The purpose of this causal-comparative study is to examine the effect of standards-based report cards on the growth and performance of Grade 4 students on the Massachusetts measure of accountability. This study examines the effect of the report card format on the grade level student growth percentiles (SGP) and composite performance index (CPI) on…

Ohio made value-added law in 2003 and incorporated value-added assessment to its operating standards for teachers and administrators in 2006. Value-added data is used to determine if students are making a year's growth at the end of each school year. Schools and districts receive a rating of "Below Growth, Met Growth, or Above Growth" on…

The purpose of this study is to compare the teacher retention rates in public elementary and middle schools in Georgia that met or did not meet the academic performance component of Adequate Yearly Progress. The teacher retention rates were expected to be higher in schools that met the academic performance component of AYP and lower in the schools…

How teachers methodically construct report card comments into organized social features is addressed through an examination of negotiation structures which organize anecdotes. Anecdotal comments are key communication devices which teachers employ for reporting. Four hundred and fifty anecdotal comments teachers wrote about students were collected…

One of the primary aspects of a reporting system is to maintain consistency between what is taught, what is tested, and what is reported to parents. This paper explores one school district's experience in changing how student progress is reported to parents for the elementary division from kindergarten to grade five. Over the last decade, what was…

The parent of a handicapped child cites the importance of daily communication between home and school and describes a method of daily report cards based on the individualized education program. (CL)

Examines the consistency of grade assignment by elementary personnel, finding wide variations. Shows greater consistency in assigning grades after training. (SR)

Asserts that the means by which student achievement in reading are reported should be a focus rather than an afterthought. Discusses key questions related to developing report cards that serve a variety of audiences. Provides guidance and models of report cards that are more closely aligned with the literacy curriculum than traditional report…

Describes a nontraditional approach to reporting student progress via narrative report cards. The teacher-developed form used by three Tuscaloosa, Alabama, elementary schools is practically blank, allowing teachers to put student information into list or paragraph formats at nine-week intervals. Success depends on keeping communication and…

Describes a new system for evaluating the multi-faceted academic-personal-social growth of elementary school students. (RB)

During the 1973-74 school year, Pacific Union College Elementary School used a new form which was much different from the form previously used to report pupil progress. About a week before the end of the school year a questionnaire of twenty questions was prepared to survey parental attitudes toward the new report forms. The survey revealed that…

Report cards have become so quantitative and narrowly focused that their information potential is rarely realized. Achievement test scores do not reflect creativity, curiosity, perseverance, flexibility, imagination, or true thinking ability--qualities excluded from most report cards. Educators can regain public confidence by rethinking reporting…

Presents two examples of report cards designed to support the implementation of social studies programs. The authors claim that both cards illustrate an effort to underscore skills, attitudes, and other teaching-learning conditions in addition to information. (Author/DB)

A Colorado elementary school developed a user-friendly, performance-based report card with the help of students, parents, and staff and adapted it to a spreadsheet. The school sent an explanatory brochure and a detailed survey to solicit parents' response. Fully 65% of parents found the new format to be as useful or better than the old format.…

Explores parents' perspectives of elementary school assessment in Clark County (Nevada) School District, using data gathered from indepth telephone interviews. Generally, parents were highly satisfied with the current system for reporting student progress, although many were concerned about subjectivity and meaning of letter grades. A majority…