Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Author
| Thurlow, Martha L. | 3 |
| Minnema, Jane E. | 2 |
| Adkins, Deborah | 1 |
| Albus, Deb A. | 1 |
| Cronin, John | 1 |
| Dahlin, Michael | 1 |
| Kellow, Tom | 1 |
| Kingsbury, G. Gage | 1 |
| Lazarus, Sheryl S. | 1 |
| Minnema, Jane | 1 |
| Moen, Ross E. | 1 |
| More ▼ | |
Publication Type
| Numerical/Quantitative Data | 7 |
| Reports - Research | 5 |
| Reports - Evaluative | 2 |
| Speeches/Meeting Papers | 1 |
Education Level
| Elementary Secondary Education | 4 |
Audience
Location
| United States | 2 |
| Arizona | 1 |
| California | 1 |
| Colorado | 1 |
| Delaware | 1 |
| Idaho | 1 |
| Illinois | 1 |
| Indiana | 1 |
| Kansas | 1 |
| Maine | 1 |
| Maryland | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 2 |
Assessments and Surveys
| Stanford Achievement Tests | 1 |
What Works Clearinghouse Rating
Download full textThurlow, Martha L.; Albus, Deb A.; Lazarus, Sheryl S. – National Center on Educational Outcomes, 2017
The 2015 reauthorization of the Elementary and Secondary Education Act (ESEA), as well as the Individuals with Disabilities Education Act (IDEA), continues to require states to disaggregate participation and performance data at the state level for all students and student subgroups. This report presents information on publicly reported…
Descriptors: Disabilities, Elementary Secondary Education, Kindergarten, Accountability
Sanchez, Kathryn; Kellow, Tom; Ye, Renmin – 2000
This study compared Stanford Achievement Test (SAT-9) academic subtest scores by students' grade, gender, and ethnicity and across different educational programs (e.g., Title I and special education). The study sample consisted of 144,701 students from public schools in a large city in the Southwest United States (grades 1-11). Raw data were taken…
Descriptors: Academic Achievement, Elementary Secondary Education, Instructional Program Divisions, Racial Differences
Minnema, Jane E.; Thurlow, Martha L.; Van Getson, Gretchen R. – National Center on Educational Outcomes, 2004
Proponents of out-of-level testing generally contend that there are three benefits for students with disabilities: (1) undue test frustration is avoided; (2) test measurement accuracy is improved; and (3) test items are better matched to students' current educational goals and instructional level (Thurlow, Elliott, & Ysseldyke, 1999). It is…
Descriptors: Student Evaluation, Instructional Program Divisions, Teacher Attitudes, Measurement
VanGetson, Gretchen; Minnema, Jane; Thurlow, Martha – National Center on Educational Outcomes, University of Minnesota, 2004
The purpose of this research study was to illustrate the ways in which out-of-level testing policies have changed over the three years from 2000-2001 to 2003-2004. In 2000-2001, 12 states were using out-of-level tests to measure student progress toward content standard proficiency. A detailed research study conducted at the end of 2000-2001 to…
Descriptors: Instructional Program Divisions, Testing Accommodations, Student Evaluation, Educational Policy
States' Procedures for Ensuring Out-of-Level Test Instrument Quality. Out-of-Level Testing Report 14
Minnema, Jane E.; Thurlow, Martha L.; Moen, Ross E.; VanGetson, Gretchen R. – National Center on Educational Outcomes, University of Minnesota, 2004
The present study was initiated to gather information about states' out-of-level testing practices. Specifically, we wanted to see whether states attempted to align out-of-level tests with grade of enrollment content standards, what processes are used to complete this task, and what psychometric information states offer as evidence of that…
Descriptors: Instructional Program Divisions, Testing Accommodations, Student Evaluation, State Government
Cronin, John; Dahlin, Michael; Adkins, Deborah; Kingsbury, G. Gage – Thomas B. Fordham Institute, 2007
At the heart of the No Child Left Behind Act (NCLB) is the call for all students to be "proficient" in reading and mathematics by 2014. Yet the law expects each state to define proficiency as it sees fit and design its own tests. This study investigated three research questions related to this policy: (1) How consistent are various…
Descriptors: Federal Legislation, Mathematics Tests, Test Validity, Reading Tests
National Education Association, Washington, DC. Research Div. – 1980
The National Education Association's 1980 survey of school programs and practices involved sending questionnaires to 805 representative school systems serving 300 or more students. Exactly 508 usable questionnaires were returned. Thirteen topical areas were explored: (1) increases and decreases in student enrollment and numbers of teachers; (2)…
Descriptors: Censorship, Disabilities, Discipline, Educational Finance
