This booklet prepares a student to take New Jersey's Grade Eight Proficiency Assessment (GEPA), a test that measures the knowledge and skills that will be tested later in the state's High School Proficiency Assessment. The GEPA has three test sections (content areas): Language Arts Literacy, Mathematics, and Science. The booklet tells students…

An examination of the content and level of mastery required of students taking statewide mathematics achievement tests was conducted to provide clues about the kind and level of mathematics valued in the United States. Proposals for voluntary national tests also contributed to the rationale for the study. In particular, this study: (1) examined…

The Arkansas Educational Assessment Program (AEAP) was initiated in 1979 when the Arkansas legislature passed Act 666, the Education Assessment Act. AEAP provides meaningful data on student achievements to educators, legislators, parents and citizens on the status and progress of Arkansas basic skills education. This information assists schools in…

This guide is designed to give the student helpful information about Arizona's Instrument To Measure the Standards (AIMS) for grade 8. The guide provides examples of the type of questions students see on AIMS and explains how items are scored. It does not teach what the student needs to know to do well on AIMS, but it will help the student know…

The Albuquerque Public Schools (APS) utilize the state mandated testing of students in grades 3, 5 and 8 with the Comprehensive Tests of Basic Skills (CTBS) as an accountability index. The district has set objectives to be met by teachers and students. The Department of Instructional Research, Testing, and Evaluation (IRTE) District Program…

The Assembly Education Committee of the New Jersey Office of Legislative Services held a hearing pursuant to Assembly Resolution 113, a proposal directing the Committee to investigate the skills testing program developed and administered to New Jersey children by the State Department of Education. The Committee was interested in the eighth-grade…

A preliminary investigation has been made of some claims regarding alternative assessment. Using the California Learning Assessment System (CLAS)--Middle Grades Mathematics Performance Assessment as a platform, the study examined how alternative assessment operates in actual practice. Early findings are presented in the following areas: (1)…

Since the authorization of the use of the National Assessment of Educational Progress (NAEP) through the Trial State Assessment to provide state-based data, debate over the proposed expansion of the NAEP has strengthened. To assist states in analyzing and interpreting 1990 data on eighth-grade mathematics and to assist in planning subsequent NAEP…

The Connecticut Assessment of Educational Progress (CAEP) is modeled after the National Assessment of Educational Progress (NAEP) and has been in operation since 1971. This report is the culmination of a multi-year effort by the Connecticut State Department of Education to make its CAEP program even more useful to classroom teachers and other…

The Statewide Assessment Program, administered by the Alaska Department of Education, tests all fourth and eighth graders in math and reading biennially. In 1985, the Department's Office of Evaluation, Assessment and Research undertook an evaluation of the assessment program to identify procedures which needed improvement and to determine the…

State-mandated testing programs have been in place in New Jersey since the 1976-77 school year. In 1989, the current test was replaced with two new testing programs, the Eighth Grade Early Warning Test (EWT) and the Eleventh Grade High School Proficiency Test (HSPT11). This paper follows the Trenton (New Jersey) Central High School Class of 1995,…

Whether state average test scores on the 1992 National Assessment of Educational Progress (NAEP) Trial State Assessment in mathematics should be used to compare and rank states according to the quality or proficiency of their educational programs is examined. Data from eighth graders from the Trial State Assessment are analyzed. Analysis shows…

In 1999, the Florida Comprehensive Assessment Test (FCAT) was administered to students in grades 4, 5, 8, and 10 to assess student achievement of the Sunshine State Standards in reading and mathematics as mandated by the Florida legislature. This report informs administrators, legislators, and the general public about the reading and mathematics…

The relationship between student scores on standardized achievement tests taken in the eighth grade and the Ohio Ninth Grade Proficiency Test (ONGPT) was studied to determine whether standardized achievement test cut-off scores can be used in place of the ONGPT. Students enrolled in the eighth grade in an urban school district in the spring of…

The Comprehensive Tests of Basic Skills (CTBS) battery is administered in New Mexico school districts, as part of a state mandated assessment program, to students in grades 3, 5, and 8 to measure achievement in basic skills (reading, language, and mathematics). Various types of test data are presented for use in modifying the basic instructional…