Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow…

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow…

Spurred by the "No Child Left Behind Act" of 2001, virtually every educational reform program now includes an accountability component that requires sound data collection and reporting (NCLB, 2002, section 101). Drawing from empirically based and theoretical literature in the field, this dissertation examines Adequate Yearly Progress…

This report presents the deliberations of the Northwest Regional Advisory Committee (NW RAC), one of 10 RACs established under the Educational Technical Assistance Act of 2002 to assess the educational needs of the region. The Northwest RAC accepted its charge to identify educational needs and to make recommendations, working collaboratively as…

This brochure describes the mission of National Assessment, the highlights of recent findings, and the procedures used in gathering the data. It also outlines how the project is administered and governed and projects a framework for the development of upcoming assessments. The booklet includes a number of charts and graphs depicting achievement…

This report represents the deliberations of the Pacific Regional Advisory Committee (RAC), one of 10 RACs established under the Educational Technical Assistance Act of 2002 to assess the educational needs of the region. The committee's report outlines educational needs across the state, districts, and territories of Hawai'i, the Commonwealth of…

With the growing interest in comparing student achievement state by state, there is a need to develop better techniques for making such comparisons. Approaches available now, particularly the use of Scholastic Aptitude Test (SAT) and American College Test (ACT) scores, have obvious shortcomings but nonetheless continue to be prominent because…

This report presents the conceptual framework and major features of the new design for the National Assessment of Educational Progress (NAEP) as conducted by Educational Testing Service beginning July 1983. It comprises three major chapters. The first chapter reviews the social and environmental changes that demand reconsideration of NAEP. The new…

This report concerns the governance of the structure of the National Assessment of Educational Progress (NAEP), especially the law and the role of the Assessment Policy Committee (APC). The major sources of evidence include interviews with APC members and National Institute of Education (NIE) staff, minutes of APC meetings and historical documents…

The National Assessment of Educational Progress (NAEP) and the Longitudinal Studies Program (LSP) are major survey projects on educational outcomes performed by the Center for Education Statistics. NAEP is a continuing cross-sectional survey of young Americans' skills, knowledge, and attitudes. The LSP studies follow a sample of students as they…

The National Assessment of Educational Progress is a project which annually surveys the knowledge, skills, and attitudes of young Americans. Its basic mission is to provide information useful to educational decision-makers and practitioners. The project has contributed to American education, but its assessment results have been of limited…