Search Results: (31-45 of 67 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2007017 | The Predictive Validity of Selected Benchmark Assessments Used in the Mid-Atlantic Region
This report examines the availability and quality of predictive validity data for a selection of benchmark assessments identified by state and district personnel as in use within Mid-Atlantic Region jurisdictions. The report finds that evidence is generally lacking of their predictive validity with respect to state assessment tests. |
11/26/2007 |
| NCEE 20084012 | National Assessment of Title I: Final Report
This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II presents a report on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students. As part of NCLB, the Congress mandated a National Assessment of Title I (Section 1501) to evaluate the implementation and impact of the program. This mandate also required the establishment of an Independent Review Panel (IRP) to advise the Secretary on methodological and other issues that arise in carrying out the National Assessment and the studies that contribute to this assessment. In addition, the law specifically requires a longitudinal study of Title I schools to examine the implementation and impact of the Title I program. Results from that study are included in Volume I. |
11/15/2007 |
| NCSER 20083008 | Characteristics of States' Monitoring and Improvement Practices: State Responses to the Part B and Part C Mail Survey from the Evaluation of States' Monitoring and Improvement Practices Under the Individuals with Disabilities Education Act
The National Center for Special Education Research released the first report on the Evaluation of States' Monitoring and Improvement Practices Under IDEA study. Under IDEA, states must monitor special education and early intervention programs. Prior to the reauthorization in 2004, IDEA did not explicitly detail monitoring requirements. Provisions in the 2004 reauthorization now require states to monitor priority areas using quantifiable indicators. The current report discusses states' monitoring practices in the year prior to the enforcement of these new requirements. The two most commonly reported focus areas for monitoring programs for individuals ages 3 through 21 (Part B) were free and appropriate public education in the least restrictive environment (35 states) and access to the general curriculum (30 states). The two most commonly reported focus areas for monitoring programs for infants and toddlers (Part C) were Individualized Family Service Plan requirements and procedures (35 states) and transition to preschool (33 states). |
10/25/2007 |
| REL 2007034 | Measuring Resilience and Youth Development: The Psychometric Properties of the Healthy Kids Survey
This report summarizes findings from a study of the psychometric properties of the resilience and youth development module, a key component of the Healthy Kids Survey. The study aims to improve resilience assessment and research so that educators can shape the school environment to promote academic resilience. |
10/3/2007 |
| REL 2007028 | Subgroups and Adequate Yearly Progress in Mid-Atlantic Region Schools
This report examines to what extent Mid-Atlantic Region schools are achieving adequate yearly progress targets for No Child Left Behind subgroups. It provides education leaders with easily accessible data on what standards Mid-Atlantic Region states set for adequate yearly progress, how major No Child Left Behind subgroups perform against these standards, and how subgroup performance influences schools' adequate yearly progress determinations. |
10/1/2007 |
| REL 2007012 | Assessing the Likelihood Virginia Public Schools will Meet the Central Goal of No Child Left Behind: Having Every Student Proficient
This report investigates progress in Virginia public schools in satisfying the requirement of the No Child Left Behind Act of 2001 that every student be proficient in reading and math by 2014. It develops a variable change model that uses observed baseline proficiency and proficiency trends at individual schools to forecast gains for six subgroups in elementary, middle, and high schools. |
9/27/2007 |
| NCES 2007006 | Comparative Indicators of Education in the United States and Other G-8 Countries: 2006
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. Twenty indicators are organized in five sections: (1) population and school enrollment; (2) academic performance; (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. |
8/14/2007 |
| REL 2007004 | A Review Of Methods and Instruments Used In State and Local School Readiness Evaluations
This report provides detailed information about the methods and instruments used to evaluate school readiness initiatives, discusses important considerations in selecting instruments, and provides resources and recommendations that may be helpful to those who are designing and implementing school readiness evaluations. |
8/13/2007 |
| NCES 2007084 | Early Childhood Longitudinal Study, Birth Cohort (ECLS–B) Psychometric Report for the 2-year Data Collection
This methodology report documents the design, development, and psychometric characteristics of the assessment instruments used in the second wave of the ECLS-B. The assessment instruments discussed measure children's cognitive development (BSF-R), socioemotional functioning (Two Bags Task), security of attachment (TAS-45), and physical development (height, weight, middle upper arm circumference (MUAC), and head circumference). The report also includes information about interviewer observations of the child and the child's environment, as well as indirect assessments of the children through questions in the parent interview. |
8/7/2007 |
| REL 2007011 | Aligning Science Assessment Standards: Texas and the 2009 National Assessment of Educational Progress (NAEP)
This policy research document is intended for Texas policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a headstart in determining where they might, if they so decide, begin to make changes in their assessment standards and specifications to develop an assessment system more closely aligned to that used for the NAEP. |
7/27/2007 |
| REL 2007021REV | Aligning Science Assessment Standards: New Mexico and the 2009 National Assessment of Educational Progress (NAEP)
This policy research document is intended for New Mexico policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a headstart in determining where they might, if they so decide, begin to make changes in their assessment standards and specifications to develop an assessment system more closely aligned with that used for the NAEP. |
7/25/2007 |
| REL 2007019REV | Aligning Science Standards: Arkansas and the 2009 National Assessment of Educational Progress (NAEP)
This policy research document is intended for Arkansas policymakers to use when examining possible changes to the Arkansas state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a headstart in determining where they might, if they so decide, begin to make changes in their assessment standards and create test specifications to develop an assessment system more closely aligned with that used for the NAEP. |
7/25/2007 |
| REL 2007018 | The Students with Disabilities Subgroup and Adequate Yearly Progress in Mid-Atlantic Region Schools
The percentages of students with disabilities were similar for all five Mid-Atlantic jurisdictions, at about 14 percent of students, but the percentages of schools reporting for this subgroup varied from 15 percent for Pennsylvania to 96 percent for Maryland. In four states more schools missed their adequate yearly progress targets solely because of the performance of this subgroup than because of the performance of any other subgroup. |
7/19/2007 |
| REL 2007002 | An Analysis of Utah's K-3 Reading Improvement Program
More districts and charter schools in Utah reported implementing key elements of the state literacy framework and meeting their own goals in Year 2 of the Reading Improvement Program. |
7/2/2007 |
| REL 2007016 | Getting the Evidence for Evidence-Based Initiatives: How the Midwest States Use Data Systems to Improve Education Processes and Outcomes
States in the Midwest Region are developing innovative approaches to collecting and providing access to high-quality data in order to improve educational decisionmaking. Additional capacity-building and increased technical assistance at the state and local levels would enhance this work. |
6/28/2007 |
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