In an era of increasingly rigorous state standards, teachers at all grade levels face heightened expectations to deepen their students’ understanding of mathematical concepts. This report examines the impact of content-intensive professional development on teachers’ math content knowledge, their instructional practice, and their students’ achievement. ...
Starting in January, the GED got a lot harder; while the overhaul makes sense, doing well now requires a new level of help that too few studying for it can get. In this blog post, Terry Salinger points to the need for adult charter schools and wraparound services to address ...
This report begins by sharing data and research on the problem of minority male achievement and the narrow pipeline to STEM careers, and discusses the Model Institutions for Excellence Program and why it is ideally poised to lead the Expanding the K–16 Pool effort.
In the social and emotional learning field, multiple assessment issues—from the complexity, validity, and reliability of measures, to the use and interpretation of results—baffle even the most experienced researchers. AIR and CASEL convened 28 practice leaders from across the country to understand how they are implementing, assessing, and refining their ...
This report compares three mathematics assessments conducted in 2003, and aims to provide information useful for interpreting and comparing results from the three assessments, based on an in-depth look at the content of the frameworks and items.
This study compares the mathematics frameworks and item pools used in the National Assessment of Educational Progress (NAEP) with the Program for International Student Assessment (PISA) and vice versa. In addition to that, differences in item features between the two assessments are described.
This 2007 report is the result of a request by the National Center for Education Statistics to the NVS panel to undertake a validity study of the current National Assessment of Education Progress (NAEP) mathematics assessment.
The Program for the International Assessment of Adult Competencies is a multi-domain adult skills assessment designed to understand how individuals’ education, workplace experiences, and other background factors relate to cognitive skills in the domains of literacy, numeracy, and problem solving in technology-rich environments. This brief highlights differences between several countries ...
This PowerPoint presentation, prepared for the Fall 2011 Society for Research on Educational Effectiveness conference, accompanies the research paper, The Impact of Indiana’s System of Benchmark Assessments on Mathematics Achievement. The objectives of the study described include the following. ...
The initiatives to enhance adult learning program accountability and assessment systems of the following states are described in this paper: Colorado, Connecticut, Delaware, Florida, Georgia, Iowa, Kentucky, Oregon, Texas, Washington, West Virginia.