Focusing on the variables that can affect both academic achievement and the well-being of students has been crucial for their development, making schools effective and designing educational policy as well as curriculum. The study has aimed to investigate the effect of peer bullying on academic achievement and to determine moderators in the…

Trends in International Mathematics and Science Study (TIMSS) is an international comparative study designed to measure trends in mathematics and science achievement at grades 4 and 8, as well as to collect information about educational contexts (such as students' schools, teachers, and homes) that may be related to student achievement. TIMSS has…

The aim of this paper was to examine the relationship between Trends in Mathematics and Science Study (TIMSS) mathematics achievement and the two school achievement measures of grades and national test results in Sweden. A further aim was to examine the association of TIMSS mathematics achievement with different subgroups of students. The results…

"U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look" expands upon the results described in NCES' [National Center for Education Statistics'] initial "Highlights" report on TIMSS Advanced. This new report provides in-depth analyses that (1) examine the demographics, school…

The National Assessment of Educational Progress (NAEP) is an integral measure of academic progress over time. It is the largest nationally representative and continuing assessment of what our nation's students know and can do in various subjects such as civics, mathematics, reading, science, technology and engineering literacy, U.S. history, and…

The purpose of this study is to outline a partnership program that involved a local elementary school district, an institution of higher education, the local business community, and a state economic education advocacy group to integrate economics into math in grades K-5. The "Economics: Math in Real Life" program was provided in…

Why has large-scale standardised testing attracted such a bad press? Why has pedagogic benefit to be derived from test results been downplayed? The paper investigates this question by first surveying the pros and cons of testing in the literature, and goes on to examine educators' responses to standardised, large-scale tests in a sample of low…

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. "Outlook" is published monthly by CAPE. This issue contains the following articles: (1) NAEP Math Results Raise Question: Are Reforms Working?; (2) CAPE Calls for Equity in Discretionary Grant Programs; (3) "Let Me…

The presumed November match-up produced by the long presidential-primary season offers contrasting approaches to K-12 policy, along with some common ground on the basics of the No Child Left Behind Act (NCLB). Senator John McCain of Arizona, the presumptive Republican nominee, and Senator Barack Obama of Illinois, his Democratic counterpart, both…

The guiding principles and procedures for pupil assessment in Portuguese compulsory education were established by the Implementing Order No. 1/2005, 5th January, with amendments introduced by the Implementing Orders No. 18/2006, 14th March and No. 5/2007, 10th January, and apply to the learning objectives and competencies defined for the various…

A phenomenon previously noted in prior prediction of mathematics scores on the Content Mastery Examinations for Educators (CMEE) of the National Teacher Examinations Core Battery subtests of General Knowledge (NTE-GK) and Communication Skills (NTE-CS) was investigated. Prior research with 1991-1992 data sets had established an equation for the…

Because the Reagan and Bush administrations accentuated the negative about American schools, there was little mention of U.S. students' average performance on the geography part of the 1992 Second International Assessment of Educational Progress. On the Third International Mathematics and Science Study (1994), U.S. eighth graders finished slightly…

The Swedish school system comprises: (1) Pre-primary school (Forskola), typical age 1-5; (2) Preschool class in the compulsory school (Grundskola) typical age 6 (participation voluntary); (3) Compulsory school, typical age 7-16, grades 1-9, and (4) Upper secondary school, 17 programmes (4 mainly academic, 13 vocational), typical age 16-19, grades…

The Polish school education system makes a distinction between two types of assessment: (1) Intra-school or internal assessment; and (2) External assessment. The idea of introducing external examinations into the Polish school education system emerged in 1992. This was directly inspired by study visits to the United Kingdom and the Netherlands…

Three studies evaluating the validity of the descriptors and exemplars of the National Assessment of Educational Progress (NAEP) as characterizations of the actual mathematics performance of students at achievement levels are reported. Serious inconsistencies were found between actual performance and descriptors and exemplars. Recommendations for…