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 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…

Data standards of the State Postsecondary Review Entities (SPRE) required under Title IV of the amended Higher Education Act are discussed, including how institutions can collect data to meet these standards. Background information is provided concerning the need for states to assume new oversight responsibilities concerning institutional…

Results of a 1994 survey of state directors of special education are presented for 47 states, 7 protectorates, and the District of Columbia. Four major issues were surveyed: the effects of activities outlined in Goals 2000 on state special education service delivery systems; efforts that states are making to develop learner goals and related…

This book details a system for evaluating all training programs regardless of their instructional style, method, or format. In the introduction the relationship between high quality training and total customer satisfaction, types of training subject to quality problems, and ways of ensuring the quality of training are discussed. The remainder of…

Intended for those responsible for supervised work experience in all levels in further and higher education, this book debates some issues surrounding placements and outlines a procedure for managing them. Chapter 1 is an introduction to the topic. Chapter 2 discusses the educational purpose of placements. Chapter 3 suggests that some difficulties…

Students Upgrading through Computer and Career Education System Services (Project SUCCESS) was an Elementary and Secondary Education Act Title VII-funded project in its fourth year of operation. The project operated at two high schools in Brooklyn and one in Manhattan (New York). In the 1993-94 school year, the project served 393 students of…

This document examines the major issues and implications related to the development of quality guidelines for adult literacy programs in Ontario (Canada) and presents a framework for discussing issues related to quality guidelines and their formulation. Discussed in the first section are the following topics: the place of quality issues/guidelines…

A strategic planning model for planning and conducting outcomes assessment was developed and implemented at Wayland Baptist University in Lubbock, Texas. First, the Secretary's Commission on Achieving Necessary Skills (SCANS) model was used to survey 100 undergraduate students regarding their perceptions of skills they would need after graduation.…

This document, which is intended for curriculum managers at British further education colleges, presents guidelines for developing and implementing a college assessment policy based on the principle that the objectives of all assessment procedures and policies are as follows: enhance the assessment provision within colleges; ensure that assessment…