This document contains a brief summary of research on the Success for All comprehensive school reform program and the alignment document that outlines the correlation between Success for All and the objectives and outcomes described in the Stanford Achievement Test: Ninth Edition (SAT-9) as designed by Harcourt, Inc. Research has found Success for…

Several forces are driving Alaska's school accountability initiatives. These include: (1) the Legislature's passage in 1997 and 1998 of the High School Graduation Qualifying Examination (HSGQE) and other accountability measures; and (2) the passage by the U.S. Congress of the No Child Left Behind Act of 2001. In the past, schools excluded some…

Summarizes recent developments in the use of technology in schools and state-level testing programs. Presents results of two studies, one with 114 students and one with about 200 students, that indicate that written tests administered on paper underestimate the achievement of students accustomed to working with computers. (SLD)

The Maryland Functional Testing Program (MFTP) uses the Rasch model as the statistical framework for the analysis of test items and scores. This paper is designed to assist the reader in developing an understanding of the fit statistics in the Rasch model. Background materials on application of the Rasch model in statistical analysis of the MFTP…

Three aspects of institutional assessment are considered in this paper: the historical development of the postsecondary assessment movement; New Jersey's mandated College Outcomes Evaluation Program (COEP); and the response of the state's community colleges to the program. The first section traces the emergence of concern among national policy…

Addressing the issue of testing and evaluation in English at the university level, this paper focuses on the development and use of the English Placement Test developed by the California State University system. The discussion of this testing program is placed within a framework of four testing principles: testing is an essential part of learning…

The legislative history and provisions, implementation, and intended use of 12 state-mandated programs are described. Florida's program was mandated in 1971. The other states (Alabama, Arkansas, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia) initiated programs after 1975; most are in their…

The status of minimum competency testing programs, as of June 30, 1979, is given through descriptions of 31 state programs and 20 local district programs. For each program, the following information is provided: legislative and policy history; implementation phase; goals; competencies to be tested; standards and standard setting; target groups and…