Through a synthesis of test publisher norms and national longitudinal datasets, this study provides new national norms of academic growth in K-12 reading and math that can be used to reinterpret conventional effect sizes in time units. We propose d' a time-indexed effect size metric to estimate how long it would take for an "untreated"…

The purposes of this study were to compare student, school, and group average distributions of two standardized tests, the Iowa Tests of Basic Skills (ITBS) and Stanford 7 Plus Achievement Test, and examine the American College Testing Programs college entrance examinations (Grades 11-12). In addition to the student-school norm comparisons, ratios…

Recent test results reveal that the test score decline has ended, but the legacy of this highly publicized educational episode continues. One widespread interpretation of the decline and recovery is that permissiveness and a collapse of standards in the late 1960s led to the decline and that a return to the basics and to tougher standards caused…

The extent to which national performance on an achievement test battery changed over a 4-year period was studied, and the comparative performance of students in school districts taking the test series for the first time was compared with that of students in districts that had used the battery at least once in one or more grades. The seventh…

This user's manual contains the major products of the data collection of the Anchor Test Study, a 34 volume report equating scores of eight widely used reading tests for grades 4, 5, and 6 in reading comprehension, vocabulary, and total reading. This manual provides: (1) equivalency tables which allow transformation of raw scores on one reading…

This report encompasses the results of two 1974-75 testing programs: (1) the Florida Statewide Assessment Program of communication skills and mathematics, administered to pupils in grades 3, 6, and 9, and (2) the countywide testing program involving the Stanford Achievement Test, a national standardized test administered to pupils in grades 1-12.…

Multiage settings are alternative educational groupings that promote complexity in young children's thinking. Grouping children across ages and grades encourages interconnectedness in social and intellectual development. This study compared the academic achievement of one group of multiage students to national norms on standardized achievement…

April 1987 marked the seventh year of the statewide testing program in reading, language, and mathematics mandated by the Arizona State legislature. The Arizona testing program used nationally-standardized norm-referenced achievement tests. The Iowa Tests of Basic Skills (ITBS) were administered to students in grades 1 through 8, the Stanford…