In accordance with RCW 28A.655.075, the Office of Superintendent of Public Instruction (OSPI) must report annually to the Legislature on the number of school districts that use the Educational Technology Assessments each school year. The assessments can be used to determine if students are meeting academic learning requirements and grade-level…

The School Improvement Division of the Texas Education Agency (TEA) identifies, monitors, and supports low-performing schools. To identify low-performing schools, TEA assigns annual academic accountability ratings to its districts and schools, but these ratings are provided only once per year and are vulnerable to disruptions in the assessment…

These are the appendixes for the report, "How Nebraska Teachers Use and Perceive Summative, Interim, and Formative Data." This document presents additional information about the study topic: teachers' data use. It begins with a description of the conceptual framework and supporting literature for the scales in the Teacher Data Use Survey…

The "2022 Comprehensive Biennial Report on Texas Public Schools" describes the status of Texas public education, as required by §39.332 of the Texas Education Code. The report contains 16 chapters on the following topics: (1) state progress on academic performance indicators; (2) student performance on state assessments; (3) performance…

The Guam Department of Education ("GDOE") presents this report in compliance with Guam Public Law ("P.L.") 26-26 that specifically requires the Department to report on the following information in the Annual State of Public Education Report ("ASPER"): (1) Demographic information on public school children in the…

The chapters in this online volume comprise the TIMSS & PIRLS International Study Center's technical report of the methods and procedures used to develop, implement, and report the results of TIMSS 2019. There were various technical challenges because TIMSS 2019 was the initial phase of the transition to eTIMSS, with approximately half the…

The Department of Education, Division of Community Colleges and Workforce Preparation, has prepared this report in response to the Skilled Iowa and Job Creation Fund legislation related to the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50) This report was coordinated by the Department with the…

The "2020 Comprehensive Biennial Report on Texas Public Schools" describes the status of Texas public education, as required by §39.332 of the Texas Education Code. The report contains 16 chapters on the following topics: (1) state progress on academic performance indicators; (2) student performance on state assessments; (3) performance…

This is the Mackinac Center's fourth school report card and covers elementary and middle schools. A similar report card was published in 2013, and this edition includes two years' worth of new data. A unique characteristic of this report card is that takes into consideration the "context" of a school when assessing its performance.…

The Guam Department of Education ("GDOE") presents this report in compliance with Guam Public Law (PL) 26-26 that specifically requires the Department to report on the following information in the Annual State of Public Education Report ("ASPER"): (1) Demographic information on public school children in the community; (2)…

The "2018 Comprehensive Biennial Report on Texas Public Schools" describes the status of Texas public education, as required by §39.332 of the Texas Education Code. The report contains 16 chapters on the following topics: (1) state progress on academic performance indicators; (2) student performance on state assessments; (3) performance…

This document contains summary information for the Iowa Department of Education's review of PreK-6th grade reading assessments for the purposes of Universal Screening and Progress Monitoring. It is intended to provide general information to help inform decisions about selecting assessments for use as a part of Iowa's Response to Intervention…

The Guam Department of Education ("GDOE") presents this report in compliance with Guam Public Law (PL) 26-26 that specifically requires the Department to report on the following information in the Annual State of Public Education Report ("ASPER"): (1) Demographic information on public school children in the community; (2)…

Study Island is a practice and assessment tool that provides state-standards-aligned opportunities for students to practice their skills. It features a system of continual assessments with immediate feedback to adjust instruction and learning. When educators integrate Study Island into their instructional practices, it acts as a formative, ongoing…

Study Island is a practice and assessment tool that provides state-standards-aligned opportunities for students to practice their skills. Study Island is a system of continual assessments with immediate feedback to adjust instruction and learning. When educators integrate Study Island into their instructional practices, it acts as a formative,…