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Download full textVirginia A. Ressa; Sheryl S. Lazarus; Christopher M. Rogers; Kascinda Fleming; Mari Quanbeck – National Center on Educational Outcomes, 2024
Research on test accommodations provides valuable information that informs policy and practice. This report presents a synthesis of the research literature published in 2022 on testing accommodations for U.S. elementary and secondary students (K-12). The National Center on Educational Outcomes (NCEO) has reported on accommodations research since…
Descriptors: Elementary Secondary Education, Testing Accommodations, Academic Accommodations (Disabilities), Teacher Attitudes
Di Giacomo, F. Tony; Fishbein, Bethany G.; Buckley, Vanessa W. – College Board, 2013
Many articles and reports have reviewed, researched, and commented on international assessments from the perspective of exploring what is relevant for the United States' education systems. Researchers make claims about whether the top-performing systems have transferable practices or policies that could be applied to the United States. However,…
Descriptors: Comparative Testing, International Assessment, Relevance (Education), Testing Programs
Stoneberg, Bert D. – Online Submission, 2006
This paper discusses a Standard & Poor's analysis of state performance on the 2005 and 2003 NAEP reading and mathematics tests that took account of the demographic differences among the states. The study was presented at the NAEP State Service Center Winter Workshop in January, 2006. Standard & Poor's is commended for recognizing that NAEP…
Descriptors: National Competency Tests, Student Characteristics, Demography, Reading Tests
O'Neil, Harold F., Jr.; And Others – 1992
The Cognitive Science Laboratory of the University of Southern California has conducted a series of studies on the experimental effects of motivation on a low-stakes (to the student) standardized test. This report summarizes these studies and their results. The test in question is the National Assessment of Educational Progress (NAEP). A series of…
Descriptors: Achievement, Experiments, Grade 12, Grade 8
Wenglinsky, Harold – RMLE Online: Research in Middle Level Education, 2004
The No Child Left Behind Act of 2001 calls for improving test scores of minority students in third through eighth grades, making middle level schools a key venue for closing the racial gap in achievement. This study, by analyzing data on the 15,000 eighth graders who took the 2000 National Assessment of Educational Progress (NAEP) in mathematics,…
Descriptors: Middle Schools, Federal Legislation, Academic Achievement, National Competency Tests
Peer reviewedKoretz, Daniel – Educational Evaluation and Policy Analysis, 1995
Studies of the mathematics assessments of the National Assessment of Educational Progress (NAEP) are summarized. One study found that omit rates for NAEP test items were higher for African Americans and Hispanics than for whites. The other found that descriptions and examples for the 1992 mathematics achievement levels were misleading. (SLD)
Descriptors: Black Students, Data Collection, Elementary Secondary Education, Hispanic Americans
Pisapia, John; Gross, Ena – 1991
The National Assessment of Educational Progress (NAEP) Report on Mathematics Achievement released on June 6, 1991 confronts educators' professional knowledge regarding mathematics education. In many instances it confirms much of what research has already described, and what many have feared, regarding mathematics education. This analysis provided…
Descriptors: Academic Achievement, Achievement Tests, At Risk Persons, Content Analysis
