The Greater Houston Committee for the Prevention of Child Abuse found that parents' reactions to poor report cards can be severe--even abusive. The resulting campaign, initiated to give parents tips on responding positively to a poor report card, is described. (MT)

This New York State school developed a program that improved student attendance. The program required no additional funding but specified that students be grouped by attendance and that special techniques be employed to supervise and monitor them. (MD)

Variations in daily report cards and research on their effectiveness with handicapped and nonhandicapped students are reviewed. Findings indicated cost effectiveness and consumer satisfaction. The need for further study of parent training and of conditions promoting successful fading was revealed. (CL)

A trial system uncovers ways to personalize individual evaluation. (Editor)

Report cards should give parents descriptions of the progress of their children in at least these seven areas: play, social/emotional growth, arts and crafts, music, oral language, academic skills, and following directions. (Author/IRT)

This article explores the realities of grading and report cards within the context of standards-based physical education (SBPE). Specific objectives are to (1) identify standards for conducting quality assessments, (2) examine grading issues and concerns, (3) present guidelines for grading in SBPE programs, and (4) exemplify grading and reporting…

This is the second book in the series examining student achievement. The chapters in this book reflect the scholarly papers presented at the July 2006 Education Policy, Leadership Summer Institute (EPLSI) by K-16 educators, researchers, community advocates, and policymakers who work in urban communities. The Institute serves as a place where…

This study examined the feasibility and integrity of a daily report card (DRC) intervention in a small sample of randomly assigned elementary students with previously diagnosed ADHD and classroom impairment. In order to enhance implementation, a conjoint behavioral consultation approach was used in which parents were engaged as active participants…

This paper discusses cultural barriers in educational assessment by comparing Japanese and German school report cards. The discussions on assessment fluctuate between two intellectual extremes: objectified selection or educational diagnosis. In Japan, many teachers make written comments on school report cards with ambiguous expressions to avoid…

In this study, a sample of teachers was surveyed regarding their reported use and acceptability of daily behavior report cards (DBRCs). Almost two thirds of responding teachers indicated that they have used versions of DBRCs in their practice. Respondents' use of DBRCs was not restricted to a single purpose or situation. Additional findings…

How teachers methodically construct report card comments into organized social features is addressed through an examination of negotiation structures which organize anecdotes. Anecdotal comments are key communication devices which teachers employ for reporting. Four hundred and fifty anecdotal comments teachers wrote about students were collected…

A pilot study using computer-assisted reporting techniques yielded positive responses from students and parents alike -- and found the costs moderate. (Editor)

This study evaluated the effectiveness of two consultation-based models for designing academic interventions to enhance the educational functioning of children with attention deficit hyperactivity disorder. Children (N = 167) meeting "Diagnostic and Statistical Manual" (4th ed.--text revision; American Psychiatric Association, 2000) criteria for…

This paper presents the U.S. Bureau of Indian Affairs' Bureau-Wide Annual Report Card for 2008-2009. This report, covering 186 schools provides data tables on: (1) Enrollment; (2) Average Daily Attendance Rate, Graduation Rate and Dropout Rate; (3) Student Achievement; and (4) High Quality Teachers.