With the increased emphasis on standardized testing from state and federal mandates, the need for reading remediation has intensified. Programs directed toward increasing student test scores have been put in place nationwide with mixed results. These initiatives include response to intervention (RTI), direct instruction, and individualized…

The No Child Left Behind Act of 2001 mandated that states implement standards and test-based accountability systems. In theory, local educators are free to select the means for teaching the standards so long as students achieve a predetermined proficiency level on the exams. What is unclear, however, is how this theory plays out in schools…

A comprehensive program is proposed to increase the supply and quality of minority group teachers. The first step of the program is the early identification of minority and low-income students who have a commitment to teaching. As early as high school, students expressing an interest in teaching as a career would be selected to participate in a…

Recent comprehensive analyses such as those by Harnishfeger and Wiley (1975) and Zajonc (1976) indicate the existence of a national and international downward trend in achievement and intelligence test scores. An analysis of the achievement and intelligence test scores in a small, upper middle class, New Jersey elementary school district showed an…

African-American children are minimally represented in gifted programs due to misconceptions of giftedness, problems associated with standardized testing, perceptions of African-American students' low achievement, and lack of awareness of characteristics of African-American achievers. Individually focused identification of gifted African-American…

The report assesses the ability of the 44 Appalachia Educational Laboratory's Employer-Based Career Education (AEL/EBCE) students to maintain their expected academic competence as measured by a nationally normed achievement test, the Iowa Tests of Educational Development, administered at different times during the 1972-73 program year. The…

This is the fourth monograph in the admissions models series. Based on discussions at a June 2004 conference and conversations with numerous admissions experts, this publication describes different approaches to individualized review and covers topics such as standardizing elements of the application, reader training and guidelines, consistency…

This final report presents an evaluation of the Designing and Implementing Programs for the Little School Component which is a program designed to develop, implement, and disseminate a program of individualized instruction at the Howard D. Woodson Senior High School. The purpose of the program is to improve academic achievement and student…

The report examines demographic and attitudinal characteristics of the 44 students who entered the Appalachia Educational Laboratory's Employer-Based Career Education (AEL/EBCE) program in September 1972 and January 1973. The data were obtained from student information sheets completed in February 1973. Regarding home and family life, the majority…

The report analyzes the values of the Career Development Inventory (CDI) as a means of assessing the vocational maturity of the 44 students in the Appalachia Educational Laboratory's Employer-Based Career Education (AEL/EBCE) program. The test instrument measures attitudinal and cognitive skills which correspond with program goals, and was…

Tests are inevitably designed to measure students and therefore will affect both teaching techniques and the student's concept of what is important in learning. Standardized, objective high school English tests, which neglect the individual's needs or accomplishments, limit classroom freedom and the natural course of the curriculum. An integral…

The report evaluates attitudinal changes among the 44 Appalachia Educational Laboratory's Employer-Based Career Education (AEL/EBCE) students during the 1972-73 academic year, as measured by the semantic differential, a test in which students were asked to select one of seven spaces separating bipolar adjectives for each of 20 pairs of adjectives…

The report investigates the pattern of interests among the 44 students at the Appalachia Educational Laboratory's Employer-Based Career Education (AEL/EBCE) program during the fall, winter, and spring of the 1972-73 program year as measured by the Kuder Occupational Interest Survey (KOIS). Group One students (those matriculating in September 1972)…

The report describes an evaluation of seven affective and cognitive traits of 40 of the 44 students in the Appalachia Educational Laboratory's Employer-Based Career Education (AEL/EBCE) program during the 1972-73 program year as measured by the Student Information System (SIS). All students were tested in February and in May 1973; Group One…

A 30-minute screening battery of tests and subtests selected from the complete 90-minute battery used in USOE Prekindergarten-Kindergarten research plus three locally developed instruments were identified as the most satisfactory single measures of cognitive, motor, auditory, visual, visual-motor coordination, and language development to provide…