This commentary provides an external perspective on NASP's first public report on racial and ethnic differences in Praxis outcomes. These data demonstrate racial disparities in pass rates but do not provide information regarding the causes of these disparities. This report underscores the need for expanded public reporting of Praxis data in order…

The COVID-19 pandemic caused widespread disruptions to the educational system in Nebraska and across the world. At the onset of the pandemic in March 2020, schools in Nebraska were forced to replace on-site instruction with virtual instruction. During the 2020-2021 academic year, many students learned online or under hybrid learning formats.…

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning…

An experiment was developed to determine if cognitive learning strategies improved standardized university business exam results. Previous studies revealed that factors such as prior ability, age, gender, and culture predicted a student's Major Field Test in Business (MFTB) score better than course content. The experiment control consisted of…

The "conventional wisdom" is that grades are related to class attendance, i.e., students who attend classes more frequently obtain better grades and class attendance dramatically contributes to enhanced learning. However, the influence of sex (female vs. male) on this relationship is understudied. Furthermore, there have been several studies…

Perhaps the most prevailing inequalities in educational achievement in England are those associated with socio-economic status (SES), ethnicity and gender. However, little research has sought to compare the relative size of these gaps or to explore interactions between these factors. This paper analyses the educational achievement at age 11, 14…

In this study, differential item functioning (DIF) methods utilizing 14 different matching variables were applied to assess DIF in the constructed-response (CR) items from 6 forms of 3 mixed-format tests. Results suggested that the methods might produce distinct patterns of DIF results for different tests and testing programs, in that the DIF…

Relatively little research has explored whether schools differ in their effectiveness for different group of pupils (e.g. by ethnicity, poverty or gender), for different curriculum subjects (e.g. English, mathematics or science) or over time (different cohorts). This paper uses multilevel modelling to analyse the national test results at age 7 and…

This report provides information about the performance of Arkansas' 2016 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 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and…

This report provides information about the performance of Georgia's 2016 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 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and…

This report provides information about the performance of Colorado's 2016 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 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and…

This report provides information about the performance of Delaware's 2016 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 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and…

This report provides information about the performance of your 2016 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 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended…

This report provides information about the performance of California's 2016 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 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and…

This report provides information about the performance of Alaska's 2016 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 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and…