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…

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…

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…

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…

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…

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 document provides the framework to guide the development of assessment instruments for the 1994 National Assessment of Educational Progress (NAEP) in geography. This framework is designed to assess the outcomes of students' education in geography in grades 4, 8, and 12 as part of the NAEP. The document draws from the five themes of geography,…

Results are reported from two studies examining stability and change in children's friendships within the context of two theoretical perspectives: cognitive-developmental and ecological. A total of 112 first- and fourth-grade children participated in the first study; 114 fourth- and eighth-grade children participated in the second. In the fall and…

This teacher's guide was designed to be used with instructional materials, contained in 16 packets and organized around writing prompts, developed and adapted for a research study on informational writing with fourth, sixth, and eight grade students. The guide points out the most instructive method for using the prompts, discusses various methods…

This paper discusses how fourth- and eighth-grade students in rural Arkansas perceive other countries. Students in fourth grade (N=153) chose among 22 terms to describe Canada, China, Egypt, England, France, Israel, Japan, Mexico, Russia, Spain, and the United States. Eighth graders (N=90) were asked to describe separately a set of nations and…

The Georgia Criterion Referenced Tests (GCRT), tests of basic skills, administered to Georgia students in grades four, eight, and ten measure competency in reading and mathematics. Results are reported for students in Atlanta and throughout the state. The reading and mathematics objectives were organized into skill areas. Atlanta students scored…

Statewide assessment data available from two school years, two grade levels, and five sources (achievement tests; student, principal, and teacher questionnaires; and principal interviews), were aggregated to more closely investigate the relationship between student/school characteristics and student achievement. To organize this large number of…

Each year all Georgia children and youth in the fourth, eighth and eleventh grades are tested; the Iowa Tests of Basic Skills is used in the fourth and eighth grades, the Tests of Academic Progress in the eleventh grade. Test scores which provide a wealth of information, may be used as a tool for the teacher, principal, curriculum specialist or…

Teacher-pupil interactions among students of different ethnic groups, with particular focus on possible disparities between Mexican Americans and Anglos, were compared. Data were also collected on Blacks and other ethnic group students, but the number of these students proved inadequate for statistical analysis. Classroom observations in rural,…

This document represents the second of two volumes presented in "Study of the Impact of the Statewide Systemic Initiatives Program" (Norman L. Webb and Iris R. Weiss). In an effort to evaluate the impact of the Statewide Systemic Initiatives (SSIs) on student achievement and the lessons that could be learned from the National Science Foundation's…