This report summarizes test score information on a city-wide, regional, and school-by-school basis for staff and community review of pupil progress in reading and mathematics achievements, Primary Unit through grade 11. The data were obtained in the 1979-80 school year. Norm- and criterion-referenced tests were used. The intent of the report is to…

A series of reports describes the activities of the Office of Research and Evaluation and compiles data descriptive of the Austin (Texas) Independent School District. This report consists of four appendices, one for each of four test batteries: California Achievement Tests, Sequential Tests of Educational Progress, Boehm Tests of Basic Concepts,…

A statistical view was compiled of the impact of Elementary and Secondary Education Act (ESEA) Title I programs on student achievement in 45 of the 55 West Virginia county school districts between 1977-78. The RMC Model A-1 design was used by each district. Nationally normed achievement tests were administered for pretesting and posttesting of the…

This is the 21st year of statewide student testing under the Arizona Student Achievement Program, which mandates the use of a nationally standardized norm-referenced achievement test in reading, mathematics, and language in the state's schools. In the 2000-2001 school year, students in grades 1 through 9 were tested using the Stanford Achievement…

This is the 17th year of statewide student testing under the Arizona Student Achievement Program. To fulfill the requirements of Arizona law, a nationally standardized, norm-referenced achievement test in the subjects of reading, language, and mathematics must be adopted and implemented for Arizona schools. For the 1996-97 school year, the State…

A series of reports describes the activities of the Office of Research and Evaluation and compiles data descriptive of the Austin (Texas) Independent School District. This report describes the system-wide evaluation data for the school year 1976-77, which demonstrate improved performance in the basic skills areas of reading and mathematics,…

This resource guide was designed for teachers and administrators in Arizona school districts to assist them in preparing functional and meaningful programs of student achievement testing. The format of the guide is based on fundamental questions often posed by educators regarding norm-referenced and criterion-referenced testing. Particular…

The North Carolina Open-Ended Assessment for grades 5 and 8 emphasizes higher-level thinking skills. Test items commonly require the integration of knowledge and skills from more than one curricular area. Beginning in 1996-97, the North Carolina Open-Ended Assessment was administered to students in grades 5 and 8 for the second time. Because it is…

The end-of-grade component of the North Carolina Testing Program was implemented in 1992-93 in response to state legislation. The end-of-grade tests emphasize higher-order thinking skills and the ability of students to solve real-life types of problems. These tests also reflect the higher standards set forth in national curriculum standards for…

This report provides achievement information from the Philadelphia, Pa. Follow Through program in Mathematics and Reading for the five years, 1971-1972 through 1975-1976. The data are drawn from cross-sectional analyses, focusing primarily on mean score performance in Total Mathematics and Total Reading on city-wide tests. The principal findings…

Results of the second year of the New Jersey Minimum Basic Skills Tests in reading and mathematics, mandated by the New Jersey Public School Education Act of 1975, are summarized. Approximately 397,000 students in grades three, six, nine, and eleven were tested. Results of the tests showed that a smaller percentage of sixth-grade students met…

Results of the fifth year of testing by the Wisconsin Department of Public Instruction are presented. In 1980, objective-referenced tests in mathematics and reading were given to a sample of Wisconsin's public school students in grades 4, 8, and 12. Students were also given the Comprehensive Tests of Basic Skills (CTBS) in mathematics, reading,…

Results of New Hampshire's first biennial Educational Assessment Program involving 7,500 public school students in grades 5, 9, and 12 are reported. Multiple choice and essay tests were administered in reading, writing, mathematics, state and national history, and government. Instructional assistance--including workshops, suggested classroom…

The 1979-80 South Carolina Statewide Testing Program assessed the achievement of students in public school grades 3, 6, and 11. Results were used to facilitate the decision-making process of educators at the state, district, and school levels. The Comprehensive Tests of Basic Skills (CTBS) were used to measure achievement in the basic skill areas…

New minimum high school graduation standards were mandated for 1978-79 graduates, by Florida's Educational Accountability Act of 1976. Requirements included mastery of basic skills, completion of minimum course credits, and satisfactory performance on functional literacy tests. The literacy test was the primary criterion for graduation. On its…