A case study is presented of a second-grader whose parents receive a report that her reading and mathematics achievement is far below grade level, based on a newly implemented computer-based assessment and intervention program. Discussion concerns her previous grades, assessment results, the constructivist theory-based curriculum, and legal…

The "High School Feedback Report" prepared by the State of Florida's Department of Education provides pre-and-post-graduation data for public high school graduates throughout Florida. These data were used for the present report which contains individual data reports for all M-DCPS regular high schools and charter high schools graduating…

Section 1008.30 (formerly 240.117), Florida Statutes, requires the State Board of Education to develop and implement a common placement testing program to assess the basic computation and communication skills of students who intend to enter a degree program at any public community college or state university. Every year the State provides reports…

Each year at the Greater Lawrence Technical School (Massachusetts), students are identified who lack the necessary basic skills to successfully complete a typical high school program. This problem led to the development of an alternative instructional program designed to accomplish remediation in the basic skills using computer-based instruction.…

This study was conducted to determine whether changes from traditional organizational patterns in elementary schools make a difference in reading achievement. The study was conducted through comparisons of student populations in three suburban schools. Two schools were experimental (one nongraded, one open space), and the third was a traditional…

As part of the work from the Content Area Reading Project (CARP), which focuses on inservice teacher education in content area reading, a study examined the effects of an inservice content area reading program reflecting the CARP model on student reading and study skills achievement. The study also compared the uses of norm-referenced tests versus…

The first half of this report is concerned with the measurement of student achievement in reading comprehension. Following the introduction there is a brief critique of standardized, norm-referenced tests of student performance in reading. It is argued that school districts need tests that are sensitive to instructional treatments rather than more…

This report investigates how inner-city schools are performing on the academic goals and standards set by the states for children, examining district-by-district achievement data in math and reading through spring 2002. It also measures achievement gaps between cities and states, African American and Whites, and Hispanics and Whites; presents new…

This document contains preliminary state-level results for the 2000-2001 North Carolina state testing program. No conclusions about achievement are drawn in this report, although percentages achieving at given Achievement Levels are given for the end-of-grade tests. The Grade 3 Pretest is a multiple-choice reading and mathematics test administered…

Under the No Child Left Behind (NCLB) Act of 2001, the administration of the National Assessment of Educational Progress (NAEP) became mandatory for all states in mathematics and reading for grades four and eight. Under NCLB the stated role and purpose of collecting achievement data from states varies from being a "discussion tool" to a…

This document contains results for 1998-1999 for several North Carolina state testing programs. The Grade 3 Pretest is a multiple-choice reading and mathematics test administered to students in the first 3 weeks of third grade. This pretest was administered to more than 101,000 students in the beginning of the 1998-1999 school year. Results show…

Beginning in the 1992-93 school year, the North Carolina State Board of Education authorized the administration of North Carolina-developed end-of-grade tests aligned with the state's "Standard Course of Study." These curriculum-based tests were administered to over 553,000 students in grades 3 through 8 at the end of the 1997-98 school…

This report examines how inner-city schools are performing on the academic goals and standards set by the states. Researchers investigated student achievement in math and reading and measured achievement gaps between cities and states, African Americans and Whites, and Hispanics and Whites. The report focuses on whether urban schools have made…

This document contains results for 1999-2000 for North Carolina state testing programs. The Grade 3 pretest is a multiple-choice reading and mathematics test administered to students in the first 3 weeks of grade 3. This pretest was administered to more than 102,000 students in the 1999-2000 school year. Results showed that 69.8% of students…

To assess the impact of economic deprivation on students' reading scores in standardized tests, the vocabulary and reading comprehension portions of the California Achievement Test and the Degree of Reading Power test were admininstered to two groups of eighth grade students--60 students participating in the federal free lunch program and 60…