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Peer reviewedLinton, Thomas H.; Kester, Donald – Education Policy Analysis Archives, 2003
Compared scores for Texas eighth graders on the Texas Assessment of Academic Skills (TAAS) and National Assessment of Educational Progress (NAEP) to study the achievement gap in mathematics in 1996 and 2000. Results show the likelihood of a ceiling effect impacting students' TAAS scores that created the illusion the achievement gap had narrowed.…
Descriptors: Educationally Disadvantaged, Junior High School Students, Junior High Schools, Mathematics Tests
Download full textKlecker, Beverly M. – 2002
This study examined differences in student achievement on the 2000 National Assessment of Educational Progress (NAEP) mathematics test by their teachers years-of-experience teaching mathematics. Data examined were mean scale scores or and eighth grade national, national public school students, and eighth grade Kentucky, Tennessee, and Texas public…
Descriptors: Junior High School Students, Junior High Schools, Mathematics Achievement, Scores
Peer reviewedPomplun, Mark; Omar, Md Hafidz – Structural Equation Modeling, 2003
Studied the factorial invariance across students from different ethnic groups of a seventh-grade state reading assessment with a narrative passage selected for its Hispanic representativeness. Results for the 35,324 Kansas students support the factorial invariance of the scores, but invariance of the error variances across groups was not…
Descriptors: Ethnicity, Hispanic American Students, Junior High School Students, Junior High Schools
Demps, Deborah L.; Onwuegbuzie, Anthony J. – Research in the Schools, 2001
Studied whether eighth-grade reading scores on the Iowa Tests of Basic Skills predict success on the five subtests of the Georgia High School Graduation Test. Findings for 102 high school seniors show that reading scores are statistically significantly related to all five subtests, with correlations ranging from 0.69 to 0.86. (SLD)
Descriptors: Correlation, Graduation Requirements, High School Students, High Schools
San Diego City Schools, CA. Evaluation Services Dept. – 1983
The Comprehensive Tests of Basic Skills (CTBS), Form U were administered to all students in Grades 5, 7, and 9 in the San Diego City Schools during the last two weeks of April, 1983. This report is intended to respond to two primary questions: (1) how are San Diego elementary and junior high students doing relative to the national norm group, and…
Descriptors: Academic Achievement, Achievement Tests, Basic Skills, Elementary Education
Linn, Robert L.; Harnisch, Delwyn L. – 1979
The purpose of this investigation was to examine the interaction of item content and group membership on achievement test items. Estimates of the parameters of the three parameter logistic model were obtained on the 46 item math test for the sample of eighth grade students (N = 2055) participating in the Illinois Inventory of Educational Progress,…
Descriptors: Achievement Tests, Black Students, Grade 8, Item Analysis
Castellon-Wellington, Martha – 2000
As part of a study of the inclusion of English language learners (ELLs) in large-scale assessments, this study investigated the potential role of student preference in the use of accommodations with large-scale assessments and the effects of two test accommodations, providing extra assessment time and reading test items aloud, on the standardized…
Descriptors: Academic Accommodations (Disabilities), Achievement Tests, English (Second Language), Junior High School Students
Crehan, Kevin D.; Curfman, Mary – 1999
The effect of rapid feedback for a state writing assessment on subsequent writing performance was investigated. In addition, the agreement between teachers' scores for the state writing assessment and state department scores was analyzed. Eighth grade English teachers (n=8) were trained in analytic trait scoring of writing assessments. They then…
Descriptors: Elementary School Teachers, English, Feedback, Junior High Schools
Woodruff, David J. – http://www.act.org., 2003
The Educational Planning and Assessment System (EPAS) of the American College Testing Program consists of three testing programs: EXPLORE, PLAN, and the ACT Assessment Program (ACT). EXPLORE is administered in the 8th grade, PLAN in the 10th grade, and the ACT in the 11th or 12th grade. This study investigated relationships among the composite…
Descriptors: College Entrance Examinations, College Preparation, Core Curriculum, High School Students
Baker, David P. – Education Statistics Quarterly, 2001
Discusses the strengths of the Third International Mathematics Study (TIMSS) and the TIMSS--Repeat (TIMSS-R) and considers the impact of this impressive achievement in international cooperation that will enhance the level of information about schooling in the United States and elsewhere. (SLD)
Descriptors: Achievement Gains, Foreign Countries, International Education, International Studies
Peer reviewedAbedi, Jamal; Lord, Carol – Applied Measurement in Education, 2001
Studied the importance of language in student test performance on mathematics word problems using items from the National Assessment of Educational Progress mathematics assessment. Results for 1,174 eighth graders show that students who were English language learners scored lower on the math test than proficient English speakers and that…
Descriptors: English (Second Language), Junior High School Students, Junior High Schools, Language Proficiency
Stecher, Brian M.; Klein, Stephen P.; Solano-Flores, Guillermo; McCaffrey, Dan; Robyn, Abby; Shavelson, Richard J.; Haertel, Edward – 1998
This study investigated three factors that may contribute to the large variation in student performance across open-ended measures. These factors are content domain, format (whether the task required only pencil and paper or involved a hands-on manipulation of equipment), and level of inquiry (whether the task guided the student toward the…
Descriptors: Correlation, Grade 8, Junior High School Students, Junior High Schools
Gonzales, Patrick; Calsyn, Christopher; Jocelyn, Leslie; Mak, Kitty; Kastberg, David; Arafeh, Sousan; Williams, Trevor; Tsen, Winnie – Education Statistics Quarterly, 2001
Reports initial findings from the Third International Mathematics and Science Study--Repeat (TIMSS-R). Includes the performance of U.S. eighth-grade students relative to students in other nations in 1999, as well as changes in achievement in participating nations between 1995 and 1999. (Author)
Descriptors: Achievement Gains, Foreign Countries, Grade 8, International Education
Cozzens, Margaret B.; Fuhrman, Susan H. – Education Statistics Quarterly, 2001
Reviewing the results of the Third International Mathematics and Science Study-Repeat (TIMSS-R) shows that U.S. eighth graders are about average in mathematics and science when compared to students in other countries. The primary lesson from the TIMSS-R is that children learn what they are taught. (SLD)
Descriptors: Achievement Gains, Foreign Countries, Grade 8, International Education
Davis, Holly S. – 1998
This study examines the correlation between absence, cognitive skills index (CSI), and various achievement indicators such as the Indiana Statewide Testing for Educational Progress (ISTEP) test scores, discrepancies, and school-based English and mathematics tests for 64 seventh-grade students from one middle school. Scores for each of the subtests…
Descriptors: Academic Achievement, Attendance, Correlation, English Instruction
