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Computer-Based versus Paper-Pencil Modes of Administration United States Government End of Course Exams: Student Cumulative Grade Point Averages as Predictors of Success
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Ryan, Barbara A. – ProQuest LLC, 2012
Beginning with the No Child Left Behind federal legislation, states were required to use data to monitor and improve student achievement. For high schools, the Missouri Department of Elementary and Secondary Education chose End of Course Exams (EOC) to demonstrate levels of student achievement. The policy changed from school choice of paper-pencil…
Descriptors: Federal Government, Testing, Grade Point Average, Predictor Variables
The Exploration of Demographics and Computer Adaptive Testing in Predicting Performance on State-Mandated Reading Assessments
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Maziarz, Amy L. – ProQuest LLC, 2010
No Child Left Behind (NCLB, 2001) included a broad spectrum of changes to the federal role in public education, including accountability provisions that mandated states to test all students. In an atmosphere of educational reform and federally mandated high-stakes testing, demands have increased for progress monitoring strategies that reliably…
Descriptors: Evidence, Middle Schools, Federal Legislation, State Standards
Motherboards Cutting Razor Wire: Assessment and Incarcerated Youth
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Minnick, James R. – ProQuest LLC, 2009
The United States incarcerates more people than any other country in the world. Among those incarcerated are juveniles. However, the higher the education obtained, the less likely it is that those previously incarcerated will reoffend. Legislation such as No Child Left Behind and the Individuals with Disabilities Education Act set the structure…
Descriptors: Federal Legislation, Computer Assisted Testing, Disabilities, Adult Basic Education