Provides the statistics and a brief analysis of the recent elementary and secondary science and math scores on the 1992 National Assessment of Educational Progress achievement test. (ZWH)

Compares elementary and secondary schools in the Netherlands with respect to the consistency of achievement scores across subjects at individual and school levels. The analysis shows less consistency at the student level within schools. At the school level, consistency appears lower in secondary education. (SLD)

Provides highlights from the 1998 National Assessment of Educational Progress (NAEP) reading assessment, describing its content, its major findings at state and national levels, and students' experiences at home and at school that support achievement in reading. Discusses the mixed results from the 1998 reading assessment. (SLD)

Background: In this article we address some of the challenges posed by the development of national assessment systems and discuss the need for high quality information on trends in attainment; support for school improvement processes and ways in which learning should be enhanced through valid assessment. Purpose: Key elements are explored,…

This study examined the effects of mentoring on standardized achievement for African American males in the elementary and middle grades. Mentoring has been deemed effective regarding social development and various academic indicators, but scant empirical data is available regarding the effects of mentoring on standardized testing. Thus,…

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…

The National Assessment Governing Board of Educational Progress has recently adopted the position that the National Assessment of Educational Progress (NAEP) should employ within-age scaling whenever feasible. The NAEP Technical Review panel (TRP) has studied the issue at some length, and reports on it in this analysis. The first section reviews…

The aim of the third National Education Goal is for all U.S. students to be competent in academic subject matter. The aim of the fifth National Education Goal is for U.S. students to perform at world-class levels in mathematics and science. The purpose of this report is to summarize the amount of progress that each state has made in raising…

Combining student scores to form subtotals and finally a total score to determine a grade is discussed. The composite score reached by combining measures or subtotals is only valid when the scores are combined so that the actual weight of each measure or subtotal in the total score is the same as the intended weight. Three types of variability…

This report contains tables of District summary data for the achievement tests administered in the spring of the 1982-83 school year to all Austin Independent School District students in grades K-12. The Iowa Tests of Basic Skills (ITBS) were administered in grades K-8, the Sequential Tests of Educational Progress (STEP) were administered in…

The Atlanta Public Schools administers a systemwide achievement testing program annually to assess the academic progress of students enrolled in kindergarten through the eleventh grades. The California Achievement Tests (CAT) were adopted in 1980 for that purpose. The results of the 1983 administration of the CAT are reported in this document. A…

The fourth report required by the Maryland Educational Accountability Act, this report contains information about goals for Maryland public education and progress toward those goals. An introductory chapter explains accountability, the Maryland Accountability Act, and limitations of current instruments for measuring learning progress. The second…

A quantitative procedure is presented for identifying effective schools, those producing superior student test performance (grades 2-11), in 1983 in Dallas. Stipend awards were given to teachers in schools ranked in the top quarter of each grade level category using the lower bound statistic based on individually standardized gain scores to rank…

Describes one school district's approach to improving student achievement on standardized tests. Increased scores on the Scholastic Aptitude Test have not been the only positive result of this systemwide effort. Students and parents, for example, have become more conscientious about their course seletions. (CJH)