This appendix volume supplements "Evaluating the Federal Innovative Assessment Demonstration Authority: Early Implementation and Progress of State Efforts to Develop New Statewide Academic Assessments. Evaluation Report. NCEE 2023-004" analyzing the early progress of the first five assessment systems participating in the Innovative…

Recommendations designed to assist states in the creation of meaningful definitions of types of schools and students for use in the Council of Chief State School Officers' Education Data Improvement Project are presented. The Project's goals are to promote and facilitate the reform and refinement of the National Center for Education Statistics'…

This report is the product of the first year of study of the Statewide Systemic Initiatives (SSI) Study on exploring data and methods to assess and understand the performance of states participating in the SSI. The report describes three sets of studies. The first studied valid and reliable measures of student achievement, and how to combine…

Prepared as part of a joint effort by the Maryland State Board for Community Colleges (SBCC) and the Maryland State Board of Education to promote high-quality occupational programs and services, this report provides information on the state's management information system and program data monitoring system. Following the text of a resolution…

Each spring, Arizona students participate in testing as part of the state's assessment program. Elementary and middle school students in grades 3 through 8 take the Arizona Instrument to Measure Standards--Dual Purpose Assessment (AIMS DPA) in reading, writing, and mathematics. These tests serve as an important measure of student achievement for…

To expand and improve after-school opportunities for children, New Jersey After 3 (NJ After 3) has sought to develop and implement a comprehensive system of high-quality after-school programs throughout the state. Specifically, NJ After 3 seeks to increase the number of after-school programs in New Jersey that provide a safe environment for…

Summaries are presented of individual state practices for collecting selected universe terms and data elements for the Education Data Improvement Project of the Council of Chief State School Officers. The Project is a joint effort of the states and Federal government to improve the quality and timeliness of data collected, analyzed, and reported…

A statistical view was compiled of the impact of Elementary and Secondary Education Act (ESEA) Title I programs on student achievement in 45 of the 55 West Virginia county school districts between 1977-78. The RMC Model A-1 design was used by each district. Nationally normed achievement tests were administered for pretesting and posttesting of the…

The 1992-93 analysis of the Kansas Chapter 1 evaluation results is described. In the 1992-93 school year, 100 percent (304) of Kansas districts participated in the Chapter 1 program. Approximately 7 percent of the student population participated in Chapter 1 programs, and 82 percent were in grades 1 through 6. A majority of these students were…

This is the second of three volumes that constitute the final evaluation report of Project STAR (State Technical Assistance Resources), an undertaking of the Maryland State Department of Education designed to help 36 elementary schools improve their reading programs. This volume is divided into five parts. The first part contains a discussion of…

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…

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…

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…

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…