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…

This conceptual research paper explores educational reformation through the theoretical work of Appadurai (1996) and Castells (2000) in the flows and connectivity of global networks. It discusses the global, national, and local effects of the neoliberal ideological reformations in education and their effects on the African American student…

This paper analyses the education policy of Samoa to examine the values that are presented within as relevant to the education system. Drawing on the theory of postcolonialism and globalization, we illustrate how the global and local interact within the education policy to create a hybrid, heterogeneous mix of values and, while the policy…

This article focuses on the role of global universities and globalisations in an age of global interdependence and cosmopolitanism. Competing agendas that result from actions and reactions to multiple globalisations are considered in relation to global citizenship education. These agendas are crucial in understanding dilemmas of the local and the…

In a global society, all educational sectors need to recognise internationalism as a core, foundational principle. Whilst most educational sectors are taking up that challenge, vocational education and training (VET) is still being pulled towards the national agenda in terms of its structures and systems, and the policies driving it,…

General outcome measurement, a specific type of formative evaluation, can be used to assess progress toward long-term academic goals. Curriculum-based measurement is a widely used type of general outcome measurement. When used to develop local norms, curriculum-based measurement data are helpful in making individual student and systems-level…

Can democracy be expanded beyond borders? For many years, it was taken for granted that the norms and values of democracy could be applied within the boundaries of a state only. But over the last 20 years, it has been increasingly argued that democracy can also inform international organizations and global politics. This article recapitulates the…

An important aim of this article is to show that, although Hong Kong's overall education system has encouraged an integration of global, national and local cultures, there are barriers and difficulties in achieving this goal beyond the implementation of school music education. Data are drawn from a questionnaire with 1806 students (880 boys and…

The necessity for relevance in making and using norms is discussed. Two major points are made (1) norms should yield meaning in terms of the particular purpose for which the testing is done; and (2) legitimate and illegitimate general norms abound in test manuals. These principles are presented as practical guides: (1) avoid unjustified general…

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…

The Austin Independent School District (AISD) office of Research and Evaluation presents Basic Skills Achievement, 1981-82 (BSA). The BSA answers the following questions: (1) How does AISD student achievement compare to student achievement nationwide? (2) How does AISD's 1981-82 student achievement compare to the achievement of students in past…

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…

The California Achievement Test was given each Spring, 1981-1985, to all students in grades kindergarten through 11 in the Oklahoma City Public Schools. The results in reading and mathematics were interpreted in relation to: (1) national norms and point-in-time scores; (2) local students in the same grade in previous years; and (3) gain (or loss),…

The Developmental Indicators for the Assessment of Learning--Revised (DIAL-R) is a standardized developmental screening instrument designed to assess the motor, language (both receptive and expressive), and conceptual skill levels of children 2 to 6 years of age. The appropriateness of national norms for children in Kentucky was studied in a…