The "2009 GED[R] Testing Program Statistical Report" is the 52nd annual report in the program's 68-year history of providing a second opportunity for adults without a high school credential to earn their jurisdiction's GED credential. The report provides candidate demographic and GED Test performance statistics as well as historical…

The No Child Left Behind Act (NCLB) focuses on accountability for student achievement by mandating higher educational standards that are monitored through required annual student testing. The Complementary Assistance Learning Program (CALP), a before and after school tutoring and mentoring service, offers a potential means of accelerating the…

Title I provides extra instructional services designed to raise achievement for low-performing students in schools with relatively high poverty rates, and for all students in many of the nation's highest-poverty schools. To learn more about how well Title I students are performing academically, the Center on Education Policy (CEP) compared…

The three parts of this study concern the application of diagnostic testing to measure the effectiveness of classification training, the development of a systematic approach to applying the results, and a long-term study of employee retention of classification information. The measurement instrument selected for diagnostic testing of employees of…

This report documents the results of the credit by examination program at the University of Texas at Austin during the 1990-91 testing year. Credit earned by examination at this University is equivalent to credit earned by taking the course, but not to credit earned in residence. In this report, numbers relating to eligibility for credit are…

This report examines the overlap between student test results on the Iowa Test of Basic Skills (ITBS) and the Washington Assessment of Student Learning (WASL). The two tests were compared and contrasted in terms of content and measurement philosophy, and analyses studied the statistical relationship between the ITBS and the WASL. The ITBS assesses…

Maryland participated in the State National Assessment of Educational Progress (NAEP) in 1996 and 1998 when samples of approximately 2,500 fourth and eighth graders in 100 schools participated in the testing sessions for mathematics (1996) and reading (1998). This report is an initial attempt to return information to Maryland about the relations…

The North Carolina End-of-Grade (NCEOG) Test of Mathematics, Grade 8 was compared to the National Assessment of Educational Progress (NAEP)--Grade 8 along three dimensions: technical, content, and cognitive. An expert panel of six judges (mathematics educators) examined the supporting documents, the content frameworks, the items, and actual test…

The valid interpretation of international testing program results in mathematics and science must recognize inherent limitations to international comparisons, and should give opportunity-to-learn as much importance as achievement data. Canadian test results, looked at in this light, appear better than some critics have suggested. (Author/SLD)

It has been proposed that the National Assessment of Educational Progress (NAEP) increase its efforts to gather and analyze data on student background, teachers, households, and schools. Adoption of this proposal would result in the inclusion in NAEP of additional background variables and subpopulations, to be defined by states. NAEP specification…

This study considered two questions about the use of national and state assessment databases: (1) Do state and national assessments provide the same information on the performance of an educational system? and (2) What are the factors that might affect the discrepancies between national and state assessment results? Kentucky and Maine were chosen…

This publication provides a reference for educators and others interested in conducting comparative studies relative to North Carolina tests. It includes norms, tables, and other statistical information for all state-developed tests (state-mandated and local-option tests for which baseline data are available) that were administered during the…

This survey of the standardized testing program summarizes the data accumulated from the most recent administration of selected instruments in October 1973. It compares these findings with information from previous years and points to a few trends and possible conclusions. Assessment of mental abilities--1973-74 is presented for grade 1, and…

The adequacy of linking statewide standardized test results to the National Assessment of Educational Progress by using equipercentile equating procedures was investigated using statewide mathematics data from four states. Results suggest that the linkings are not sufficiently trustworthy to make comparisons based on the tails of the distribution.…

New Hampshire has adopted a standards-based statewide assessment, the New Hampshire Educational Improvement and Assessment Program (NHEIAP), which is designed to measure students' learning against proficiency standards at grades 3, 6, and 10. Because of the difficulty teachers had in interpreting the NHEIAP results, a custom-designed software…