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ERIC Number: ED394995
Record Type: Non-Journal
Publication Date: 1995-Nov-8
Pages: 57
Abstractor: N/A
Reference Count: N/A
Significant Correlates with Stanford Test Score Changes, Believe It or Not.
Weare, Jane; And Others
More data are available for judging educational quality than standardized test scores alone. This paper considers test scores and some alternate methods of assessing the available information about the success of schools in Mississippi in improving the learning process. Data came from the state department of education and were based on 1993 test score results, administrative research, and census information for 148 of the state's 153 school districts. (Five districts were omitted from the analysis because they could not reasonably be compared with the others.) Test scores in Mississippi improved from 1990 to 1993. Repeated measures analysis of variance was used to study the Stanford Achievement Test score changes in grades 4, 6, and 8. Other test score changes examined were those of the Functional Literacy Examination and a state algebra examination. Using administrative information and test scores meant that each district could score in 13 gain areas. There were significant correlations for the breadth of gain index for the districts, and none were classified as unexpected. Overall, mathematics gains were greatest among the content areas. Appendix A contains 2 tables of descriptive statistics and correlations for all the districts, and Appendix B contains statistics and correlations in 3 tables for the 148 districts examined in detail. (Contains seven figures, nine tables, and five references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi
Identifiers - Assessments and Surveys: Stanford Achievement Tests