The present paper aims to discuss how data from international large-scale assessments (ILSAs) can be utilized and combined, even with other existing data sources, in order to monitor educational outcomes and study the effectiveness of educational systems. We consider different purposes of linking data, namely, extending outcomes measures,…

The present quantitative study evaluated the effects of Supplemental Educational Services (SES), a federally mandated component of No Child Left Behind, on student achievement in reading and mathematics. SES provides free tutoring outside of school to disadvantaged students who attend Title I schools in their third year of failing to achieve…

Public schools face raised performance expectations on group-administered achievement tests. In response, educators have implemented various preparation strategies to ready students. However, the research community largely ignores the impact of setting on test performance. This randomized field trial assesses whether or not there were significant…

Samples of entering first-grade students were used to examine the predictive validity of the group administered Metropolitan Readiness Test (MRT) and the individually administered Meeting Street School Screening Test (MSSST). The advantage of the latter was found to possibly outweigh the advantage of efficiency in group administration. (Author/GK)

A study was conducted to determine whether informal group assessment instruments could be used effectively to provide the same type of reading achievement information as that secured from informal individual instruments. The researchers developed group instruments comparable to individual instruments, including a group reading inventory for grades…

This technical note describes part of the work done to develop student achievement tests in reading and mathematics for use in a later phase of the Beginning Teacher Evaluation Study. While the achievement battery consists primarily of group-administered multiple-choice test items, several individual-testing studies were conducted to examine the…

A 3-year study attempted (1) to predict reading achievement through third grade, (2) to establish data for a nonverbal discrimination test, (3) to devise supplementary perceptual instructional programs, and (4) to develop screening devices to assess perceptual abilities and identify potential learning disabilities. In first, second, and third…

A study of institutionalized educable mentally handicapped children (EMR's aged 6-7 to 12-6) was designed to evaluate the use of subtest combinations and learning tasks as predictors of achievement compared to single individual and group tests. Fifty-one subjects received a pretest battery of six individual tests, one group test, three learning…

As part of the evaluation of the Elementary and Secondary Education Act (ESEA) Title I Migrant Program, this study investigated whether teacher judgment of oral language proficiency could be used as a covariate in analyzing the reading test scores of migrant children, so that their possible lack of English proficiency could be taken into account…