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 Pub Number  Title  Date
REL 2013008 Evaluating the screening accuracy of the Florida Assessments for Instruction in Reading (FAIR)
This report analyzed student performance on the FAIR reading comprehension screen across grades 4-10 and the Florida Comprehensive Assessment Test (FCAT) 2.0 to determine how well the FAIR and the 2011 FCAT 2.0 scores predicted 2012 FCAT 2.0 performance. The first key finding was that the reading comprehension screen of the Florida Assessments for Instruction in Reading (FAIR) was more accurate than the 2011 Florida Comprehensive Assessment Test (FCAT) 2.0 scores in correctly identifying students as not at risk for failing to meet grade-level standards on the 2012 FCAT 2.0. The second key finding was that using both the FAIR screen and the 2011 FCAT 2.0 lowered the underidentification rate of at-risk students by 12–20 percentage points compared with the results using the 2011 FCAT 2.0 score alone.
NCES 2013454 Testing Integrity: Issues and Recommendations for Best Practice
This report is part of a broader effort by the Department of Education to identify and disseminate practices and policies to assist efforts to improve the validity and reliability of assessment results. The report draws upon the opinions of experts and practitioners who responded to the Department’s Request for Information (RFI), the comments and discussions from NCES’ Testing Integrity Symposium, and, where available, policy manuals or professional standards published by State Education Agencies (SEAs) and professional associations.

The report focuses on four areas related to testing integrity: (1) the prevention of irregularities in academic testing; (2) the detection and analysis of testing irregularities; (3) the response to an investigation of alleged and/or actual misconduct; and (4) testing integrity practices for technology-based assessments.

WWC SSRS10010 WWC Review of the Report "Learning the Control of Variables Strategy in Higher and Lower Achieving Classrooms: Contributions of Explicit Instruction and Experimentation"
In Learning the Control of Variables Strategy in Higher and Lower Achieving Classrooms: Contributions of Explicit Instruction and Experimentation, researchers examined three separate methods for teaching the control of variables strategy (CVS). The WWC determined that this study is a well-implemented randomized controlled trial, and the research described in this report meets WWC evidence standards without reservations.
NCES 2012575 La Libreta de Calificaciones de la Nación- Lo que cada padre debe saber acerca de NAEP
Esta es la versión en español de “La Libreta de Calificaciones de la Nación: Lo que Todos los Padres Deben Saber Acerca de NAEP”. Es un folleto promocional escrito en lenguaje sencillo para invitar a todos los padres a saber más acerca de NAEP y su importancia. Asimismo, ofrece una idea general del tipo de información que NAEP proporciona y los recursos que los padres pueden usar por su propia cuenta.
NCES 2012469 The Nation’s Report Card: What Every Parent Should Know About NAEP
Parents, have you ever wondered how NAEP fits into the big picture and what its results tell us about education? Are you curious about how NAEP sparks change across the country, and what resources are available for you and your child? Find out all of this information and more in a new brochure that the National Center for Education Statistics (NCES) has developed especially for you!

"The Nation’s Report Card: What Every Parent Should Know about NAEP" is a promotional, plain language brochure that is written to engage all parents. It introduces parents to what NAEP is and why it is valuable. It also offers a glimpse into the types of information that NAEP provides, and the resources parents can use on their own.
REL 2012138 Performance in Science on the Minnesota Comprehensive Assessments–Series II for Students in Grades 5 and 8
This report examines how grade 5 and grade 8 student achievement on the 2009/10 MCA–II science assessment differed by student and school characteristics (gender, eligibility for free or reduced-price lunch, special education status, race/ethnicity, and prior-year academic achievement). The study found that most of the variation in scores was associated with demographic differences among students rather than with differences between schools.

Key findings include:
  • Student achievement on the MCA–II science assessment differed across demographic subgroups, favoring male students, students not eligible for free or reduced-price lunch, non–special education students, and White students.
  • After accounting for student characteristics, science achievement tended to be higher in schools with a smaller percentage of students eligible for free or reduced-price lunch and a larger percentage of White students.
  • No school characteristics based on teacher composition were related to student science achievement after accounting for other student and school characteristics.
NCEE 20104016 Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings from Two Student Cohorts
The restricted-use data file for this report contains data for the 2006-7 and 2007-08 schools years for three supplemental reading comprehension interventions implemented in the 5th grade. Data includes teacher surveys, classroom observations, and student reading achievement.
WWC QRCS0710 WWC Quick Review of the Report "Charter School Performance in New York City"
"Charter School Performance in New York City" examined the effect of charter school attendance on annual student achievement growth in math and reading. The study analyzed data from a large sample of students in grades three through eight in New York City between 2003 and 2009.
NCEE 20104015 Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings from Two Student Cohorts
Results after two years of using three reading comprehension curricula show gains from one program and no effects for the other two on reading comprehension for fifth-graders, according to a study released by the National Center for Education Evaluation and Regional Assistance in the Institute of Education Sciences. The study focused on whether 5th grade students in disadvantaged schools could be helped in making the transition from "learning to read" to "reading to learn" by bolstering the vocabulary and comprehension skills that allow them to organize and acquire knowledge from text.

Three commercially available supplemental reading comprehension curricula were used for a second year by school and teachers to teach explicit reading comprehension strategies--ReadAbout, Read for Real, and Project CRISS. The study included 182 teachers and 61 schools in 10 districts, with study schools within each district assigned by lottery to use one of the curricula or serve as a control group.

No positive impacts of the curricula on student reading comprehension were found in the study's first year. Key findings after two years of using the curricula include:
  • There was a positive, statistically significant impact of ReadAbout on social studies reading comprehension when teachers used it for a second year. The effect size was .22, which amounts to moving from the 50th percentile to the 59th percentile. This reading program teaches students comprehension skills--such as author's purpose, main idea, cause and effect, compare and contrast, summarizing and inferences--using a computer program that adapts to each student’s reading level. The program also allowed for easier integration of small-group instruction and provided immediate feedback to students.
  • The impacts on fifth-grade reading comprehension were not statistically significantly different from zero for the other two other curricula, Read for Real and Project CRISS, when used by schools for a second year. (A fourth curriculum, Reading for Knowledge, was studied in the first year but was not included in the second cohort).
  • Two of three teacher practices--classroom management and explicit reading strategy guidance--were positively correlated with improvements in student reading comprehension. The explicit guidance had teachers explaining text structure and modeling comprehension strategies as students practiced those strategies.
NCES 2009002 Early Childhood Longitudinal Study, Kindergarten Class of 1998 - 99 (ECLS-K), Psychometric Report for the Eighth Grade
This methodological report documents the design, development, and psychometric characteristics of the assessment instruments used in the eighth grade data collection of the ECLS-K. The instruments examined include those developed to measure cognitive and socioemotional development. In addition, issues in analyzing longitudinal measures are discussed.
WWC QRTLSF08 WWC Quick Review of the Report "San Francisco Bay Area KIPP Schools: A Study of Early Implementation and Achievement"
This study examined whether attending a Knowledge is Power Program (KIPP) middle school improved students’ academic achievement. The study found that fifth-grade students in KIPP middle schools generally performed better on math and language arts tests than comparable students in traditional public middle schools. Effect sizes for math ranged from 0.19 to 0.86, while effect sizes for language arts ranged from –0.05 to 0.54.
NCES 1984221B High School Course Grade Standards. National Center for Education Statistics Bulletin.
Using the data from the High School and Beyond Transcript Survey for 1980 sophomores who graduated from high school by fall 1982, the course grade distributions are compared for the following major instruction program categories: English, mathematics, social sciences, physical sciences, life sciences, and foreign languages (academic courses); business, home economics, and trade and industry (vocational courses); visual and performing arts and personal and social development courses; and others. Grade distributions are contrasted by geographic region and are related to homework effort, test performance level, and other student characteristics. The results of the study are presented in table format. (DWH)
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