In the past two decades, several major initiatives were launched to improve mathematics and science education. One prominent feature in these efforts was a new approach to teaching mathematics and science, referred to as "reform-oriented" teaching. Although past studies suggest this approach may improve student achievement, the relationships…

The methodology and results of a study of 6th graders' writing and spelling abilities are described, in addition to the advantages and disadvantages of holistic and primary trait scoring procedures. An effective way of providing useable evaluation information to prinicipals and teachers is included. (RL)

Explores four aspects of the economic analysis of education. First is changing the concern with observed performance and student outcomes, and second is the potential for experimentation to add to knowledge. Other concerns addressed include the study of the incentive structure in schools and the tendency of analysis to be linked with expectations.…

This article addresses the validity of teacher evaluation measures produced by the Tennessee Value Added Assessment System (TVAAS). The system analyzes student test score data and estimates the effects of individual teachers on score gains. These effects are used to construct teacher value-added measures of teaching effectiveness. We describe the…

This researcher discusses what he has learned about the field of program evaluation and makes three observations: (1) Testing does not define key objectives in evaluation. (2) Politics influences what clients want to know. (3) Case studies are necessary for epistemological reasons. (LMO)

Describes developments in the fields of learning theory, assessment, and politics of national and state assessments. Shows how use of these developments and modern assessment and evaluation methodologies can address some long-standing problems in Chapter 1 evaluation. Focuses on linking classroom and school improvement with Chapter 1 program…

Data collected at three schools in California with programs for students of limited English proficiency (LEP) suggests that exit rates should not be the focus of evaluations of LEP programs and that schools cannot adequately answer questions about students' academic achievement and English language acquisition by program type. (SLD)