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…

On assessments such as Trends in International Mathematics and Science Study (TIMSS) (Stigler & Hiebert, 1999) and Program for International Assessment (PISA) ("PISA 2006 Science Competencies for Tomorrow's World", 2007) students in the United States have not been performing as well in mathematics as students in other countries. In…

The results of the 2006 PISA (Program for International Student Assessment) study of reading comprehension, mathematical ability, and science understanding administered to 15 year olds in 56 countries [OECD (2007). PISA 2006: Science Competencies for Tomorrow's World. Paris: OECD.] are examined to assess the predictive validity of the national IQs…

The purpose of this report is to provide descriptive data regarding the test scores of Milwaukee Parental Choice Program (MPCP) students in grades 4, 8 and 10 in reading, math and science, as reported to the School Choice Demonstration Project 2009-2010. The tables, graphs, and histograms presented in this report provide a snapshot of these…

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"…

School reform efforts across the US have focused on creating systems in which all students are expected to achieve to high standards. To ensure that students reach those standards and to document what students know and can do, schools collect assessment information on students' academic achievement. More information is needed, however, to find out…

The current study examined the mathematical achievement of high school students enrolled for 3 years in one of three NSF funded "Standards"-based curricula (IMP, CMIC, MMOW). The focus was on traditional topics in mathematics as measured by subtests of a standardized achievement test and a criterion-referenced test of mathematics…

One of a series of reports on the International Project for the Evaluation of Educational Achievement (in Mathmatics).

A number of people associated with education reply to the charges leveled at education and the recommendations made by Admiral Rickover in the immediately preceding article. (IRT)

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…

Brief guidelines for the selection of norm referenced tests are offered. Four considerations in selecting an appropriate test are: (1) appropriateness of test content; (2) appropriateness of the norm group; (3) test reliability; and (4) ease of administration. (MH)

Performance of norms group on Reading and Arithmetic subtests of WRAT was compared with that of a representative national sampling. Systematic differences were found between the two data sets, and effects of these differences on current norms were illustrated. Norms tend to underestimate subject's achievement level relative to general population.…

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…