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Download full textMichael S. Garet; Kerstin Carlson Le Floch; Daniel Hubbard; Joanne Carminucci; Barbara Goodson – National Center for Education Evaluation and Regional Assistance, 2024
Boosting literacy among school-age children remains a national priority. Nearly one third of students in the United States have not developed the foundational reading skills needed to succeed academically, with students living in poverty, students with disabilities, and English learners especially at risk. Starting in 2010, Congress invested more…
Descriptors: Reading Comprehension, Literacy Education, Evidence Based Practice, Grants
Direct linkParke, Carol S.; Lane, Suzanne; Stone, Clement A. – Educational Research and Evaluation, 2006
The purpose of this research was to examine the impact of the Maryland School Performance Assessment Program (MSPAP) and the Maryland Learning Outcomes (MLOs) in a number of areas including teacher, principal, and student beliefs, classroom practices, and student learning in reading and writing. A statewide sample of 90 elementary and middle…
Descriptors: State Programs, Writing Evaluation, Reading Tests, High Stakes Tests
Performance-Based Assessment and Instructional Change: The Effects of Testing in Maine and Maryland.
Peer reviewedFirestone, William A.; Mayrowetz, David; Fairman, Janet – Educational Evaluation and Policy Analysis, 1998
To examine how performance-based assessment changed mathematics teaching under conditions of moderate and low-stake assessment, middle school teachers were studied in five districts in Maryland and Maine, with interviews of 82 teachers and administrators. Findings suggest that effects of state testing on teaching may be overrated by both advocates…
Descriptors: Administrators, Educational Policy, High Stakes Tests, Intermediate Grades
