This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This report presents the results of the fifth annual survey of state activities in the assessment of educational outcomes for students with disabilities. The survey of state directors of special education requested information in the areas of federally reported data, assessment of outcomes, participation of students with disabilities in state…

This publication is the fourth issue of a report required by the North Carolina School Improvement and Accountability Act. It presents information that is related primarily to the outcomes of education based on student achievement with the intention of giving policy makers and decision makers the information needed to improve achievement. It…

In 1984, the Connecticut General Assembly authorized the creation of mastery tests in mathematics and language arts (listening, reading, and writing skills) for grades 4, 6, and 8. Criterion-referenced tests were developed to assess the essential skills that should be mastered at the end of grades 3, 5, and 7 and to identify students in need of…

In 1984, the Connecticut General Assembly established mastery tests in mathematics and language arts (listening, reading, and writing skills) for grades 4, 6, and 8. A criterion-referenced test was considered most appropriate for identifying the strengths and weaknesses of every student. The specific skills to be mastered were identified by…

The impact of cohort changes with regard to ethnic group, gender, class rank, and first language learned on yearly average Scholastic Aptitude Test (SAT) and Test of Standard Written English (TSWE) scores was studied. All examinee records, including student test scores and student responses to the Student Descriptive Questionnaire, in the College…

The Annual Test Report, 1981-82 has been developed as a reference on the results of the California Achievement Tests (CAT) in the Montgomery County Public Schools (MCPS). The report contains several analyses of the results from the CAT administration in Grades 3, 5, 8, and 11. Overall countywide results are presented and they are also broken down…

This report, the fifth in a series assessing educational quality in Utah public schools, focuses on students' achievements and provides performance measures based on statewide results of various testing programs and special studies. The report presents three types of data relevant to major state board of education programs (such as Utah…

This report contains a tabular summary of the results of the April 1974 city-wide reading test administered in Grades 2 through 9 in all New York City public schools. Test results are presented at three levels for comparative analysis: New York City with other major cities, community school districts within N.Y.C., and community schools within…

Achieve was asked by the Washington State Academic Achievement and Accountability Commission, Office of the Superintendent for Public Instruction, and the Partnership for Learning to conduct a study of the 10th grade Washington Assessment of Student Learning (WASL). The intent of the study was to compare the content, rigor and passing scores on…