse psychological tests and background information in a large sample of children from three ethnic troups in a California school district is reported. (Author/KM)

Research indicates that less streaming of the grammar school ability band leads to social and academic gain for more pupils but with some loss in performance by the brightest boys. Perhaps too wide an ability range in the class would increase this loss intolerably. (Author)

Compared major findings from the National Assessment of Educational Progress (NAEP) 2001 Geography Assessment to 1994 results. Improvements were seen at both grades 4 and 8, but the average score of 12th graders did not change significantly. (SLD)

Studied students' erasure behavior on a standardized (low stakes) test. Results for 5,641 students in grades 4, 8, and 11 suggest that students do change their responses at an average of 6 to 7% of the tested items and that overall achievement appears unrelated to the student's tendency to erase and change a response. Discusses conditions under…