Since 1988, Vermont has been developing a state assessment program, the centerpiece of which is the student portfolio and "best pieces" drawn from it. The state's use of portfolio results will be limited to reporting aggregates, but within schools, teachers and principals may use the portfolios as they choose. The assessment program,…

This publication reports on student achievement in the basic skills of reading and mathematics at Years 5 and 7 in 52 urban schools of the Northern Territory of Australia in 1986, the third year of implementation of the Primary Assessment Program (PAP). PAP has been acknowledged by the national committee of the Australian Cooperative Assessment…

This third annual report documents performance of Florida public high school graduates who became first-time-in-college students at public postsecondary institutions throughout the State within 1 year after graduation. The outcome report reflects the preparedness of Florida students for postsecondary education by documenting the number and…

Available information, largely for selected years in the 1970s through 1990, on academic performance at the highest levels of achievement is summarized for elementary through graduate school levels. Profiles of students who performed well on particular measures of academic achievement or attained advanced degrees are provided. Data were obtained…

Although school desegregation was initiated to address a social inequity--segregated schooling was seen as stigmatizing blacks as a social group--research has focused primarily on desegregation's effects on black academic achievement and self-esteem. Two problems have made this research difficult: the ambiguity of the term "school desegregation"…

This volume examines the teaching of statistics in the whole range of education, but concentrates on primary and secondary schools. It is based upon selected topics from the Second International Congress on Teaching Statistics (ICOTS 2), convened in Canada in August 1986. The contents of this volume divide broadly into four parts: statistics in…

Gender differences in achievement were studied in five academic areas: (1) vocabulary; (2) language usage; (3) reading; (4) mathematics problem solving; and (5) using sources of information. Standardized achievement test scores for a sample of 3,002 students (1,642 females and 1,360 males) who were tested in each of 10 consecutive years, grades 3…

A project examined the mathematics and science performance of vocational students in Ohio. Part I of the study achieved the first objective--to report the science and mathematics content contained within the Ohio Vocational Achievement Tests for the 38 program areas. Each of the 38 tests was presented and found to have sound psychometric…

The testimony presented in this report addresses the effects of recent reforms on the achievement of disadvantaged students, their dropout rates, and their enrollments in vocational education. An evaluation of programs in four large-city school districts revealed that educational reform has been neither a disaster nor a boon for the performance of…

The effects of early education bilingual programs on subsequent educational achievement were studied with Spanish-speaking children of migrant farm workers in southern Texas. The children were enrolled in the Individualized Bilingual Instruction (IBI) program for at least one year from preschool through grade 3. About 30-50 children were tested at…

The effectiveness of an instructional improvement project in the Greeley-Evans Schools, Colorado, was studied. Teachers were provided inservice education in a class called the Essentials of Instruction. Recognizing that receiving training was not the same as being an implementer of the innovation, the Levels of Use instrument identified teachers…

The Competency Based Bilingual/Bicultural Project at Eastern District High School in New York City is an integrated bilingual demonstration project designed to develop English and native language skills as well as instill positive self concepts among high school students with Spanish-speaking backgrounds. In 1980-1981, the program provided…

The New York City Russian Bilingual Program is described in this report. As implemented in 1980-81, the program provided instruction in English as a second language, native language arts, reading, and bilingual mathematics, science, social studies, and other subject areas to approximately 700 Russian-dominant students of limited English…

Project E.T.B.B.S., a bilingual education program designed to accelerate the transition to English usage among Spanish-speaking high school students of limited English proficiency, is described in this report. As implemented in 1980-81, the project provided instruction in English as a second language, native language instruction, bilingual…

Auxiliary Services for High Schools in New York City offers an extension bilingual education program for active or potential dropouts, adults returning to school, immigrants, and others who cannot attend regular high school classes in New York City. The program provides individualized instruction, counseling and job placement services, bilingual…