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ERIC Number: ED430020
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Tennessee TCAP Science Scale Scores: Implications for Continuous Improvement and Educational Reform or Is It Possible To Beat the Odds?
Miller-Whitehead, Marie
Evidence provided by analysis of science scale scores on the McGraw-Hill CTB/4 science test for grades 2 through 8 in Tennessee, part of the Tennessee Comprehensive Assessment Program (TCAP), shows that it is possible for high achieving school systems to show continuous improvement from year to year. These results would tend to offset fears that regression to the mean precludes the highest achieving school systems from maintaining gains over a period of several years. Results show that it is possible for schools with a high percentage of disadvantaged students also to be high achieving, although the lowest achieving school systems had the highest percentages of students on free and reduced lunch status. Results also show that over the 8-year period from 1990 to 1997 the mean science scale score by year statewide showed gains for 5 of the 8 years, with a slight decrease in 1997 prior to replacement of the CTBS/4 with the newer McGraw Hill TerraNova Test. (Contains three tables and seven references.) (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A