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Download full textBeard, Jonathan; Marini, Jessica P. – College Board, 2015
The continued accumulation of validity evidence for the intended uses of educational assessment scores is critical to ensure that inferences made using the scores are sound. To that end, the College Board has continued to collect college outcome data to evaluate the relationship between SAT® scores and college success. This report provides updated…
Descriptors: Statistical Data, Predictive Validity, Educational Assessment, Evidence
Peer reviewedKastberg, David; Roey, Stephen; Ferraro, David; Lemanski, Nita; Erberber, Ebru – National Center for Education Statistics, 2013
The "U.S. TIMSS and PIRLS 2011 Technical Report and User's Guide" provides an overview of the design and implementation of the Trends in International Mathematics and Science Study (TIMSS) 2011 and the Progress in International Reading Literacy Study (PIRLS) 2011 in the United States and the nine participating benchmarking states:…
Descriptors: Educational Trends, Mathematics Achievement, Science Achievement, Reading Achievement
Gilbert, Katherine J. – 1972
The alternate program at McBride School was an organizational and curricular modification that offered optional activities, community recreation, semestering of some subjects, and unstructured time. It involved four intermediate grade classes. Questionnaires were distributed to students who were enrolled in the alternate program and to their…
Descriptors: Educational Research, Evaluation Methods, Intermediate Grades, Parent Attitudes
Long Beach City Coll., CA. – 1973
To obtain information concerning current practices in placing community college students in English Composition courses, a two-page questionnaire was mailed to each of California's 93 community colleges; replies were received from 62. Summaries of the replies are provided in seven tables. Observations resulting from the survey data include the…
Descriptors: College Curriculum, Community Colleges, Educational Practices, Educational Testing
PETERSON, JOHN F.
INFORMATION ON THE BACKGROUND AND ATTITUDES OF AN EXPERIMENTAL GROUP OF 191 HIGH-POTENTIAL, LOW-ACHIEVING 10TH-GRADE STUDENTS WAS SUPPLIED TO THEIR TEACHERS TO DETERMINE THE EFFECT OF THIS INFORMATION ON THE STUDENTS' PERFORMANCE. TEACHERS OF STUDENTS (114) IN A QUASI-CONTROL GROUP WERE INFORMED THAT THEIR PUPILS HAD TESTED AS UNDERACHIEVERS, BUT…
Descriptors: Academic Achievement, Control Groups, Educational Research, Experimental Groups
