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This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in writing at grades 8 and 12. In this new national writing assessment sample, 24,100 eighth-graders and 28,100 twelfth-graders engaged with writing tasks and composed their responses on computer. The assessment tasks reflected writing situations common to both academic and workplace settings and asked students to write for several purposes and communicate to different audiences. The results of the 2011 writing assessment offer a new opportunity to understand the ability of eighth- and twelfth-grade students to make effective choices in their writing and allow for insight into the role and impact of technology on writing education and performance. Twenty-four percent of students at both grades 8 and 12 performed at the "Proficient" level in writing in 2011. The NAEP "Proficient" level represents solid academic performance for each grade assessed. Students performing at this level have clearly demonstrated the ability to accomplish the communicative purpose of their writing. Fifty-four percent of eighth-graders and 52 percent of twelfth-graders performed at the "Basic" level in writing in 2011. The "Basic" level denotes partial mastery of the prerequisite knowledge and skills that are fundamental for proficient work at each grade. Three percent of eighth- and twelfth-graders in 2011 performed at the "Advanced" level. This level represents superior performance. (Contains 32 figures and 6 tables.)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 9 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 9"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 7 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 7"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 8 curriculum in Alberta, Canada. Based on the Alberta Learning"Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 8"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 7 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 7"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; and (10) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 9 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 9"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; and (10) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 8 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 8"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; and (10) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 7 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 7"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 8 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 8"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 9 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 9"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

This study examined emerging educational trends in Minnesota following the implementation of the Minnesota Basic Skills Tests. Data consisted of demographic and test score information for all 8th grade students taking the regular administration of the mathematics and reading Basic Skills Tests from 1996-01. Students' performance in reading appears to be improving over time, though this increase is leveling off. Mathematics performance has shown no clear pattern over the study period, though there are hints at improvement. Gender difference in mathematics have consistently decreased over time. Gender differences in reading favor females and are not decreasing. The relative percentage of white students is decreasing over time, as Minnesota becomes a more diverse state. Test performance differences between black and white students are large, especially in mathematics. Students with limited English proficiency (LEP) and students with individual education plans (IEPs) have lower test scores than their typical peers, though the performance gap is decreasing for LEP students. Students with both LEP and IEPs perform at extremely low levels. Students from low-income families have lower test scores than their counterparts who are not low income. (Contains 18 figures, 31 tables, and 15 references.) (SM)

This study explored the extent to which current adequate yearly progress (AYP) indices reflect real change or a statistical artifact. The objective, in more specific terms, was to investigate regression artifacts in evaluating schools' academic progress and explore methods to overcome their effects in developing AYP measures. Schools in Kentucky and Maine were studied, using eighth-grade achievement data from the two states' student assessments, the Kentucky Instructional Results Information System and the Maine Educational Assessment. Three different types of school achievement gain estimates were computed: (1) the 1-year gain measure; (2) a 2-year gain measure; and (3) a 3-year gain measure. Time-reversed analyses were conducted to determine whether gain score really was a regression artifact. Findings for both states show that higher performing schools tend to gain less while lower performing schools gain more. This illustrates the well-known regression to the mean status phenomenon. Results also reveal regression to the mean growth phenomenon. Schools that gained more in the past tend to gain relatively less. The first force tends to make higher and lower performing schools appear convergent in their status, and the latter force may make more and less improving schools appear convergent in their growth. These two forces as statistical artifacts may confound AYP measures and need to be addressed. (Contains 4 figures, 11 tables, and 9 references.) (SLD)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 9 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; and (9) Optional Courses in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other Than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 7 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; and (9) Optional Courses in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 8 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; (9) Integrated Occupational Program; and (10) Optional Courses, such as Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 9 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 9"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; and (10) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 8 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 8"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; and (10) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 7 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 7"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; and (10) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 9 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 9"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 8 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 8"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 7 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 7"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

This paper reports on models that clarify the meaning of trends in 8th grade smoking in one of America's most rural and least densely populated states. It is based on cross-sectional analysis of data collected in the "Kansas Communities That Care Survey" from 1995 to 1999. The analysis of trends data is presented in table form utilizing techniques commonly applied in epidemiological studies. The results give support to the thesis that gender is not nearly as important in identifying high-risk youth as behaviors and relationships. Attitudes toward violence and the use of drugs by peers are far better predictors of drug use than ethnicity and gender. It suggests that understanding the psychological etiology of adolescent drug abuse and developing programs that prevent the mental deterioration of children will be more effective than drug-specific programs that attack symptoms but leave the underlying disease untouched. (Contains 8 tables and 14 endnotes.) (JDM)

This guide to Delaware social studies standards for grades 6-8 is intended to help and support local school districts in their development of a standards-based curriculum. The guide cites four civics standards, providing end of cluster expectations (listing areas which will serve as the basis for student assessment) and performance indicators for several topics, according to grade level. It repeats this format for four geography standards, four economics standards, and four history standards. The guide's state standards, benchmarks, and performance indicators comprise a framework designed to identify themes, skills, and knowledge that the students of Delaware are expected to know in each of the four disciplines of the social studies. Each of the standards emphasizes a process of reasoning and skill development that requires schools to develop course content. The guide also contains a glossary of social studies terms. (BT)

School test performance is commonly summarized in terms of the percentage of students at or above a cut score (PAAC) that has been set on a test. Two approaches to estimating the standard errors for school PAACs were examined in this study: conditional standard errors and overall standard errors. The tests used were English language arts and mathematics tests administered in 1999 to students in grades 4 and 8 as part of a large statewide assessment. About 150 schools were randomly selected for the analyses. The results indicate that: (1) the conditional standard error appears to follow a quadratic pattern as a function of PAAC regardless of school size; (2) the quadratic shape is substantial when school size is small; and (3) there is distinct similarity between overall and conditional standard errors when they are conditioned on school size. Several feasible ways of reporting standard error information for school PAACs are also presented. (Contains 6 tables, 6 figures, and 13 references.) (Author/SLD)

This paper seeks to extend the application of Markov chain Monte Carlo (MCMC) methods in item response theory (IRT) to include the estimation of equating relationships along with the estimation of test item parameters. A method is proposed that incorporates estimation of the equating relationship in the item calibration phase. Item parameters from a previous calibration of one test form are used to construct informative prior distributions to be used in the new simultaneous calibration of the two test forms. Data were from the standardization of the Comprehensive Test of Basic Skills, Fifth Edition for an eighth-grade mathematics test, with 3,171 examinees used to obtain initial estimates for the anchor test (set A) parameters, 2,000 examinees in the equating process, and 4,000 examinees used to evaluate the effectiveness of the various methods. The new method was compared to traditional methods based on marginal maximum likelihood calibration followed by a Stocking and Lord (M. Stocking and F. Lord, 1983) linear transformation. Results indicate that the new approach can lead to modest improvement in equating accuracy. Under this approach, the predicted scores for a validation group have higher correlations and lower root mean square errors in comparison to observed scores. (SLD)

Using a quasi-experimental analysis of variance (ANOVA) design, this project examined the effects of the use of accommodations with students of limited English proficiency (LEP) and non-LEP students and whether the use of accommodations affected the validity of test score interpretations. Major accommodations examined were extra time, and extra time with extended oral presentation. Samples of fourth (n=292) and seventh grade students (n=159) were tested using the Terranova multiple assessment mathematics test, as well as a math skills test and the LAS reading comprehension test. Descriptive findings showed that LEP students scored lower than non-LEP students on mathematics tests and teacher-reported skill levels. Major predictors of mathematics achievement were LAS reading proficiency level (a proxy of LEP status), whether students received an accommodation, and teacher rating of reading skill. ANOVA analyses were conducted to compare the mean scores of students in accommodated tests versus those with no accommodation. These showed the accommodation effect was significant, with those students in the extra time condition showing the highest scores. A discriminant analysis showed that the best predictors of membership in different English fluency groups were Spanish fluency, time in the United States, reading grade, and mathematics test score. LEP students were more likely than non-LEP students to be misclassified into a fluency group. Examination of students' writing samples showed clear differences in mathematics and language achievement, depending on the student's language proficiency level. The project's results provide information on whether accommodations provide valid inferences for special needs children as well as non-LEP children. (Contains 1 figure, 16 tables, and 25 references.) (SLD)

This booklet prepares a student to take New Jersey's Grade Eight Proficiency Assessment (GEPA), a test that measures the knowledge and skills that will be tested later in the state's High School Proficiency Assessment. The GEPA has three test sections (content areas): Language Arts Literacy, Mathematics, and Science. The booklet tells students about the test, how grades will be reported, and what the test will be like. It describes the three content areas and contains sample questions in each area. Information is given so that the student can prepare himself or herself to take the test. A pamphlet is packaged with this booklet to describe the GEPA for parents, answering why it is given and how results are reported students ask and adding information about testing for special education students. The parent pamphlet, "Grade Eight Proficiency Assessment (GEPA): Your Guide to the GEPA," is in both English and Spanish. (SLD)

This book is part of a series that helps parents choose books for their children and talk with them about books in ways that actively engage children with the meaning on the printed page. The introduction notes that it is important for parents to continue sharing books with their children at this age (12 to 14 years). The first chapter, "Reading and Sharing with Children, Ages 12-14," discusses read-aloud strategies and conversation starters. It also offers suggestions for active listening, and offers guidelines for friendly book-sharing conversations. The next chapter, "Choosing Books for Children, Ages 12-14," suggests and describes 13 books that match the developmental characteristics of readers at this age. It organizes them according to mythical journeys, adolescent curiosity, moral dilemmas, and relationships. The next chapter, "Writing: Another Way of Sharing," describes enjoyable activities that can make the reading partnership more pleasurable, using writing to share ideas. It describes keeping a journal, keeping a dialogue journal, outlines other writing activities, and describes briefly 13 books that can serve as great writing models for children. The final chapter describes 14 books on sensitive issues. A Conclusion reviews the most important points. (SR)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 8 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; (9) Integrated Occupational Program; and (10) Optional Courses, such as Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 9 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; and (9) Optional Courses in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other Than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 7 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; and (9) Optional Courses in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

This document describes the North Carolina Open-Ended Assessment for grades 4 and 8 and presents results for the 2000-2001 administration. The assessment emphasizes higher level thinking skills and requires students to apply or demonstrate skills and knowledge beyond the recall level on challenging subject matter. The open-ended assessments were administered in 2000-2001 to all students in grades 4 and 8, including those in charter schools. Each form of the open-ended assessment is designed around a reading passage or passages with test items loosely linked to passage content. Each assessment consists of six reading and six mathematics items. The fourth grade test required narrative writing; the eighth grade test required expository writing. Results from the 2000-2001 grade four assessment indicate that students have difficulty analyzing text, making inferences, and drawing conclusions from what they have read. Students are usually able to read and comprehend at a concrete level, but have difficulty using the text as support for analysis and evaluation. The statewide total mean scale score for the 101,697 students tested in grade 4 was 51.4. The statewide total mean scale score for eighth graders were 53.4 for the 93,934 students taking the test. For both years, there were differences in the performance of racial and ethnic groups. Females generally scored slightly higher than males. Detailed results are provided in a series of tables and figures, and test form samples and sample test questions are included. (Contains 8 figures and 20 tables.) (SLD)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 8 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Physical Education"; (8) "Health and Personal Life Skills"; (9) "Information and Communication Technology"; (10) "Integrated Occupational Program," and (11) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other than English, and other programs such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 9 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Physical Education"; (8) "Health and Personal Life Skills"; (9) "Information and Communication Technology"; (10) "Integrated Occupational Program"; and (11) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 7 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Physical Education"; (8) "Health and Personal Life Skills"; (9) "Information and Communication Technology"; and (10) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

This document comprises a teaching guide and a student guide. The teaching guide is designed to help junior and senior high school teachers in Alberta, Canada implement the study skills curriculum, "Make School Work for You," in the classroom. The guide includes suggestions for familiarizing students with the contents of the student resource, sample instructional activities for introducing study skills and strategies, and ideas for assessing students' learning. Section 1 of the teaching guide suggests ways to use the study resource, including teaching study skills in content areas, or using it as a core text for study skills courses. Sections 2 through 4 suggest introductory activities and contain the corresponding blackline masters for copying and answer keys. Section 5 presents sample instructional activities for each chapter of the student resource: (1) "Know Yourself"; (2) "Get Organized"; (3) "Make Every Class Count"; (4) "Use Tests To Show What You Know"; (5) "Present Your Learning"; (6) "Get Along with Others"; (7) "Get People on Your Side"; and (8) "Stay Motivated." Section 6 gives suggestions for assessing student understanding. Section 7 contains sample performance tasks for student assessment, including a personal inventory of learning styles, and essay planner for test preparation. Section 8 contains blackline masters from the activities section of the student resource. An evaluation form completes the teaching guide. The student guide includes several self-evaluation activities to assist students in identifying their own learning challenges and strengths, setting goals, organizing their study time, getting along with others, and staying motivated. Also highlighted are note-taking and test-taking skills as well as ways to present one's learning effectively. (Contains 19 references.) (KB)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 9 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; (9) "Integrated Occupational Program"; and (10) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 8 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; (9) "Integrated Occupational Program"; and (10) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

Parents are vital partners in the educational system. This handbook provides parents with information about the Grade 7 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; and (9) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH)

The program of studies for a reading elective course for avid or potentially avid readers at the junior high school level contained in this guide represents an attempt to address problems experienced by young adult readers. The program would provide time for them to read, and it would allow students the opportunity to value reading whether it be periodicals, newspapers, novels. Additionally, the program would allow students to progress through the stages of reading that would enhance their chances of becoming lifelong readers, and it would allow them the opportunity to discuss what they are reading and extend themselves in the process. Most importantly, the program will also allow students to make their own reading selections, an issue that is often overlooked in language arts classes. The program guide contains the following sections: General Introduction; Course Assessment; Community Service Projects; On-going Individual Reading Assignments; Award Winning Books; Film/Novel Study; Book Challenges and Censorship; and Author Interviews. (Contains 23 references.) (NKA)

This document describes the North Carolina Open-Ended Assessment for grades 4 and 8 and presents results for the 1999-2000 administration. The assessment emphasizes higher level thinking skills and requires students to apply or demonstrate skills and knowledge beyond the recall level on challenging subject matter. The open-ended assessment has been implemented at different times and in different grades, but in 1999-2000, it was administered in grades 4 and 8 to all public school students. The assessment was designed around a reading passage with test items loosely linked to the passage. Each assessment contains six reading and six mathematics items. Because this was the first year of the grade-4 assessment, comparisons could not be made with past years' scores. Results indicate that students have difficulty analyzing text, making inferences, and drawing conclusions from what they have read. They were able to read and comprehend at a literal level, but had trouble using the text as support for analysis and evaluation. They also had trouble with the mathematics problems that required analyzing or creating charts, graphs, or tables. There were differences in the performance of racial groups, with the mean scale score for whites 52.4, while that for black students was 45.0. In grade 8, the statewide total mean score was 53.0 (56.0 in mathematics; 50.0 in reading) with 90,196 students taking the test. Females scored slightly higher than males, and there were differences among ethnic and racial groups. Detailed results are provided in a series of tables and figures. Test form samples and sample test questions are included. (Contains 8 figures and 20 tables.) (SLD)

This handbook provides parents with information about the Grade 8 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Physical Education"; (8) "Health and Personal Life Skills"; (9) "Information and Communication Technology"; and (10) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, and Language Programs and Courses Other than English. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (KB)

This handbook provides parents with information about the Grade 9 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Physical Education"; (8) "Health and Personal Life Skills"; (9) "Information and Communication Technology"; and (10) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, and Language Programs and Courses Other than English. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (KB)

This handbook provides parents with information about the Grade 7 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Physical Education"; (8) "Health and Personal Life Skills"; (9) "Information and Communication Technology"; and (10) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, and Language Programs and Courses Other than English. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (KB)

This handbook provides parents with information about the Grade 9 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; and (9) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, and Language Programs and Courses Other than English. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (KB)

This handbook provides parents with information about the Grade 8 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; and (9) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, and Language Programs and Courses Other than English. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (KB)

This handbook provides parents with information about the Grade 7 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; and (9) "Optional Courses" in Career and Technology Studies, Fine and Performing Arts, and Language Programs and Courses Other than English. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (KB)

In 1999, the Florida Comprehensive Assessment Test (FCAT) was administered to students in grades 4, 5, 8, and 10 to assess student achievement of the Sunshine State Standards in reading and mathematics as mandated by the Florida legislature. This report informs administrators, legislators, and the general public about the reading and mathematics assessment results for the 142,125 eighth graders taking a standard curriculum. In the eighth grade, students take the mathematics and reading tests. The percentages of students scoring at each of five achievement levels are reported for schools, districts, and the state in table form. A booklet summarizing information about the FCAT and presenting sample questions is appended. (Contains three sets of tables.) (SLD)

This profile is designed as a recording sheet for monitoring an individual student's progress throughout the school year. Eighth grade assessment materials and the "Strategies for Instruction in Mathematics" suggests tasks and questions that can be used for on-going and summative assessment. Directions for use and descriptions of levels of performance are presented. (ASK)

This guide is designed to give the student helpful information about Arizona's Instrument To Measure the Standards (AIMS) for grade 8. The guide provides examples of the type of questions students see on AIMS and explains how items are scored. It does not teach what the student needs to know to do well on AIMS, but it will help the student know what to expect and help parents know how to help their children. AIMS consists of multiple choice, short-answer, and extended writing questions. Some test-taking strategies are outlined, and descriptions are given of the reading, writing, and mathematics tests. Appendixes contain the scoring keys for the sample test items included for each area, the scoring guide for the writing tasks (rubric), and a review of test taking strategies. (SLD)