Studied gender differences in answers to constructed-response mathematics items on approximately 500 papers from grades 7 and 10 from the Kansas Assessment Program. Rubric-relevant variables were highly predictive of holistic scores and accounted for some of the gender differences, especially in grade 7. (SLD)

In the 1992-93 school year, the 13th year of the Arizona Pupil Achievement Testing Program, the State Board of Education mandated testing at grades 4, 7, and 10. The Iowa Tests of Basic Skills (ITBS) were administered to grades 4 and 7 and the Tests of Achievement and Proficiency (TAP) at grade 10. Pupil scores are reported by subject, subtest,…

The "sciences humaines" provincial assessment was conducted in June 1991 in Franco-Manitoban (Canadian) schools and in the French immersion program. Tests were administered to students in grades 8 and 10. Test results are presented in two preliminary reports, one for Franco-Manitoban schools and the present report for French immersion…

Reading and mathematics tests of the New Jersey Minimum Basic Skills Tests were modified to accomodate handicapped students, in order to determine whether or not students would perform better on the modified test forms. Changes were made in the format of the test booklets, answer sheets, and administration instructions to accomodate the following…

The Missouri Mastery and Achievement Tests (MMAT) were developed as a result of the Excellence in Education Act of 1985, which required the state department of education to identify core competencies and key skills in reading/language arts, mathematics, science, and social studies/civics and to test a sample of students annually. State-level data…

Using grades and standardized test scores as criteria variables, a survey determined relative effects of sociocultural variables, personality factors, and student perceptions of school and social events in explaining differential patterns of academic achievement for 89 Asian-American tenth graders. Findings are discussed in connection with the…

This study is second in a series demonstrating that achievement tests are multidimensional and that using psychologically meaningful subscores in national educational surveys can enhance test validity and usefulness. National Education Longitudinal Study 1988 (NELS:88) 8th- and 10th-grade science tests were subjected to full information item…

A study was conducted to examine the feasibility of using scores on the districts' standardized norm-referenced tests (NRTs) to predict performance on Florida's State Student Assessment Tests (SSAT) at grades 3, 5, and 8, and on the SSAT-I and SSAT-II given in grade 10. Specific questions about the use of district scores were addressed in a study…

Presenting data and analyses from the first wave of the study "High School and Beyond" (HS&B), a longitudinal study of United States high school sophomores and seniors, the report focuses on the composition of the Hispanic tenth and twelfth grade student population with respect to various characteristics; i.e., language use and…

Arkansas law requires that each student aged 7 through 16 years in a home school program be tested annually using a nationally recognized standardized test chosen by the students' parents from a list of tests approved by the state. Achievement for home schooled and public schooled students in Arkansas was compared for grades 4, 7, and 10 using 6…

Colorado conducts an assessment program to provide a statewide profile of student achievement. Results for fall 1988 and fall 1991 are presented in a series of tables. A standardized, nationally norm-referenced achievement test, the Iowa Tests of Basic Skills, was administered in 1988 to students in grades 4, 7, and 10, and again to the same…

The Kansas Minimum Competency Tests (KMCT) were designed to provide information about student performance on selected minimum competencies in reading and mathematics. The KMCT were criterion referenced tests in which each item was keyed to a minimum competency objective; student performance was measured against a predetermined standard. The tests…

The primary purpose of the Statewide Testing Program is to assess the achievement of 4th, 5th, and 10th grade students in South Carolina public schools. The results provide educators with information which facilitates the decision-making process at the State, district, and school levels. For the third consecutive year, Form U of the Comprehensive…

This study demonstrates that the validity and usefulness of mathematics achievement tests can be improved by defining psychologically meaningful subscores that yield differential relations with student, teacher, and school variables. The National Education Longitudinal Study of 1988 (NELS:88) 8th- and 10th-grade math tests were subjected to full…

There is continuing controversy about the optimal or appropriate age at which children should start school. The purpose of this study is to examine the relationship between age and achievement. It is an attempt to evaluate the hypothesis that older students fare better academically than their younger classmates. Findings indicate that on average…