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Direct linkLynch, Christopher D. – ProQuest LLC, 2015
This study examined the relationship between the 2013 New Jersey High School Proficiency Assessment (HSPA) Language Arts and Mathematics scores and school level data related to family human capital and community social capital found in the extant literature to influence student achievement on high-stakes standardized assessments. School level data…
Descriptors: Prediction, Standardized Tests, Mathematics Achievement, High School Students
Download full textACT, Inc., 2012
This report provides information about the performance of New Jersey's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the…
Descriptors: Academic Achievement, Academic Aspiration, Academic Standards, Access to Information
Management and Evaluation Associates, Highstown, NJ. – 1988
This report is designed to provide New Jersey Congressional legislators with current information on the effectiveness of the Education Consolidation and Improvement Act of 1981 (ECIA) Chapter 1 Program in New Jersey. Data on the reading and mathematics performance of ECIA Chapter 1 students in grades 2 through 8 from participating districts were…
Descriptors: Achievement Gains, Educational Assessment, Elementary Education, Elementary School Students
Kenney, Jane L.; Dusewicz, Russell A. – 1984
This report on trends in school improvement test results presents an analysis and synthesis of 1978-1984 student performance data from four state-mandated testing programs: (1) the Educational Quality Assessment Program in Pennsylvania; (2) the Minimum Basic Skills Program in New Jersey; (3) the Delaware Educational Assessment Program in Delaware;…
Descriptors: Academic Achievement, Basic Skills, Comparative Analysis, Educational Assessment
Cronin, John; Dahlin, Michael; Adkins, Deborah; Kingsbury, G. Gage – Thomas B. Fordham Institute, 2007
At the heart of the No Child Left Behind Act (NCLB) is the call for all students to be "proficient" in reading and mathematics by 2014. Yet the law expects each state to define proficiency as it sees fit and design its own tests. This study investigated three research questions related to this policy: (1) How consistent are various…
Descriptors: Federal Legislation, Mathematics Tests, Test Validity, Reading Tests
Reese, Clyde M.; Jerry, Laura; Ballator, Nada – 1997
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…
Descriptors: Algebra, Elementary Education, Functions (Mathematics), Geometry
National Assessment of Educational Progress, Princeton, NJ. – 1993
In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment which, for the first time in the NAEP's history, made voluntary state-by-state assessments. This 1992 mathematics report marks the first attempt of the National Center for Education Statistics to shift to standards-based reporting of National…
Descriptors: Algebra, Calculators, Elementary Education, Estimation (Mathematics)
