A number of studies have demonstrated the existence of "effective" schools in comparison to other "ineffective" models. To identify the contexts for success, a study examined "teacher instructional" and "school" variables to characterize the complex of factors that might be needed to achieve high levels of…

This book makes a scholarly contribution to the debate about standardized testing in American education by using the methods of discourse analysis to examine not only representative material from reading tests but also children's responses to it. The book is particularly attentive to the role of culture in shaping children's understanding of what…

Research suggests that children who do not read at the end of the first grade fail to achieve in almost every other academic area. Given the high price of not learning to read in first grade, Maine schools are asking: Are children entering first grade able to take advantage of formal literacy instruction? Are they leaving first grade reading and…

The purpose of this study was to examines the relationship between students' core knowledge and their achievement in mathematics and reading on the Iowa Test of Basic Skills. The study was based on E. D. Hirsch's theory that having a strong foundation of core knowledge in one grade is necessary for growth and the understanding of new and more…

A problem was addressed within the context of the action based research practicum model. The problem was junior high school special education students who read at or below the 10th percentile when compared to age appropriate peers on standardized achievement instruments; and who have had all manner of reading interventions and yet continue to fall…

A study investigated school and classroom factors related to primary-grade reading achievement, using quantitative and descriptive methods. Fourteen schools across the United States with moderate to high numbers of students on subsidized lunch were identified as most, moderately, or least effective based on several measures of reading achievement.…

Including the Spring 1999 reading data from all public elementary schools in Louisiana containing first, second, and third grades, this report provides the results of the analysis of the Developmental Reading Assessment data that measured the reading abilities of all students in Louisiana. Louisiana is committed to improving students' reading…

Success for All is the most extensively researched of all comprehensive reform models for Title I elementary schools. It incorporates scientifically based principles of reading, cooperative learning, professional development, tutoring, and family support. Arkansas elementary schools using the Success for All reading program continued to make …

Success for All is the most extensively researched of all comprehensive reform models for Title I elementary schools. It incorporates scientifically based principles of reading, cooperative learning, professional development, tutoring, and family support. Michigan elementary schools implementing the Success for All reading program made outstanding…

Success for All is the most extensively researched of all comprehensive reform models for Title I elementary schools. It incorporates scientifically based principles of reading, cooperative learning, professional development, tutoring, and family support. Minnesota elementary schools using the Success for All reading program have once again made …

Success for All is the most extensively researched of all comprehensive reform models for Title I elementary schools. It incorporates scientifically based principles of reading, cooperative learning, professional development, tutoring, and family support. Oregon elementary schools using the Success for All reading program once again made…

During the final three weeks of the school year, children in North Carolina take the state-required multiple-choice North Carolina End-of-Grade Tests in Reading and Mathematics. The End-of-Grade Testing Parent/Teacher Report provides test scores and information to understand their child?s scores. In addition, the End-of-Grade Testing…

The North Carolina Pretest?Grade 3 is administered to all grade 3 students during the first three weeks of school. The pretest measures the knowledge and skills specified for grade 2 from the reading and mathematics goals and objectives of the North Carolina Standard Course of Study. The pretest is used in the determination of growth in student…

The Success for All Middle School was designed to help middle grades educators implement the most important elements of Turning Points and to add well-structured curricula, instructional methods, and professional development for teachers to help students reach their full potential. The program is based on the Success for All elementary design, the…

This report focuses on the performance of students with disabilities and limited English proficiency on the Minnesota Comprehensive Assessments (MCAs). The MCAs are used for accountability purposes at the district level for grades 3 and 5 in Reading and Mathematics. Newly developed MCAs in grades 10 (reading) and 11 (mathematics) that were…