Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 5 |
Descriptor
Grade 10 | 10 |
Grade 8 | 10 |
Academic Achievement | 5 |
Mathematics Achievement | 5 |
Reading Achievement | 4 |
White Students | 4 |
Achievement Tests | 3 |
Elementary Secondary Education | 3 |
Federal Legislation | 3 |
Grade 3 | 3 |
Grade 4 | 3 |
More ▼ |
Source
Online Submission | 2 |
American Educational Research… | 1 |
Center on Education Policy | 1 |
Education Policy Research Unit | 1 |
Grantee Submission | 1 |
ProQuest LLC | 1 |
Author
Publication Type
Reports - Research | 5 |
Reports - Evaluative | 3 |
Journal Articles | 2 |
Numerical/Quantitative Data | 2 |
Speeches/Meeting Papers | 2 |
Dissertations/Theses -… | 1 |
Guides - Non-Classroom | 1 |
Reports - Descriptive | 1 |
Tests/Questionnaires | 1 |
Education Level
Grade 8 | 6 |
Grade 10 | 5 |
Elementary Education | 2 |
Elementary Secondary Education | 2 |
Grade 12 | 2 |
Grade 4 | 2 |
Grade 9 | 2 |
High Schools | 2 |
Secondary Education | 2 |
Grade 11 | 1 |
Grade 3 | 1 |
More ▼ |
Audience
Practitioners | 1 |
Location
Hawaii | 10 |
Alabama | 1 |
Arizona | 1 |
Arkansas | 1 |
California | 1 |
Connecticut | 1 |
Georgia | 1 |
Kentucky | 1 |
Louisiana | 1 |
Maine | 1 |
Maryland | 1 |
More ▼ |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 3 |
Assessments and Surveys
Stanford Achievement Tests | 3 |
Measures of Academic Progress | 1 |
National Assessment of… | 1 |
What Works Clearinghouse Rating
Ackerman, Lyn Kajiwara – ProQuest LLC, 2017
Video games are a growing multi-billion dollar industry. Pew Internet & American Life Project (2008) reported that 97 percent of teens ages 12 to 17 years play computer, web, portable, or console games. Of the various genres that were reported, 36 percent of teens played role playing games and 21 percent played massively multiplayer online…
Descriptors: Video Games, Computer Games, Adolescents, Mixed Methods Research
Kana'iaupuni, Shawn Malia; Kawai'ae'a, Keiki K. C. – Online Submission, 2008
The desire to improve educational delivery and outcomes has prompted significant advancements in culture-based education as a foundation for community-driven, place-based, relevant educational approaches that more effectively engage children and their families in lifelong learning and leadership. This article shares the early process and tools of…
Descriptors: Culturally Relevant Education, Educational Strategies, Learner Engagement, Outcomes of Education
Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. – 1989
This report provides information on how Hawaii's students performed on the 1987 and 1988 administrations of the Stanford Writing Assessment (which was adopted as part of Hawaii's Statewide Testing Program). Included in the report are a state summary of the performance of students in grades 3, 6, 8, and 10 and an analysis of the assessment results…
Descriptors: Elementary Secondary Education, Grade 10, Grade 3, Grade 6
Center on Education Policy, 2009
This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…
Descriptors: Federal Legislation, Low Income, American Indians, African American Students
Jaciw, Andrew P.; Cabalo, Jessica Villaruz; Vu, Minh-Thien – Grantee Submission, 2007
Introduction: The Maui Hawaii Educational consortium (the Maui School District and Maui Community College) sought scientifically based evidence for the effectiveness of the Cognitive Tutor (CT) Algebra I Curriculum to inform adoption decisions. Decision makers were particularly interested in whether the use of the CT program affects achievement of…
Descriptors: Algebra, Mathematics Instruction, Program Effectiveness, Mathematics Curriculum
Uyeno, Russell; Zhang, Shuqiang; Chin-Chance, Selvin – Online Submission, 2006
Background: The Hawaii Department of Education (HDOE) launched its Hawaii State Assessment (HSA) in spring, 2002, within the context of the No Child Left Behind Act (NCLB) Act of 2001 and its mandates to close the "achievement gaps" between subgroups of students. Thus, it is important to investigate the extent to which student…
Descriptors: Federal Legislation, Poverty, Age Differences, Minority Group Children
Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. – 1986
This report summarizes the results of the 1984 and 1985 administrations of the following tests in Hawaii: (1) the grade 8 Stanford Achievement Test (SAT), Advanced Level, 6th edition, of the Vocabulary, Reading Comprehension, Spelling, and Language Subtests; and (2) the grade 10 Stanford Test of Academic Skills (TASK), Level 1, 6th edition of the…
Descriptors: Academic Achievement, Achievement Tests, Behavioral Objectives, Content Validity

Brandon, Paul R.; And Others – American Educational Research Journal, 1987
Norm-referenced mathematics achievement tests for Hawaii public school students in four ethnic groups and in grades 4, 6, 8, and 10 were examined for sex differences. Results indicate that girls have higher achievement levels than do boys. Variations across ethnic groups and sociocultural implications are discussed. (TJH)
Descriptors: Academic Achievement, Cultural Differences, Elementary Secondary Education, Filipino Americans
Saka, Thomas; And Others – 1989
In response to state mandates, the Hawaii Department of Education (HDE) began reporting on the current achievement status and progress of students scoring in the lowest three stanines of the Stanford Achievement Tests (SAT). The Longitudinal Student Achievement Monitoring (LSAM) process is described and evaluated; it was established to monitor low…
Descriptors: Academic Achievement, Achievement Tests, Elementary School Students, Elementary Secondary Education
Nichols, Sharon L.; Glass, Gene V.; Berliner, David C. – Education Policy Research Unit, 2005
Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…
Descriptors: High Stakes Tests, Standardized Tests, Academic Achievement, Federal Legislation