The practice of analyzing all available project children in as large a group as possible is considered not to be justifiable when distinct subgroups of pupils are represented. Instead, the approach suggested here determines the test score gain a pupil achieves from the beginning to the end of the year, with all of the pupil gain scores of a single…

Survey results have suggested that, while teachers like to have test information available, most do not have great skill or consistency in interpreting test score data. Teachers who consider a certain type of test very valuable or useful are less likely to question the accuracy of the scores than are teachers who consider a test to be of little…

At the heart of the No Child Left Behind Act (NCLB) is the call for all students to be "proficient" in reading and mathematics by 2014. Yet the law expects each state to define proficiency as it sees fit and design its own tests. This study investigated three research questions related to this policy: (1) How consistent are various…