Oral reading fluency was investigated as a predictor of standard scores on the Woodcock-Johnson Tests of Achievement III Broad Reading Cluster (BRC). Participants included first- through third-grade students (n = 1301) from elementary schools in and around Houston, Texas. Median words correct per minute scores from three oral reading passages were…

References to FCAT results dominate the appraisal of students, schools, and districts. Yet, with all these reports of scores and grades it is not easy to spot extraordinary performance. It is the purpose of this paper to introduce Performance Flags--a new look to FCAT statistics that can help Miami-Dade district in the simple and speedy detection…

The purpose of this paper is to promote local norms as a new way of reporting Florida Comprehensive Assessment Test (FCAT) results for Miami-Dade County district. The norms would: (1) show a student's relative standing in the district, and (2) show the student's growth compared to similar students. This paper presents questions about local norms,…

Basic skills achievement test results of pupils in the Philadelphia School District, based upon the February 1979 Philadelphia City-Wide Testing Program involving kindergarten through grade 12, are reported. The city and district performance distributions show the combined percentages of pupils in scoring within various national percentile rank…

Developed as an easy to use reference on test data for Montgomery County Public Schools (MCPS), this report is divided into two sections: analysis of county data and analysis of school data. Features of the report are as follows: (1) a longitudinal analysis of performance of students tested in MCPS in 1976, 1978 and 1980; (2) school results broken…

The results are presented of district-wide standardized testing in the Irving (Texas) Independent School District for the 1985-86 school year. This was the first year in which the Texas Educational Assessment of Minimum Skills (TEAMS) was implemented. It was administered to students in odd-numbered grades, whereas all other students took the…

Austin's results on the Iowa Tests of Basic Skills (ITBS) for grades 1-6 for 1980-81 are presented for each campus as well as for the district. These results are accompanied by school and district characteristics, so as to describe the general context in which the achievement scores were collected. Grades 3-6 were tested on four sections of the…

Austin's results are presented for the Iowa Tests of Basic Skills (ITBS) for grades 7-8 and the Sequential Tests of Educational Progress (STEP) for grades 9-12 for 1980-81. Results are presented for each campus as well as for the district. School and district characteristics accompany these results to describe the general context in which these…

This report summarizes test score information on a city-wide, regional, and school-by-school basis for staff and community review of pupil progress in reading and mathematics achievements, Primary Unit through grade 11. The data were obtained in the 1979-80 school year. Norm- and criterion-referenced tests were used. The intent of the report is to…

This paper is divided into two parts. The purpose of Part I is the review of some of the history of school average norms, beginning with Dr. E. F. Lindquist's call for such norms in 1948; the development of such norms for standardized achievement tests; current policies and practices regarding aggregated school data; and a presentation of norms…

Kindergarten predictors, Otis-Lennon IQ, group and individual Bender scores, and teachers' ratings were correlated with first-grade Stanford Achievement Test scores from 152 children from three schools in the same school district and fourth-grade Ohio Survey Test scores from 102 of the same children. (Author/PN)

A survey test in mathematics was administered to all pupils (N=5,557) in grade 6 of Vancouver schools. The three parts of the test--computation, concepts, and problems, were given in separate sessions. The same test was given in 1969. The median scores in 1972 for the three subtests and for total score were somewhat lower than those in 1969. A…

The Portland (OR) School District has a long-standing tradition of local achievement test development. Portland prefers to use scores and reporting procedures which capitalize on the advantages of "equal interval" which can be analyzed statistically by all procedures available. Portland testing programs serve a number of purposes: (1)…

The 1986 Comprehensive Assessment Report on the Pearl River (New York) Public School District describes the district's 1,807-student population (grades K through 12), the community, and its schools. Tables provide data on: (1) students' performance on standardized tests, including the California Achievement/Aptitude Tests; New York State Pupil…

The 1970-71 standardized test data for grades three, six, nine and eleven in West Virginia are summarized. The report is presented in four major sections, one each for the grades tested, with analytical information using State, county and school norm groups. Each group division has illustrated an analysis of the following data: (1) a statewide…