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Milla, Joniada; Martín, Ernesto San; Van Bellegem, Sébastien – Journal of Educational Measurement, 2016
In this article we develop a methodology for the joint value added analysis of multiple outcomes that takes into account the inherent correlation between them. This is especially crucial in the analysis of higher education institutions. We use a unique Colombian database on universities, which contains scores in five domains tested in a…
Descriptors: Value Added Models, Outcomes of Education, Universities, Standardized Tests
Brady, Nancy C.; Fleming, Kandace; Bredin-Oja, Shelley L.; Fielding-Gebhardt, Heather; Warren, Steven F. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: The aim of this study was to investigate language growth in individuals with fragile X syndrome (FXS) from early childhood to adolescence and the influence of maternal responsivity on language growth. Method: We conducted a longitudinal analysis of language development in 55 youths (44 males, 11 females) with FXS. Data collection spanned…
Descriptors: Intellectual Disability, Language Acquisition, Vocabulary Development, Standardized Tests
Florida Department of Education, 2020
This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate…
Descriptors: Technical Assistance, Adult Education, Students with Disabilities, Testing Accommodations
Texas Education Agency, 2020
This report presents Advanced Placement (AP) examination participation and performance results in Texas and the United States for the 2018-19 school year. The results are for public and nonpublic schools combined and are presented by race/ethnicity and gender. [For "Advanced Placement and International Baccalaureate Examination Results in…
Descriptors: Advanced Placement Programs, Standardized Tests, Public Schools, Student Participation
Cole, Rachel – Education Economics, 2017
Worldwide private tutoring is documented extensively, but its impact is unclear. I estimate the impact of tutoring on performance to assess the degree to which tutoring is a vehicle of educational stratification in Sri Lanka. I find that on average, five months of tutoring has no impact on Year 5 students' exam scores. I produce suggestive…
Descriptors: Tutoring, Program Effectiveness, Grade 5, Foreign Countries
Jones, Martin H.; Mueller, Christian E. – Psychology in the Schools, 2017
The study examined whether an academic, social, or both an academic and social focus might relate with achievement goals and academic achievement. Participants were 412 urban elementary school students. Results suggest that students with an academic focus toward school have more mastery-approach and less mastery-avoid achievement goals. Academic…
Descriptors: Correlation, Goal Orientation, Academic Achievement, Mastery Learning
Hope, Max A. – FORUM: for promoting 3-19 comprehensive education, 2017
This article, based on a keynote presentation given at a conference in Tasmania, examines the notion of "attainment" and argues that a narrow focus on standardised test scores is highly problematic for those concerned with social justice. Using examples from the Freedom to Learn Project, this article presents two case studies of schools…
Descriptors: Educational Attainment, Standardized Tests, Scores, Social Justice
Park, Maysoon Mohamad – ProQuest LLC, 2017
This quantitative study evaluated how two consecutive years of math Response to Intervention (RtI) demonstrated its effectiveness on 995 fifth grade students within the School District A (SDA) on Smarter Balanced (SB) assessments. Research questions: "What is the relationship between the duration of math RtI implementation and math…
Descriptors: Statistical Analysis, Response to Intervention, Grade 5, Mathematics Instruction
Lehrfeld, Jonathan; Zahner, Doris – Council for Aid to Education, 2017
Low motivation to perform well on a test is a potentially problematic source of construct-irrelevant variance (Messick, 1980), especially when there are low or no stakes attached to performance. That is, interpretations of test scores as indicators of students' knowledge and skills may be compromised if those students do not put forth the effort…
Descriptors: Performance Based Assessment, Critical Thinking, Writing Skills, College Students
Afflerbach, Peter – International Literacy Association, 2017
Standardized tests have a long history of being the go-to measure of student reading achievement, teacher accomplishment, and school accountability. Given this habit of history, it is predictable that a single standardized reading test score is often considered the indicator of student reading growth and achievement. Yet standardized reading tests…
Descriptors: Standardized Tests, Reading Achievement, Teacher Competencies, Accountability
Settlage, Daniel Murray; Wollscheid, Jim R. – Journal of Education for Business, 2015
The Major Field Test is a commonly used assessment instrument, but little emphasis has been put on analyzing student-level subject area indicator scores. The Educational Testing Service recently made these data available to institutions, and it is analyzed here. This analysis builds on previous work by incorporating demographic and programmatic…
Descriptors: Business Administration Education, Achievement Tests, Scores, Standardized Tests
Curran, F. Chris; Kitchin, James – Science Education, 2019
Recent work examining science test performance in the earliest grades of school has demonstrated that science test score gaps by race/ethnicity are apparent as early as kindergarten and that, in a number of cases, the racial/ethnic test score gaps in science are significantly larger than the corresponding gaps in reading or mathematics. This study…
Descriptors: Race, Ethnicity, Scores, Science Instruction
Bodovski, Katerina; Chykina, Volha; Khavenson, Tatiana – British Journal of Sociology of Education, 2019
Using newly available data from the Trajectories in Education and Careers Study, the first longitudinal study on a representative sample of high school students in Russia, we examined the importance of investments in human and cultural capital on students' mathematics and reading standardized examinations, as well as on the likelihood of…
Descriptors: Human Capital, Russian, Standardized Tests, Scores
Ayorech, Ziada; Plomin, Robert; von Stumm, Sophie – Developmental Psychology, 2019
At the end of compulsory schooling, young adults decide on educational and occupational trajectories that impact their subsequent employability, health and even life expectancy. To understand the antecedents to these decisions, we follow a new approach that considers genetic contributions, which have largely been ignored before. Using genomewide…
Descriptors: Genetics, Correlation, Employment, Decision Making
Delcenserie, A.; Genesee, F.; Trudeau, N.; Champoux, F. – Journal of Child Language, 2019
A battery of standardized language tests and control measures was administered to three groups of at-risk language learners -- internationally adopted children, deaf children with cochlear implants, and children with specific language impairment -- and to groups of second-language learners and typically developing monolingual children. All…
Descriptors: Standardized Tests, Language Tests, At Risk Students, Adoption