This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance…

Since 1959, ACT has collected and reported data on students' academic readiness for college. Because becoming ready for college is a process that occurs throughout elementary and secondary education, measuring academic performance over time in the context of college readiness provides meaningful and compelling information about the college…

This report presents results from the Texas Assessment of Academic Skills (TAAS) tests administered in the spring of 1997 and results from end of course tests in Algebra and Biology. Only a slight decrease in the percentage passing the eighth-grade social studies test marred the otherwise across-the-board rise in percentages meeting minimum…

The North Carolina End-of-Course Testing Program was established to provide student, school, and school system information about achievement in high school courses. The 59,723 students who took the Algebra I End-of-Course Test in 1987-88 were a subgroup of the school population in the eighth through twelfth grades. The proportion of students…

The North Carolina End-of-Course Testing Program was established to provide student, school, and school system information about achievement in high school courses. It appears that more than 40 percent of a class of students and approximately 60 percent of Algebra I students take Algebra II. Each Algebra II student took a test containing one of…

This report covers the levels of basic skills (verbal and computational skills and elementary algebra skills) among freshmen admitted to New Jersey's public colleges and universities during 1988. These levels of proficiency are estimated from results of the New Jersey College Basic Skills Placement Test. Designed both to assist colleges in the…

This report provides information on student performance at the state, regional, and school system levels on end-of-grade (grades 3-8 reading and mathematics) multiple-choice tests and end-of-course (high school subjects) multiple-choice tests administered in 1997-98 for 117 public school systems and 35 charter schools. Beginning in the 1992-93…

This document provides information on student performance at the state, regional, and school system levels on end-of-grade multiple choice tests for grades 3 through 8 in reading and mathematics and the end-of-course multiple choice tests administered in high school subjects in 1996-97 as part of the North Carolina Testing Program. The figures and…

Results from North Carolina's End-of-Course Testing Program in 1989-90 are presented. Participation, student characteristics, and achievement are summarized, largely in table form, for the following subject areas: (1) Algebra I, (2) Geometry, (3) Algebra II, (4) Biology, (5) Chemistry, (6) Physics, (7) U.S. History, and (8) English I. Background…

This report describes participation, student characteristics, and achievement for 10 high school courses assessed by the North Carolina End-of-Course Testing Program in 1990-91. Subject areas are: (1) Algebra I; (2) Geometry; (3) Algebra II; (4) Economic, Legal, and Political Systems in Action (ELP); (5) U.S. History; (6) English I; (7) Physical…

This report provides important baseline information for school systems in North Carolina working to improve student performance. It describes participation, student characteristics, and achievement for 11 high school courses assessed by the North Carolina End-of-Course Testing Program in 1991-92. Participation of North Carolina students in Algebra…