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Search returned 200 results using Keywords: "Testing/Standardized Test Results"

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1. Achieve, Inc. 2004. Do graduation tests measure up: A closer look at state high school exit exams.
Examines the level of skills measured by state high school exit exams.
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2. Achieve, Inc. 2008. Transforming statewide high school assessment systems: A guide for state policymakers.
The goal of this policy guide on assessment is to help states weigh the policy choices they face in areas such as developing assessments of college and career readiness and using those assessments to open doors for students to higher education success.
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3. Achieve, Inc. 2007. Aligned expectations: A closer look at college admissions and placement tests.
Some states seeking to raise high school standards have begun using college admissions and placement tests as high school graduation exams. This study from Achieve is designed to help inform policymakers’ decisions about if, and how, to incorporate admissions and placements tests into state K-12 assessment and accountability systems.
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4. Achieve, Inc. 2009. American Diploma Project (ADP) end-of-course exams: 2009 Annual report.
This report details the work of the 15 states in Achieve's ADP Assessment Consortium to develop, set standards for and administer rigorous Algebra I and II exams that assess not only achievement in the course students have just completed, but also readiness for higher level mathematics.
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5. Achieve, Inc. American Diploma Project Network. 2006. Preparing today's high school students for tomorrow's opportunities.
This brochure describes the American Diploma Project (ADP) Network and describes the urgent need for improvements to the U.S. educational pipeline to ensure all students are adequately prepared for the demands of the twenty-first century workplace.
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6. ACT. 2007. Setting students' sights on college: Chicago public schools.
This case study explores the results the Chicago Public Schools saw when it instituted citywide administrations of EXPLORE and PLAN.
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7. ACT, Inc. 2009. 2009 ACT National and State Scores.
Each year, ACT releases both national and state-specific reports on the most recent graduating senior high school class.
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8. ACT, Inc. 2005. ACT college readiness benchmarks, retention, and first-year college GPA: What's the connection?.
A brief report which considers the connection between ACT college readiness benchmarks and early college performance.
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9. ACT, Inc. 2007. ACT high school profile report: The graduating class of 2007 (National).
23% of 2007 graduates met all four ACT College Readiness Benchmark Scores. In this report, ACT suggests ways to improved student college-readiness.
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10. ACT, Inc. 2007. ACT high school profile report: The graduation class of 2007 (Indiana).
This report provides information about the performance of 2007 graduating Indiana seniors who took the ACT as sophomores, juniors, or seniors. The report focuses on: Performance, access, course Selection, course rigor, college readiness, awareness, and articulation.
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11. ACT, Inc. ACT test dates .
Test dates in the U.S., U.S. Terretories, and Canada.
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12. ACT, Inc. College Assessment of Academic Proficiency.
The Collegiate Assessment of Academic Proficiency (CAAP) is the standardized, nationally normed assessment program from ACT that enables postsecondary institutions to assess, evaluate, and enhance the outcomes of their general education programs.
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13. ACT, Inc. College readiness standards.
College Readiness Standards are detailed, research-based descriptions of the skills and knowledge associated with what students are likely to know and to be able to do based on their EXPLORE, PLAN, and/or ACT test scores.
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14. ACT, Inc. 2008. EPAS® state of the nation report 2007: Mathematics.
The purpose of this report is to examine results in mathematics for the ACT Educational Planning and Assessment System (EPAS) in schools nationwide. EPAS consists of three programs: EXPLORE® (for students in grade 8 or 9), PLAN® (for students in grade 10), and the ACT® test (for students in grade 11 or 12).
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15. ACT, Inc. 2006. Reading between the lines: What ACT reveals about college readiness in reading.
Focuses on steps for improving the reading skills of students attending US high schools.
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16. ACT, Inc. 2006. 2006 average ACT scores by state.
This table reports average ACT Composite scores, english scores, reading scores, math scores and science scores by state.
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17. ACT, Inc. 2007. 2007 ACT National and state scores.
Each year, ACT reports information about students in the current high school graduating class who took the ACT®. States, districts and schools receive similar information about their students.
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18. ACT, Inc. 2006. ACT high school profile report: Indiana.
This document reports the ACT scores of the graduating high school seniors in Indiana.
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19. ACT, Inc. 2006. ACT high school profile report: National.
This document reports the national ACT scores of the graduating high school seniors.
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20. ACT, Inc. 2005. ACT, Inc..
ACT is an independent, not-for-profit organization that provides research, information, and program management services in the broad areas of education and workforce development.
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21. ACT, Inc. ACT: College planning help for parents.
Information for parents from ACT, Inc.
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22. ACT, Inc. 2006. Average ACT® score for the high school class of 2006 is the highest since 1991.
This article reports the increase in the national average ACT by the high school class of 2006.
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23. ACT, Inc. 2003. EPAS® Meets unique needs of GEAR UP programs.
This article describes the partnership between GEAR UP programs and ACT to prepare disadvantaged students for college.
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24. ACT, Inc. 2006. EPAS®: A system that works .
This article describes ACT's EPAS, which is designed to support schools, districts, and states.
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25. ACT, Inc. 2005. Gender fairness using the ACT.
This article attempts to explain the apparent gender differences on the ACT.
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26. ACT, Inc. 2006. Hispanic students’ ACT scores hold steady as number of those testing increases at record pace.
This article attempts to explain the stability in Hispanic and Latino students' ACT score while other racial and ethnic groups' scores continue to climb.
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27. ACT, Inc. 2009. How much growth toward college readiness is reasonable to expect in high school?.
How much growth in academic achievement typically occurs during high school? Can such growth can be accelerated so that more students are ready for college and career when they graduate from high school?
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28. ACT, Inc. 2005. Incorporating ACT scores into your statewide assessment.
This article makes the case why ACT is a helpful instrument for states to assess college readiness.
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29. ACT, Inc. 2007. More states using the ACT as part of alignment efforts.
This article describes how the ACT has become a part of alignment efforts in many States' attempts to prepare students for college.
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30. ACT, Inc. 2006. Selected state data.
This interactive map of the U.S. reports the percent of high school students who took the ACT Test and the average ACT Composite score in 2006 for all 50 states.
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31. ACT, Inc. 2010. The condition of college and career readiness 2010.
Using ACT test scores and the ACT College Readiness Benchmarks, this report provides a snapshot of college readiness of the graduating seniors of the class of 2010 who took the ACT in high school.
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32. ACT, Inc. 2008. The economic benefits of academic and career preparation .
This study surveyed alumni from more than 300 colleges and universities who had taken the ACT test in high school and earned college degrees.
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33. ACT, Inc. 2005. The sensitivity of the ACT to instruction.
This article examines course sequences that affect students' ACT scores, which influences their preparedness for college-level coursework.
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34. ACT, Inc. 2007. Using EPAS™ to evaluate school-based intervention programs: GEAR UP.
This article examines how ACT's EPAS can be used to evaluate school-based intervention programs.
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35. ACT, Inc. 2007. Using EXPLORE® and PLAN® Data to Evaluate GEAR UP Programs.
This report compares changes in academic readiness and college intent between students from GEAR UP schools and students from non-GEAR UP schools
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36. ACT, Inc. 2005. Using PLAN to identify student readiness for advanced courses in high school.
This article explains the benefits of students taking PLAN to encourage the attainment of career and educational goals.
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37. ACT, Inc. 2005. What are ACT's college readiness benchmarks?.
This article lists and examines the college readiness benchmarks set by ACT.
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38. ACT, Inc. 2005. What kind of test preparation is best?.
This article explains how core courses in high school can be sufficient test preparation for the ACT Test.
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39. Alabama Department of Education. 2003. Great expectations: A guide to Alabama's high school graduation exam.
This publication is aimed at preparing students and families for the Alabama High School Graduation Exam.
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40. Aladjem, D., Birman, B., Orland, M., Harr-Robins, J., Heredia, A., Parrish, T., and Ruffini, S. 2010. Achieving dramatic school improvement: An exploratory study.
This report from the Evaluation of the Comprehensive School Reform Program Implementation and Outcomes (ECSRIO) presents findings about low-performing schools that dramatically improved their performance. The focus of this study is on schools that made significant improvements in student achievement in a relatively short (one- to two-year) time frame as well as at a slower, steadier pace over a longer period.
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41. Alliance for Excellent Education. 2010. Principles for a comprehensive assessment system.
This brief suggests the principles upon which the federal government and states should base their work in fashioning new assessments. Recognizing that no single test can fulfill all the needs for information by all stakeholders, it suggests the need for a comprehensive system of assessments.
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42. Alliance for Excellent Education. 2009. Short sighted: How America's lack of attention to international education studies impedes improvement.
This report provides recommendations to the U.S. Department of Education and the U.S. Congress for immediately increasing participation in international comparisons that could boost student performance.
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43. American Council on Education. 2009. 2008 GED testing program statistical report.
The 2008 GED® Testing Program Statistical Report is the 51st annual report in the program’s 67-year history of providing a second opportunity for adults without a high school diploma to earn their jurisdiction’s GED credential.
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44. American Educational Research Association. 2000. High-stakes testing in PreK-12 education.
This statement on high-stakes testing is intended as a guide and a caution to policy makers, testing professionals, and test users involved in high-stakes testing programs.
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45. American Psychological Association. 2001. Appropriate use of high stakes testing in our schools: How should student learning and achievement be measured.
This article discusses the APA's position on high-stakes testing.
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46. Arum, R., Roksa, J., & Velez, M. 2008. Learning to reason and communicate in college: Initital report of findings from the CLA longitudinal study.
The Social Science Research Council, in partnership with the Pathways to College Network, has released initial findings from their study of the CLA (Collegiate Learning Assessment)Test.
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47. Bandeira de Mello, V., McLaughlin, D., and Rahman, T. 2009. Mapping state proficiency standards onto NAEP scales: 2005-2007.
Since 2003, the National Center for Education Statistics (NCES) has sponsored the development of a method for mapping each state’s standard for proficient performance onto a common scale—the achievement scale of the National Assessment of Educational Progress (NAEP). This report presents mapping results using the 2005 and 2007 NAEP assessments in mathematics and reading for grades 4 and 8.
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48. Barone, C. 2010. Are we there yet? What policymakers can learn from Tennessee's growth model.
Tennessee was one of the first seven states approved to implement a new school-rating system under a pilot program, which permits schools to comply with NCLB's adequate yearly progress requirement by having their students make enough progress each year to ensure that they meet a state-defined definition of proficiency within three or four years-a concept known in education circles as "growth-to-proficiency."
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49. Berends, M., Lucas, S., Sullivan, T., and Briggs, R. 2005. Examining gaps in mathematics achievement among racial-ethnic groups, 1972-1992.
This publication conducts a series of analyses of several family-and school-based factors posited as explaining the minority and nonminority test score trends between the early 1970s and early 1990s.
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50. Bireda, S. 2010. Education reform 101: A primer on the new Elementary and Secondary Education Act (ESEA).
The Obama administration recently released its “Blueprint for Reform,” an outline of its proposal for the reauthorization of the Elementary and Secondary Education Act. The “blueprint” suggests a number of significant revisions to the current iteration of the law, the No Child Left Behind Act.
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51. Bond, L. 2009. Toward informative assessment and a culture of evidence: Results from strengthening pre-collegiate education in community colleges.
This report discusses the myriad ways in which colleges participating in the SPECC initiative have used both traditional measures of student performance, such as class grades and course completion, as well as more innovative forms of assessment and data collection to improve pedagogical practice and to enhance student learning.
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52. Booker, K., Gill, B., Zimmer, R., and Sass, T. 2008. Achievement and attainment in Chicago charter schools.
This report focuses on Chicago charter schools and addresses several key issues using student-level data provided by Chicago Public Schools (CPS).
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53. Bridgeman, B., and Wendler, C. 2005. Characteristics of minority students who excel on the SAT and in the classroom.
Examines minority students who took challenging high school courses and excelled on the SAT.
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54. Briggs, D. 2009. Preparation for college admissions exams.
In September 2008, NACAC released the Report of the Commission on the Use of Standardized Tests in Undergraduate Admission. One of the primary concerns addressed by NACAC’s Testing Commission is the inequality that may result from uneven access to test preparation resources. This discussion paper represents one of NACAC’s first post-Testing Commission steps in advancing the knowledge base and dialogue about test preparation.
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55. California State University. California State University: Early assessment program.
This program was established to provide opportunities for students to measure their readiness for college-level English and mathematics in their junior year of high school, and to facilitate opportunities for them to improve their skills during their senior year.
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56. Campaign for High School Equity. Communities of color: A critical perspective in the Common Standards movement.
The standards discussion is particularly important to the Campaign for High School Equity (CHSE), because students of color are disproportionately affected by low academic standards.
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57. Capps, R., Fix, M., Murray, J., Ost, J., Passel, J., Herwantoro, S. 2005. The new demography of America's schools: Immigration and the No Child Left Behind Act.
Explores how immigration is changing the profile of the nation’s elementary and secondary student population in an era of intense school reform.
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58. Carmichael, S., Martino, G., Porter-Magee, K., and Wilson, W. 2010. The state of state standards - and the Common Core - in 2010.
The K-12 academic standards in English language arts (ELA) and math produced in June 2010 by the Common Core State Standards Initiative are clearer and more rigorous than today’s ELA standards in 37 states and today’s math standards in 39 states, according to the Fordham Institute’s newest study.
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59. Center for Evaluation and Education Policy. 2010. Mind the (other) gap: State profiles.
This site provides extensive information gathered by Center for Evaluation and Education Policy (CEEP) staff on the Excellence Gap in all 50 states.
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60. Center on Education Policy. 2004. State high school exit exams: A maturing reform.
Contains six major new findings about state exit exams, including challenges faced by states with exit exams.
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61. Chudowski, N., and Chudowski, V. 2010. State test score trends through 2007-08, Part 5: Are there differences in achievement between boys and girls? .
Using data from state reading and mathematics tests, this report takes an in-depth look at the performance of male and female students. The study includes a national snapshot of 2008 achievement differences in both subjects at grades 4, 8, and in high school.
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62. Chudowski, N., Chudowski, V., and Kober, N. 2009. State test score trends through 2007-08: Are achievement gaps closing and is achievement rising for all?.
This report examines testing data from all 50 states to determine if achievement gaps between subgroups of students are narrowing. The report also looks at the achievement trends of subgroups of students at the elementary school level.
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63. Chudowski, N., Chudowski, V., and Kober, N. 2009. State test score trends through 2007-08: Has progress been made in raising achievement for students with disabilities?.
Using data from state reading and mathematics tests, this report takes an in-depth look at the performance of students with disabilities and highlights the problems with the testing data for these students.
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64. Collaboration for Academic, Social, and Emotional Learning (CASEL). 2008. Social Emotional Learning (SEL) and student benefits: Implications for the safe schools/healthy students core elements.
This brief shares the latest research on the effects of social and emotional learning (SEL) on students and includes strategies for implementing SEL. Research clearly demonstrates the significant role of SEL in promoting the healthy development and academic achievement of all students.
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65. College Board. 2007. 2007 College-bound seniors: Total group profile report.
College-Bound Seniors presents data for high school graduates in the year 2007 who participated in the SAT Program.
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66. College Board. 2008. 2007-08 Directory of colleges cooperating with the SAT program fee-waiver service.
The colleges and universities listed in this booklet are cooperating with the College Board SAT® Program Fee-Waiver Service.
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67. College Board. 2008. 2008 College-bound seniors.
College-Bound Seniors presents data for high school graduates in the year 2008 who participated in the SAT Program. Students are counted only once, no matter how often they tested, and only their latest scores and most recent SAT Questionnaire responses are summarized.
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