The Florida Department of Education (FDOE) identified increasing the graduation rate of students with disabilities and decreasing the graduation gap between students with disabilities and all students as its state-identified measurable result (SIMR). To make progress toward the SIMR, the state sought to build the capacity of local education…

Critically reviews the preceding article by Lapointe and Koffler. Suggests that many of these authors' recommendations for program improvement need qualification. (GC)

The utility of the federally funded National Assessment of Educational Progress (NAEP) is often unclear, and critics have claimed that NAEP is not used. This paper summarizes an exploratory study of evidence against these claims, including that data are most useful to audiences with a national perspective. (Author/CM)

Recommendations from the Wirtz/Lapointe report, "Measuring The Quality of Education" (ED 213 769), which evaluates National Assessment of Educational Progress (NAEP), are presented. Six educators respond to the concern that NAEP's reports and material are not widely known or as useful to educators as they should be. (CM)

This report is in compliance with Section 405(k) of the General Education Provisions Act which states that the Director of the National Institute of Education (NIE) provide for a review of the National Assessment of Educational Progress (NAEP) at least once every three years and provide for public comment on its conduct and usefulness. To obtain…

The National Assessment of Educational Progress (NAEP), a congressionally mandated national assessment program, can provide valuable data to educational policy makers in Massachusetts and other New England states concerning the status of their educational reform initiatives and performance standards. The three purposes of this paper are: (1) to…

The National Assessment of Educational Progress (NAEP) was created in 1969, and its goals were twofold: to make available the first comprehensive data on the educational attainments of young Americans in 10 learning areas and to measure any growth or decline that takes place in the educational attainments of young Americans. In 7 of the 10…

The National Assessment of Educational Progress (NAEP) is an enormous and enormously ambitious project. It generates data of a richness and complexity beyond any simple survey. The broad utilization of the information it provides can be aided through the use of more evocative data displays. In this report, the uses to which data tables are put is…

Describes the creation and objectives of the National Assessment of Educational Progress (NAEP), and reviews the findings of an evaluation of the NAEP, published in "Measuring the Quality of Education," by Wirtz and Lapointe. Focuses on the role that the NAEP can play in establishing uniform, national educational standards. (GC)

The content of the Public-Use Data Tapes of the National Assessment of Educational Progress (NAEP) is summarized and descriptions of recent research using the database are provided. Since 1969, NAEP has surveyed 9-, 13-, and 17-year-old students and occasionally young adults in assessments of achievement in art, career and occupational…

Four guidelines that make tables more effective data displays are presented. The need for these guidelines and their application are illustrated with data from the National Assessment of Educational Progress (NAEP). A theoretical structure is presented to help develop test items to assess students' proficiency in extracting information from…

In an attempt to increase the usefulness of future National Assessment of Educational Progress (NAEP) findings, yet retain the usefulness of past assessments, a framework for the conduct of assessments is presented. This framework is supported by agreement on three major goals, by overall methods for reaching those goals, and by firm concepts of…

The National Assessment of Educational Progress (NAEP) has the potential to become a national data system and to meet the rapidly expanding needs for educational information. Historically, NAEP has had the objectives of providing relevant information for federal, state, and local policymakers; establishing a research database; and monitoring…

The proposed program represents a vehicle whereby Minnesota can conduct a comprehensive assessment of the State's educational progress. It can provide a means of periodically monitoring achievement in the cognitive, affective, and psychomotor domains. The program is modeled after the National Assessment of Education Progress (NAEP), an ongoing…

The National Assessment of Educational Progress (NAEP) is compared to the two studies of the National Educational Longitudinal Studies (NELS) Program--the National Longitudinal Study of the Class of 1972 (resurveyed in 1973, 1974, 1976, and 1979) and the 1980 High School and Beyond study (partially resurveyed and retested in 1982). The third phase…