In 2008-09, results from End-of-Grade (EOG) reading and mathematics tests in WCPSS continued to demonstrate an upward trend across grade levels and student subgroups. Disaggregation of results by ethnicity, income level, disability status, and English proficiency status showed that achievement gaps between historically underperforming subgroups…

This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole sample (N = 521), student attitudes could account for a 3.4 point difference in test scores between…

This review examined a study designed to evaluate whether offering student reward and incentive programs in charter schools affects academic achievement. The study measured effects by comparing changes in average grade-level test scores in schools that had incentive programs to changes in schools that did not have incentive programs. The study…

Previous research has shown that training teaching assistants to deliver early phonic reading interventions can have measurable effects at immediate post-test. This study explored whether the effects of interventions delivered by classroom assistants (CAs) were still evident at the end of the first phase of schooling, 16 months after the early…

Even when the scoring of an examination is based on item response theory (IRT), standard-setting methods seldom use this information directly when determining the minimum passing score (MPS) for an examination from an Angoff-based standard-setting study. Often, when IRT scoring is used, the MPS value for a test is converted to an IRT-based theta…

The aim of the research is to study the capacity for self-evaluation of University students undergoing tests involving mathematics, linguistic and formal reasoning. Subjects were asked to estimate the number of correct answers and subsequently to compare their performance with that of their peers. We divided the subjects into three groups on the…

This nonexperimental, quantitative, cross-sectional, explanatory study (Johnson 2001, p. 10) investigated the differences between a reform-based elementary school mathematics program, traditional elementary school mathematics programs, and General Education student achievement in high-socioeconomic districts on the New Jersey Assessment of Skills…

The purpose of this study was to investigate higher education mathematics departments' credit granting policies for students with high school calculus experience. The number of students taking calculus in high school has more than doubled since 1982 (NCES, 2007) and it is estimated that approximately 530,000 students took a calculus course in high…

We present scaling outcomes for mathematics assessments used in the fall to screen students at risk of failing to learn the knowledge and skills described in the National Council of Teachers of Mathematics (NCTM) Focal Point Standards. At each grade level, the assessment consisted of a 48-item test with three 16-item sub-test sets aligned to the…

In this study, the researchers examined the extent to which at-risk students enrolled in traditional high schools differed in their state-mandated assessments in math and in English/Language Arts as compared to at-risk students enrolled in academic alternative education campuses (AECs). All data in this study were based on the accountability…

This paper reports selected findings from a study of number sense proficiency of students aged 13 to 16 years in a state in Malaysia. A total of 1756 students, from thirteen schools in a state in Malaysia participated in this study. A majority (74.9%) of these students obtained an A grade for their respective year-end school examinations. The…

In May 2008, the National Assessment Program--Literary and Numeracy (NAPLAN) conducted nation-wide tests for reading, writing, language conventions, and numeracy. A national assessment program of this kind should provide the stimulus for macro-level (systemic) analytical studies and micro-level (individual school and/or class) analytical studies…

Background: Policy discussion to change the nature of teaching practices overshadows how social and economic inequalities contribute to unequal education outcomes. Research on how teaching practices contribute to the variance in test scores on a broad scale or on whether the relation of instruction to test scores is moderated by social and…

A popular approach for improving students' literacy skills is school-based literacy or reading coaches--specially trained master teachers who provide leadership for the school's literacy program and offer on-site and ongoing professional development support for teachers so they can improve the literacy skills of their students. To understand the…

This submission contains the Proceedings of the 2014 Annual Meeting of the Canadian Mathematics Education Study Group (CMESG), held at the University of Alberta in Edmonton, Alberta. The CMESG is a group of mathematicians and mathematics educators who meet annually to discuss mathematics education issues at all levels of learning. The aims of the…