The purpose of this study was to investigate the relationships that may exist among mean scores on the math and reading portions of the Iowa Test of Basic Skills (ITBS) of eighth grade gifted students of different gender, race, and socioeconomic status. Significant changes have been made to Georgia's gifted identification procedures over the last…

The purpose of this case study was to (a) examine the main and interaction effects of gender, race and class-type on mathematics achievement, mathematics attitudes and sources of mathematics self-efficacy, (b) investigate teacher-student interactions in the single-sex mathematics classes and (c) investigate perspectives about single-sex…

This paper profiles the student subgroup achievement and gap trends in Iowa for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Iowa had data for racial/ethnic subgroups, low income students, and boys and girls at the proficient and advanced levels. Trends at the proficient and advanced levels were…

This report presents elementary school test trend data for the Chicago Public Schools (CPS), Illinois for 2000 for the Iowa Tests of Basic Skills (ITBS). In spring 2000, ITBS trend data show that mathematics test scores in the CPS elementary schools continue their long-term improvements for all age levels. Positive trends in ITBS reading scores…

Student achievement as reflected in standardized test scores is not a unitary construct, but a set of interdependent components representing degrees of knowledge of various subject areas. The interdependency of achievement components imply a positive feedback process. Weaknesses in one area reinforce weaknesses in others; strengths in one area…

The beneficial effects of changing an answer on a multiple choice test were examined for elementary school students, with particular emphasis on the answer-changing behavior of minority versus non-minority groups and high-income versus low-income students. Test booklets from students in grade 2 and answer sheets from students in grades 4, 6, and 8…

For 1989, the ninth year of standardized norm-referenced achievement testing mandated by the Arizona State Legislature, the Arizona State Board of Education adopted the Riverside Basic Skills Assessment Program (RBSAP). According to the RBSAP, the Iowa Tests of Basic Skills are administered to students in grades 1 through 8, and the Tests of…

April 1986 marked the sixth year of the statewide testing program in reading, language, and mathematics mandated by the Arizona legislature. For 1986, the Arizona State Board of Education adopted three tests to fulfill the legislative mandate: the Iowa Tests of Basic Skills (grades 1 through 8); the Stanford Achievement Test (grade 9); and the…

In spring 1986 Anglo students received higher scores than Blacks or Hispanics on the Iowa Tests of Basic Skills (ITBS), on all subtests and at all grade levels in the Denver (Colorado) Public Schools. This study, by attempting to locate patterns of item response, seeks to identify items in the ITBS that suggest differential pupil achievement by…

Test results are presented from the 11th year of the Arizona Pupil Achievement Testing Program, administered as mandated by the state legislature, which requires that a nationally standardized norm-referenced achievement test in reading, grammar, and mathematics be given to students in grades 2 through 11, with representative samples tested in…

Test results are presented for the Arizona Pupil Achievement Testing Program for fall 1991. In the 1991-92 school year, the state legislature mandated that only grades 4, 7, and 11 be tested. Although school districts could elect to test other grades, results in this report represent only tests for grades 4, 7, and 11 on either the Iowa Tests of…