This report looks at the extent to which it was possible, using data from 1994 and 1995, to provide value-added scores for schools in three Local Education Authorities (LEAs) in England. The number of terms students spend in school and their academic progress are reviewed, and the responses of the LEAs to the summary of issues related to…

A study was designed in which a battery of 11 selected instruments was given to 320 professional students (four classes) at the University of Illinois College of Veterinary Medicine to measure a variety of parameters of brain function and cognitive ability. Results were to be used to develop ability or competency profiles, to compare scores, to…

The Center for Evaluation Study at the University of California (Los Angeles) conducted the Test Use in Schools study to map the topography of basic-skills achievement testing and achievement test use in public schools across the United States. The survey addressed a nationwide sample of principals and teachers through a successive,…

This "Profile" offers a snapshot of state assessment systems by describing some of their fundamental characteristics. Its focus is on what individual states are doing in terms of developing their own standards and assessments and how they report these results. Two pages of information are presented for each state (but not for the…

The National Assessment of Educational Progress (NAEP), the only accurate and credible indicator of educational performance capable of informing about national trends and state differences in student achievement, serves many different constituencies whose opinions must figure heavily in determining the future directions of the NAEP. To identify,…