Download or read book The Comparison of Student Performance Using the Missouri Assessment Program MAP Versus the Stanford Achievement Test SAT 9 written by David Shalley and published by . This book was released on 2003 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comparison of Stanford Achievement and Missouri Mastery and Achievement Test Scores of Elementary Students in Reading Language and Math written by Ruth Frerking and published by . This book was released on 1988 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Urban Intra district Mobility Effects on Disciplinary Sanctions Missouri Achievement Program MAP Testing and Stanford Achievement Testing Ninth Edition Testing African American Early Adolescents written by Joseph Roy Mensing and published by . This book was released on 2008 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to observe correlations between disciplinary sanctions, Missouri Achievement Program (MAP) test scores (communication arts and science), and Stanford Achievement Test-Ninth Edition (SAT 9) test scores (math and reading), in regard to, 7th-grade African American early adolescents respective Kansas City, Missouri, School District (KCMSD) histories of intra-district mobility. Notably, the participating urban Kansas City, Missouri, School District, during the study time periods (1999-2000 and 2000-2001), was under final stages of several decades of Federal Court ordered desegregation monitoring. Additionally, the African Centered (ACE) Middle School, which the study populations attended, had been determined to be "academically deficient" by the State Board of Missouri Education in 2001. The Researcher purposefully chose to use a dual delimitation sample selection process to validate students incorporated into the study populations. Therefore, the study population included only early adolescents who had been continuous students of the District (Grades 1-7), and the students had to have participated in Missouri Achievement Program (MAP) assessment within the District, during their 7th-grade academic year. Due to the purposeful dual delimitation population selection process, it was anticipated that two years of District-instructed 7th-grade ACE early adolescent populations (1999-2000 and 2000-2001) would be required to obtain a statistically viable study sample. The study specifically examined correlation effects of 7th-grade student school-to-school intra-district mobility regarding administratively assigned out-of school suspension, Missouri Achievement Program (MAP) test scores (communication arts and science), the Stanford Achievement Test-Ninth Edition (SAT 9) test scores (math and reading). Study results indicated a strong positive correlation between student total mobility and respective 7th-grade absences. Additionally, variation in student total mobility was found to be predictive of individual student out-of-school suspensions after controlling for 7th-grade hours absent. The study did not find that variation in total mobility was predictive of individual student, 7th-grade Missouri Assessment Program (MAP) achievement, communication arts and science scores after controlling for 7th-grade hours absent. Nor did variation in total mobility predict individual student, 7th-grade Stanford Achievement Test-Ninth Edition (SAT 9), math and reading scores after controlling for 7th-grade hours absent.

Download or read book A Comparison of Achievement in Stanford Achievement Test SAT 9 Scores for Meek School Students who Were on the Regular Seven period Schedule to that of the Same Students on a Modified Block of Five Periods written by Danny L. Stallings and published by . This book was released on 2002 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Analyses of Performance Series Test Scores and MAP Scores written by Whitney Larson and published by . This book was released on 2012 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to analyze the Missouri Assessment Program (MAP) scores to see if they can be predicted by the Performance Series scores. The research includes findings that answer the question, "Can the Missouri Assessment Program scores be predicted from the Performance Series scores in third and fourth grade reading and math and fifth grade reading, math, and science?" The research was conducted using scores from third, fourth, and fifth grade students in a suburban Missouri school district. The Performance Series test is a computerized test that the district requires every third, fourth, and fifth grade student to take. It compares the scores of all students in those grade levels against one another. The findings were analyzed through Microsoft Excel and A Statistical Program (ASP) software utilizing Simple Linear Regression. Findings indicate that the third grade, fourth grade, and fifth grade MAP Communication Arts and Math scores can be predicted from the Performance Series Communication Arts and Math scores. These can be predicted with high significance. Further study of internal and external factors is warranted. Additionally, school districts may want to consider how "bubble" students will be targeted after the Performance Series is taken in preparation for the MAP test."

Download or read book Comparison Between Student Math Fluency as Assessed by AimsWeb MCOMP Test and Grades 3 4 5 Student Achievement as Measured by State Assessments in the State of Missouri written by Kristina Rinard and published by . This book was released on 2012 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: Just as in most other states in the United States, educators in the state of Missouri are eager to predict student outcomes on the state mandated test, in this case the Missouri Assessment Program (MAP). Schools and districts are anxious for students to perform at a proficient or advanced level in both mathematics and reading. The more information they can collate to tell them where their students are performing at the beginning of the year, the more specialized and specific educators can be in their instruction. Many schools have turned to private assessment and data collection systems, like AimsWeb, to help them ascertain which students are at risk for performing below the proficient level on the MAP. For this study, individual student MAP scores were collected from the district as well as individual scores on the AimsWeb Math Computational Assessment. Research indicated that there is a moderate correlation between students' scores on the AimsWeb M-COMP assessments and the MAP test.

Download or read book Relationship Between Course taking Behavior Gender and Mathematics Achievement on the Missouri Assessment Program MAP written by Geraldine Dressel Baumgart and published by . This book was released on 2005 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between student course taking, specifically the year of Algebra completion (grade 8, 9, 10, or not completed), and performance on the Missouri Assessment Program (MAP) mathematics test in grades 8 and 10. Data collected were student scores on the MAP tests, TerraNova tests in Communication Arts and Mathematics, student math grades, and demographic factors of gender and race. The sample of 512 students was taken from one school district in east central Missouri. The MAP mathematics tests contain 3 item types. Item type was statistically significant with both males and females scoring highest on Multiple Choice followed by Constructed Response and Performance Event items. Males and females had similar profiles for item types at both grade levels with males performing better than females on each item type at grades 8 and 10. The only statistically significant gender difference was on Multiple Choice items in grade 10. Course taking was significantly related to performance on the six MAP mathematics content strands. Number Sense, Geometry and Spatial Sense, Data Analysis and Probability, Patterns and Relationships, Mathematical Systems, and Discrete Mathematics organize the MAP content. Number Sense and Mathematical Systems content strands both found males performing significantly better than females. Geometry and Spatial Sense was the only strand that yielded a significant interaction effect of gender by course taking with males gaining significantly in advantage over females as Algebra was completed earlier. Course taking was significantly related to overall MAP and TerraNova mathematics scores. ANCOVA analyses used TerraNova language scores as a covariate to isolate the effect of course taking on MAP performance. The ANCOVA employed course taking and gender as independent variables and explained 70% of the variance in MAP 8 scores and 53% of the variance in MAP 10 scores. Both course taking and gender were significant main effects. A logistic regression analysis revealed significant predictors of MAP 10 mathematics performance to be MAP 8 mathematics performance, Math GPA in grades 8 through 10, gender, and completion of an Algebra course in grade 8. Qualified students should be encouraged to take Algebra in grade 8.

Download or read book Analyzing Trends in Student Performance on the Stanford Achievement Test Preliminary SAT National Merit Scholarship Qualifying Test and Advanced Placement Exams written by Clara Cantu and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: For the United States to prosper and compete in this new world of increased globalization, all students have to prepare themselves to be productive citizens and work toward receiving additional education past the secondary level. Private organizations such as the College Entrance Examination Board (a.k.a. College Board) have assisted in preparing students for a college education through rigorous coursework provided by the Advanced Placement Program (AP). The AP program gives students the opportunity to receive college level curriculum while still in high school. With research indicating the linkage between the academic achievement of students who participate in rigorous college-level courses in high school and the completion of a college degree, there is increased pressure for high schools to provide college-level preparatory coursework for their students. The AP program is one of the methods used in high schools to prepare students for college. Given the relationship between students’ passing of AP exams and their college degree attainment, analyzing the characteristics of an AP student who is successful on the AP exams can provide valuable information on the level of preparation a student possesses before partaking in a given AP exam. Therefore, the purpose of this study was to use multiple data sources to analyze trends in student performance on Stanford Achievement test, Preliminary PSAT/National Merit Scholarship Qualifying (PSAT) test, and AP exams. This study used archival student test data for approximately 12,000 students and discovered there is a positive and statistically significant relationship between Stanford Achievement Test and AP exam scores as well as reaffirmed an already examined positive relationship between PSAT and AP exam scores. In addition, this study provided expectancy tables, which indicates the percentage of students passing an AP exam at various test score levels on the Stanford Achievement Test and PSAT test. This information will prove useful to administrators for identifying students who should be strongly encouraged to enroll in AP courses.

Download or read book A Study of the Relationship Between Kindergarten Nonverbal Ability and Third grade Reading Achievement written by Aaron John Wills and published by . This book was released on 2012 with total page 93 pages. Available in PDF, EPUB and Kindle. Book excerpt: Increased scrutiny of educational proficiency targets has intensified the urgency for educators to identify measurements that indicate students' likelihood of eventual achievement in reading. This regression analysis explored the relationship between nonverbal ability in kindergarten as measured by the Naglieri Nonverbal Ability Test (NNAT) and eventual third-grade achievement in reading and writing as measured by the Missouri Assessment Program (MAP). Naglieri and Ronning (2000) found a range of correlational r values from .49 to .56 when comparing NNAT results to results from the Stanford Achievement Test 9 (SAT-9) in reading when tested concurrently at various grade levels. The present research examined data from two cohorts of students (n = 794, 795) and produced correlational r values of .50 and .44 with a four-year span between assessment administrations. These r values are similar to those found in other research comparing ability with reading achievement in the early childhood years. Furthermore, this study examined the results of multiple regression analysis between seven student demographic subgroup categories and identified the NNAT's ability to predict MAP achievement for each group.

Download or read book Measuring What Matters Most written by Daniel L. Schwartz and published by MIT Press. This book was released on 2013 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: An argument that choice-based, process-oriented educational assessments are more effective than static assessments of fact retrieval. If a fundamental goal of education is to prepare students to act independently in the world--in other words, to make good choices--an ideal educational assessment would measure how well we are preparing students to do so. Current assessments, however, focus almost exclusively on how much knowledge students have accrued and can retrieve. In Measuring What Matters Most, Daniel Schwartz and Dylan Arena argue that choice should be the interpretive framework within which learning assessments are organized. Digital technologies, they suggest, make this possible; interactive assessments can evaluate students in a context of choosing whether, what, how, and when to learn. Schwartz and Arena view choice not as an instructional ingredient to improve learning but as the outcome of learning. Because assessments shape public perception about what is useful and valued in education, choice-based assessments would provide a powerful lever in this reorientation in how people think about learning. Schwartz and Arena consider both theoretical and practical matters. They provide an anchoring example of a computerized, choice-based assessment, argue that knowledge-based assessments are a mismatch for our educational aims, offer concrete examples of choice-based assessments that reveal what knowledge-based assessments cannot, and analyze the practice of designing assessments. Because high variability leads to innovation, they suggest democratizing assessment design to generate as many instances as possible. Finally, they consider the most difficult aspect of assessment: fairness. Choice-based assessments, they argue, shed helpful light on fairness considerations.

Download or read book Tracking Student Achievement in Science and Math written by and published by . This book was released on 1995 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Comparison of Stanford Achievement Test Results Among Regular Class and Special Education Students written by Joe E. Walthall and published by . This book was released on 1993 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Can MAP Scores be Predicted from Study Island Benchmark written by Elaine Maser and published by . This book was released on 2013 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: High stakes testing has become the nation's focus on the accountability for school districts and educators. Using predictive data to forecast results can provide information prior to high stakes testing to allow for differentiated or provide information prior to high stakes testing to allow for differentiated or additional instruction to students who do not meet the expected proficiency requirement. In this paper a linear regression analysis was conducted to predict the outcome of the Missouri Assessment Program for the same sixth (2009-2010), seventh (2010-2011) and eighth (2011-2012) grade students. Study Island, a web-based instructional program, scores were analyzed to forecast student results. The results indicated that the communication arts Study Island benchmark scores were a predictor of a proficient score, proficient is a score in the range of 676-703. on the Missouri Assessment Program when the student scored 21 or higher on the Study Island benchmark. The MAP ranges the scores for communication arts from below basic (505-630), basic (631-675). Proficient (676-703) and advanced (704-855). The results indicated that the mathematics Study Island benchmark scores were a predictor of a proficient score, proficient is a score in the range of 685-723. on the Missouri Assessment Program when the student scored 21 or higher on the Study Island benchmark. The MAP ranges the scores for mathematics from below basic (510-639), basic (640-684), Proficient (685-723) and advanced (724-860).

Download or read book The Difference Implementation of Expeditionary Learning is Having on Student Achievement by Comparing Missouri Assessment Program Scores written by Kelly Cogan and published by . This book was released on 2009 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Educational Administration written by Frederick C. Lunenburg and published by SAGE Publications. This book was released on 2021-01-12 with total page 555 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now with SAGE Publishing! The bestselling Educational Administration: Concepts and Practices has been considered the standard for all educational administration textbooks for three decades. A thorough and comprehensive revision, the Seventh Edition continues to balance theory and research with practical application for prospective and practicing school administrators. While maintaining the book’s hallmark features—a friendly and approachable writing style, cutting-edge content, and compelling pedagogy—authors Frederick C. Lunenburg and Allan Ornstein present research-based practices while discussing topical issues facing school administrators today. Included with this title: The password-protected Instructor Resource Site (formally known as SAGE Edge) offers access to all text-specific resources, including a test bank and editable, chapter-specific PowerPoint® slides.

Download or read book Getting Ready for the 4th Grade Assessment Tests written by Erika Warecki and published by Learning Express (NY). This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Getting Ready for the 4th Grade Assessment Test: Help Improve Your Child’s Math and English Skills – Many parents are expressing a demand for books that will help their children succeed and excel on the fourth grade assessment tests in math and English –especially in areas where children have limited access to computers. This book will help students practice basic math concepts, i.e., number sense and applications as well as more difficult math, such as patterns, functions, and algebra. English skills will include practice in reading comprehension, writing, and vocabulary. Rubrics are included for self-evaluation.