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Alaska State Dept. of Education, Juneau. – 1991
In 1990-91, the second year of Alaska's statewide testing program, the Iowa Tests of Basic Skills was administered to 24,684 Alaskan public school students in grades 4, 6, and 8. The nationally normed achievement test covered reading, mathematics, and language arts. Most students in grades 6 and 8 scored above the 50th percentile in all subjects,…
Descriptors: Academic Achievement, Achievement Tests, Educational Testing, Elementary Education
Maryland State Dept. of Education, Baltimore. – 1982
The Maryland Accountability Program Annual Report has been developed as a reference document on test data for the public. It provides a survey both of test results and of the progress being made by students attending Maryland public schools in grades 3, 5, and 8. The 1980-81 report is divided into three chapters. Chapter 1 defines educational…
Descriptors: Academic Achievement, Accountability, Achievement Tests, Basic Skills
Sandoval, Pam A. – Colorado Department of Education, 2005
The National Assessment of Educational Progress (NAEP) 2005 assessment was administered to a stratified random sample of fourth-, eighth-, and twelfth-graders at the national level and to a stratified random sample of fourth- and eighth-graders at the state level. The Mathematics Framework for NAEP was revised in 1996 and again in 2005. The new…
Descriptors: Measures (Individuals), Grade 4, Flow Charts, National Competency Tests
Iowa Department of Education, 2005
Legislation passed during the 2001 Iowa legislative session established the Student Achievement and Teacher Quality Program, Iowa Code Section 284.12(1). This legislation requires the Iowa Department of Education (DE) to annually report the statewide progress on the following: (1) student achievement scores in mathematics and reading at the fourth…
Descriptors: Grade 8, Teacher Effectiveness, Professional Development, Accountability
Klecker, Beverly M. – Online Submission, 2005
This paper presents a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The study explores differences in the NAEP fourth, eighth, and twelfth grade reading scores by students' gender across the years 1992, 1994, 1998, 2000, 2002, and 2003. The study used the NAEP National Public School data. The statistically…
Descriptors: Federal Legislation, National Competency Tests, Gender Differences, Scores

Marsh, Herbert W.; Yeung, Alexander Seeshing – American Educational Research Journal, 1996
The distinctiveness of affects associated with different school subjects was studied with 24,599 students (National Education Longitudinal Study of 1988). This distinctiveness was evaluated in relation to school grades and standardized test scores. Ratings in different subjects were very distinct, a finding supported by models incorporating grades…
Descriptors: Affective Behavior, Course Content, Elementary Education, Elementary School Students

Ludlow, Larry H.; Guida, Frank V. – Educational and Psychological Measurement, 1991
Factor analysis of scores on the 30-item Test Anxiety Scale for Children (TASC) of 455 seventh and eighth graders supports previous findings of a 4-factor structure. Item response theory analysis suggests that the TASC is a continuum defining an academic anxiety construct of clusters of commonly related items. (SLD)
Descriptors: Factor Analysis, Factor Structure, Generalization, Grade 7
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
Walker, David A.; Mohammad, Shereeza F. – Mid-Western Educational Researcher, 2005
This analysis indicated that from variables theorized to influenced score changes in NAEP reading scores from 1994-1998, two were the most consistent with pattern of correlations found in the data. Together, both median household income (AVGINC) and the percentage of students eligible for free and reduced-priced lunch (FRELCH) had fairly large…
Descriptors: Family Income, Academic Achievement, Lunch Programs, Grade 4
Watkins, Sandra; Sheng, Zhaohui – Forum on Public Policy Online, 2008
The study analyzes the achievement trends of all third grade students in the state of Illinois who scored in the Exceeds category in reading and mathematics on the Illinois Standards Achievement Test (ISAT) in the year 2000. ISAT performance of this cohort group of students was followed through the eighth grade. Descriptive analyses were utilized…
Descriptors: State Standards, National Standards, Academic Standards, Advanced Students
Goldberg, Gail Lynn; Michaels, Hillary – 1995
Preliminary data was gathered to guide subsequent research that will shape training procedures and scoring practice for performance assessment activities that integrate multiple content areas. Content area integration is a key feature of many of the tasks in the Maryland School Performance Assessment Program (MSPAP), a large-scale assessment of…
Descriptors: Elementary Education, Evaluators, Grade 3, Grade 8
Singer, Ronald S. – 1990
The effect of collaborative testing on junior high school students' scores was investigated. Twenty-two students in grades 7, 8, and 9 were given curriculum-based tests in their pre-algebra classes. Some tests were taken individually in the traditional manner, and others were taken collaboratively by students in pairs over a 10-week period.…
Descriptors: Comparative Testing, Grade 7, Grade 8, Grade 9
Woodruff, Bobby J. – 1980
This study of eighth graders investigates the effects of Kindergarten attendance on (1) Basic Skills Test (BST) performance and (2) the incidence of grade retention (non-promotion). To accomplish the first purpose, over 64,000 eighth grade pupils in the public schools of Tennessee were administered the BST. On each answer sheet of the BST pupils…
Descriptors: Academic Achievement, Basic Skills, Comparative Analysis, Educational Experience

Roid, Gale H. – Applied Measurement in Education, 1994
A study with more than 1,000 students in grades 3 and 8 explored the advantages of analytical scoring in writing assessment. Cluster analysis revealed 11 patterns of student scores, reflecting different patterns of writing strength and weakness, and replicated across 5 modes of writing. (SLD)
Descriptors: Cluster Analysis, Discourse Modes, Educational Assessment, Elementary Education