Describes procedure for combining Stanford Achievement Test items with local supplementary items to measure individual and aggregate student performance in mathematics. Two reports are generated from the test results: a diagnostic report of student mastery of each objective and an overall score. (TE)

In 1998, the Stanford Achievement Test Series, Ninth Edition, Form TA (Stanford 9) was administered to Virginia students in grades 4, 6, and 9 as the norm-referenced component of the Virginia State Assessment Program. As in the previous year, from 93 to 96% of Virginia's students took the Stanford 9, although the first administration was taken by…

Stanford Achievement Test scores of 1,434 elementary-level students already placed in either regular or special education programs were arranged according to four cutoff points: 20th, 15th, 10th, and 5th percentiles. This identification method, setting the cutoff at the 5 percent level, is proposed as a preliminary screening device for special…

How two students with the same number-correct score, calculated by dramatically different patterns of responses, can achieve the same ability estimate is demonstrated. The present study investigated the incidence of person misfit to the model in a nationally standardized test of achievement devised using the Rasch item response theory model. It…

Information is provided about the Delaware Educational Assessment Program and the performance of Delaware public school students as measured by a nationally-normed standardized achievement test. The Stanford Achievement Test, Eighth Edition was administered statewide, allowing comparisons with national performance and with the performance of…

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.…

1988 is the eighth year of the Arizona Pupil Achievement Testing Program which is administered to fulfill the requirements of Arizona Revised Statutes Section 15-741 through Section 15-744. This legislation mandates that a nationally standardized norm-referenced achievement test be administered during April to all pupils enrolled in Arizona public…

Information is provided for educators and the general public about the performance of students on the standardized tests administered in 1990 as part of the South Carolina Norm-Referenced Testing (SCNRT) Program. The first section of this report provides background information necessary for interpretation of the results. The second section reports…

Hawaii uses the eighth edition of the Stanford Achievement Test (Stanford 8) to assess academic performance of the student population in grades 3, 6, 8, and 10. Hawaii was not included in the norming for the Stanford 8, neither for the national nor the Pacific norms. In this study, Hawaii norms were developed based on the Stanford 8 reading and…

Results from testing programs in the Newark (New Jersey) public schools for 1991-92 are discussed. The system used three testing programs in the school year: (1) the Newark Uniform Testing Program (Stanford Achievement Series, eighth edition); (2) the New Jersey Statewide Testing System; and (3) the Bilingual Testing Program. Results of the Newark…

Results of Nevada students in grades 3, 6, 9, and 11 on tests of the Nevada Proficiency Examination Program are presented for the 1987-88 school year. Examinations prescribed for grades 3 and 6 in mathematics, reading, and language are the appropriate Stanford Achievement Tests. Tests mandated for grade 9 are the Science Research Associates'…

In response to state mandates, the Hawaii Department of Education (HDE) began reporting on the current achievement status and progress of students scoring in the lowest three stanines of the Stanford Achievement Tests (SAT). The Longitudinal Student Achievement Monitoring (LSAM) process is described and evaluated; it was established to monitor low…

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…

American school officials almost invariably compare local and national achievement through one of the following norm-referenced tests: (1) the California Achievement Test; (2) the Stanford Achievement Test; (3) the Metropolitan Achievement Test; (4) the Science Research Associates Test; (5) the Comprehensive Test of Basic Skills; and (6) the Iowa…

This study, focusing on 165 public elementary schools in Hawaii, examined the use of test scores as measures of curriculum effectiveness and identified context and input variables that may impact on these measures of effectiveness. Demographic characteristics and test data on approximately 12,000 third graders were used to obtain 165 school…