This project was a response to the changes in the Washington State math assessments for high school students. The creation of an exit exam for Washington State high school students and the expectation that they pass it to graduate has placed tremendous pressure on high schools that struggled with low passing rates on the Washington State math…

English as a Second Language (ESL) learners' access and achievement in Algebra I was examined to determine whether ESL students continue to be denied equal opportunity-to-learn (OTL) as a result of unnecessary tracking practices. In this quasi-experiment, a pre-post retrospective comparison group design was used to determine the effects of the…

In 2002/03, the Charlotte-Mecklenburg Schools initiated a broad program of accelerating entry into algebra coursework. The proportion of moderately-performing students taking 8th grade algebra increased from less than half to nearly 90%, then reverted to baseline levels, in the span of just six age cohorts. We use this policy-induced variation to…

As almost every state attempts to reform mathematics instruction by implementing new teaching standards, state testing practices remain largely unchanged. Is there a mismatch between these new standards and the old tests? This question is investigated by examining whether middle school and high school algebra students taught in a manner consistent…

Because a significant portion of U.S. students lacks critical mathematic skills, schools across the country are investing heavily in computerized curriculums as a way to enhance education output, even though there is surprisingly little evidence that they actually improve student achievement. In this paper we present results from a randomized…

The North Carolina Test of Algebra II was developed for use as an achievement test following the completion of the Algebra II course of study. Its design serves two purposes: (1) a normative measure of student achievement; and (2) an objective-based measurement of curriculum coverage. The test's curricular validity, content validity, instructional…

Beginning in February 1994, twelfth-grade students who have passed the Ohio Ninth-grade Proficiency Tests in all areas will take the Twelfth-grade Proficiency Tests in writing, reading, mathematics, and citizenship. This fact sheet describes the Twelfth-grade Proficiency Test in mathematics, which is designed to measure a twelfth-grade level of…

Learning objectives and specifications are provided for use by teachers and test development specialists. Beginning with the 1985-86 school year, the Texas Educational Assessment of Minimum Skills (TEAMS) tests have been based on the objectives in this publication. For grade 9 mathematics, these objectives are: (1) identify the relationship among…

Beginning with the 1985-86 school year, the Texas Educational Assessment of Minimum Skills (TEAMS) tests have been based on the objectives provided in this publication for teachers and test development specialists. For grade 7, mathematics objectives include the ability to: (1) convert decimals or percents to equivalents; (2) add and subtract…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

Results from North Carolina's End-of-Course Testing Program in 1989-90 are presented. Participation, student characteristics, and achievement are summarized, largely in table form, for the following subject areas: (1) Algebra I, (2) Geometry, (3) Algebra II, (4) Biology, (5) Chemistry, (6) Physics, (7) U.S. History, and (8) English I. Background…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…