7 CFR 28.465 - Leaf Grade 5.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade 5. 28.465 Section 28.465 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.465 Leaf Grade 5. Leaf Grade 5 is leaf which is within the range represented by...

7 CFR 28.463 - Leaf Grade 3.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade 3. 28.463 Section 28.463 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.463 Leaf Grade 3. Leaf Grade 3 is leaf which is within the range represented by...

7 CFR 28.467 - Leaf Grade 7.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade 7. 28.467 Section 28.467 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.467 Leaf Grade 7. Leaf Grade 7 is leaf which is within the range represented by...

7 CFR 28.467 - Leaf Grade 7.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade 7. 28.467 Section 28.467 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.467 Leaf Grade 7. Leaf Grade 7 is leaf which is within the range represented by...

7 CFR 28.466 - Leaf Grade 6.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade 6. 28.466 Section 28.466 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.466 Leaf Grade 6. Leaf Grade 6 is leaf which is within the range represented by...

7 CFR 28.465 - Leaf Grade 5.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade 5. 28.465 Section 28.465 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.465 Leaf Grade 5. Leaf Grade 5 is leaf which is within the range represented by...

7 CFR 28.462 - Leaf Grade 2.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade 2. 28.462 Section 28.462 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.462 Leaf Grade 2. Leaf Grade 2 is leaf which is within the range represented by...

7 CFR 28.463 - Leaf Grade 3.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade 3. 28.463 Section 28.463 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.463 Leaf Grade 3. Leaf Grade 3 is leaf which is within the range represented by...

7 CFR 28.464 - Leaf Grade 4.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade 4. 28.464 Section 28.464 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.464 Leaf Grade 4. Leaf Grade 4 is leaf which is within the range represented by...

7 CFR 28.461 - Leaf Grade 1.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade 1. 28.461 Section 28.461 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.461 Leaf Grade 1. Leaf Grade 1 is leaf which is within the range represented by...

7 CFR 28.466 - Leaf Grade 6.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade 6. 28.466 Section 28.466 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.466 Leaf Grade 6. Leaf Grade 6 is leaf which is within the range represented by...

7 CFR 28.464 - Leaf Grade 4.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade 4. 28.464 Section 28.464 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.464 Leaf Grade 4. Leaf Grade 4 is leaf which is within the range represented by...

7 CFR 28.466 - Leaf Grade 6.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade 6. 28.466 Section 28.466 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.466 Leaf Grade 6. Leaf Grade 6 is leaf which is within the range represented by...

7 CFR 28.466 - Leaf Grade 6.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade 6. 28.466 Section 28.466 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.466 Leaf Grade 6. Leaf Grade 6 is leaf which is within the range represented by...

7 CFR 28.467 - Leaf Grade 7.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade 7. 28.467 Section 28.467 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.467 Leaf Grade 7. Leaf Grade 7 is leaf which is within the range represented by...

7 CFR 28.461 - Leaf Grade 1.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade 1. 28.461 Section 28.461 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.461 Leaf Grade 1. Leaf Grade 1 is leaf which is within the range represented by...

7 CFR 28.467 - Leaf Grade 7.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade 7. 28.467 Section 28.467 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.467 Leaf Grade 7. Leaf Grade 7 is leaf which is within the range represented by...

Predicting Different Grades in Different Ways for Selective Admission: Disentangling the First-Year Grade Point Average

ERIC Educational Resources Information Center

Steenman, Sebastiaan C.; Bakker, Wieger E.; van Tartwijk, Jan W. F.

2016-01-01

The first-year grade point average (FYGPA) is the predominant measure of student success in most studies on university admission. Previous cognitive achievements measured with high school grades or standardized tests have been found to be the strongest predictors of FYGPA. For this reason, standardized tests measuring cognitive achievement are…

7 CFR 28.512 - Leaf Grade No. 2.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade No. 2. 28.512 Section 28.512 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.512 Leaf Grade No. 2. Leaf grade No. 2 shall be American Pima cotton which in...

7 CFR 28.511 - Leaf Grade No. 1.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade No. 1. 28.511 Section 28.511 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.511 Leaf Grade No. 1. Leaf grade No. 1 shall be American Pima cotton which in...

7 CFR 28.513 - Leaf Grade No. 3.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade No. 3. 28.513 Section 28.513 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.513 Leaf Grade No. 3. Leaf grade No. 3 shall be American Pima cotton which in...

7 CFR 28.513 - Leaf Grade No. 3.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade No. 3. 28.513 Section 28.513 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.513 Leaf Grade No. 3. Leaf grade No. 3 shall be American Pima cotton which in...

7 CFR 28.515 - Leaf Grade No. 5.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade No. 5. 28.515 Section 28.515 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.515 Leaf Grade No. 5. Leaf grade No. 5 shall be American Pima cotton which in...

7 CFR 28.512 - Leaf Grade No. 2.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade No. 2. 28.512 Section 28.512 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.512 Leaf Grade No. 2. Leaf grade No. 2 shall be American Pima cotton which in...

7 CFR 28.512 - Leaf Grade No. 2.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade No. 2. 28.512 Section 28.512 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.512 Leaf Grade No. 2. Leaf grade No. 2 shall be American Pima cotton which in...

7 CFR 28.514 - Leaf Grade No. 4.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade No. 4. 28.514 Section 28.514 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.514 Leaf Grade No. 4. Leaf grade No. 4 shall be American Pima cotton which in...

7 CFR 28.511 - Leaf Grade No. 1.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade No. 1. 28.511 Section 28.511 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.511 Leaf Grade No. 1. Leaf grade No. 1 shall be American Pima cotton which in...

7 CFR 28.514 - Leaf Grade No. 4.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade No. 4. 28.514 Section 28.514 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.514 Leaf Grade No. 4. Leaf grade No. 4 shall be American Pima cotton which in...

7 CFR 28.516 - Leaf Grade No. 6.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade No. 6. 28.516 Section 28.516 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.516 Leaf Grade No. 6. Leaf grade No. 6 shall be American Pima cotton which in...

7 CFR 28.511 - Leaf Grade No. 1.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade No. 1. 28.511 Section 28.511 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.511 Leaf Grade No. 1. Leaf grade No. 1 shall be American Pima cotton which in...

7 CFR 28.513 - Leaf Grade No. 3.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade No. 3. 28.513 Section 28.513 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.513 Leaf Grade No. 3. Leaf grade No. 3 shall be American Pima cotton which in...

7 CFR 28.515 - Leaf Grade No. 5.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade No. 5. 28.515 Section 28.515 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.515 Leaf Grade No. 5. Leaf grade No. 5 shall be American Pima cotton which in...

7 CFR 28.516 - Leaf Grade No. 6.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade No. 6. 28.516 Section 28.516 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.516 Leaf Grade No. 6. Leaf grade No. 6 shall be American Pima cotton which in...

7 CFR 28.511 - Leaf Grade No. 1.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade No. 1. 28.511 Section 28.511 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.511 Leaf Grade No. 1. Leaf grade No. 1 shall be American Pima cotton which in...

7 CFR 28.515 - Leaf Grade No. 5.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade No. 5. 28.515 Section 28.515 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.515 Leaf Grade No. 5. Leaf grade No. 5 shall be American Pima cotton which in...

7 CFR 28.515 - Leaf Grade No. 5.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade No. 5. 28.515 Section 28.515 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.515 Leaf Grade No. 5. Leaf grade No. 5 shall be American Pima cotton which in...

7 CFR 28.514 - Leaf Grade No. 4.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade No. 4. 28.514 Section 28.514 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.514 Leaf Grade No. 4. Leaf grade No. 4 shall be American Pima cotton which in...

7 CFR 28.511 - Leaf Grade No. 1.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade No. 1. 28.511 Section 28.511 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.511 Leaf Grade No. 1. Leaf grade No. 1 shall be American Pima cotton which in...

7 CFR 28.513 - Leaf Grade No. 3.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade No. 3. 28.513 Section 28.513 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.513 Leaf Grade No. 3. Leaf grade No. 3 shall be American Pima cotton which in...

7 CFR 28.513 - Leaf Grade No. 3.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade No. 3. 28.513 Section 28.513 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.513 Leaf Grade No. 3. Leaf grade No. 3 shall be American Pima cotton which in...

7 CFR 28.516 - Leaf Grade No. 6.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade No. 6. 28.516 Section 28.516 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.516 Leaf Grade No. 6. Leaf grade No. 6 shall be American Pima cotton which in...

7 CFR 28.514 - Leaf Grade No. 4.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade No. 4. 28.514 Section 28.514 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.514 Leaf Grade No. 4. Leaf grade No. 4 shall be American Pima cotton which in...

7 CFR 28.516 - Leaf Grade No. 6.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade No. 6. 28.516 Section 28.516 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.516 Leaf Grade No. 6. Leaf grade No. 6 shall be American Pima cotton which in...

7 CFR 28.512 - Leaf Grade No. 2.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade No. 2. 28.512 Section 28.512 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.512 Leaf Grade No. 2. Leaf grade No. 2 shall be American Pima cotton which in...

7 CFR 28.514 - Leaf Grade No. 4.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade No. 4. 28.514 Section 28.514 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.514 Leaf Grade No. 4. Leaf grade No. 4 shall be American Pima cotton which in...

7 CFR 28.512 - Leaf Grade No. 2.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade No. 2. 28.512 Section 28.512 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.512 Leaf Grade No. 2. Leaf grade No. 2 shall be American Pima cotton which in...

7 CFR 28.515 - Leaf Grade No. 5.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade No. 5. 28.515 Section 28.515 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.515 Leaf Grade No. 5. Leaf grade No. 5 shall be American Pima cotton which in...

7 CFR 28.516 - Leaf Grade No. 6.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade No. 6. 28.516 Section 28.516 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.516 Leaf Grade No. 6. Leaf grade No. 6 shall be American Pima cotton which in...

[Procedure of seed quality testing and seed grading standard of Prunus humilis].

PubMed

Wen, Hao; Ren, Guang-Xi; Gao, Ya; Luo, Jun; Liu, Chun-Sheng; Li, Wei-Dong

2014-11-01

So far there exists no corresponding quality test procedures and grading standards for the seed of Prunus humilis, which is one of the important source of base of semen pruni. Therefor we set up test procedures that are adapt to characteristics of the P. humilis seed through the study of the test of sampling, seed purity, thousand-grain weight, seed moisture, seed viability and germination percentage. 50 cases of seed specimens of P. humilis tested. The related data were analyzed by cluster analysis. Through this research, the seed quality test procedure was developed, and the seed quality grading standard was formulated. The seed quality of each grade should meet the following requirements: for first grade seeds, germination percentage ≥ 68%, thousand-grain weight 383 g, purity ≥ 93%, seed moisture ≤ 5%; for second grade seeds, germination percentage ≥ 26%, thousand-grain weight ≥ 266 g, purity ≥ 73%, seed moisture ≤9%; for third grade seeds, germination percentage ≥ 10%, purity ≥ 50%, thousand-grain weight ≥ 08 g, seed moisture ≤ 13%.

7 CFR 28.451 - Below Color Grade Cotton.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Below Color Grade Cotton. 28.451 Section 28.451... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Standards Below Color Grade Cotton § 28.451 Below Color Grade Cotton. Below color grade cotton is American Upland cotton which is lower in color grade than Good...

7 CFR 28.471 - Below Leaf Grade Cotton.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Below Leaf Grade Cotton. 28.471 Section 28.471... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Standards Below Leaf Grade Cotton § 28.471 Below Leaf Grade Cotton. Below leaf grade cotton is American Upland cotton which is lower in leaf grade than Leaf...

7 CFR 28.471 - Below Leaf Grade Cotton.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Below Leaf Grade Cotton. 28.471 Section 28.471... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Standards Below Leaf Grade Cotton § 28.471 Below Leaf Grade Cotton. Below leaf grade cotton is American Upland cotton which is lower in leaf grade than Leaf...

7 CFR 28.451 - Below Color Grade Cotton.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Below Color Grade Cotton. 28.451 Section 28.451... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Standards Below Color Grade Cotton § 28.451 Below Color Grade Cotton. Below color grade cotton is American Upland cotton which is lower in color grade than Good...

7 CFR 28.451 - Below Color Grade Cotton.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Below Color Grade Cotton. 28.451 Section 28.451... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Standards Below Color Grade Cotton § 28.451 Below Color Grade Cotton. Below color grade cotton is American Upland cotton which is lower in color grade than Good...

7 CFR 28.471 - Below Leaf Grade Cotton.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Below Leaf Grade Cotton. 28.471 Section 28.471... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Standards Below Leaf Grade Cotton § 28.471 Below Leaf Grade Cotton. Below leaf grade cotton is American Upland cotton which is lower in leaf grade than Leaf...

7 CFR 28.471 - Below Leaf Grade Cotton.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Below Leaf Grade Cotton. 28.471 Section 28.471... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Standards Below Leaf Grade Cotton § 28.471 Below Leaf Grade Cotton. Below leaf grade cotton is American Upland cotton which is lower in leaf grade than Leaf...

7 CFR 28.471 - Below Leaf Grade Cotton.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Below Leaf Grade Cotton. 28.471 Section 28.471... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Standards Below Leaf Grade Cotton § 28.471 Below Leaf Grade Cotton. Below leaf grade cotton is American Upland cotton which is lower in leaf grade than Leaf...

7 CFR 28.451 - Below Color Grade Cotton.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Below Color Grade Cotton. 28.451 Section 28.451... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Standards Below Color Grade Cotton § 28.451 Below Color Grade Cotton. Below color grade cotton is American Upland cotton which is lower in color grade than Good...

7 CFR 28.451 - Below Color Grade Cotton.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Below Color Grade Cotton. 28.451 Section 28.451... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Standards Below Color Grade Cotton § 28.451 Below Color Grade Cotton. Below color grade cotton is American Upland cotton which is lower in color grade than Good...

7 CFR 28.517 - Leaf Grade No. 7.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade No. 7. 28.517 Section 28.517 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.517 Leaf Grade No. 7. American Pima cotton which in leaf is inferior to Leaf...

7 CFR 28.517 - Leaf Grade No. 7.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade No. 7. 28.517 Section 28.517 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.517 Leaf Grade No. 7. American Pima cotton which in leaf is inferior to Leaf...

7 CFR 28.517 - Leaf Grade No. 7.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade No. 7. 28.517 Section 28.517 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.517 Leaf Grade No. 7. American Pima cotton which in leaf is inferior to Leaf...

7 CFR 28.517 - Leaf Grade No. 7.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade No. 7. 28.517 Section 28.517 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.517 Leaf Grade No. 7. American Pima cotton which in leaf is inferior to Leaf...

7 CFR 28.517 - Leaf Grade No. 7.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade No. 7. 28.517 Section 28.517 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Pima Cotton § 28.517 Leaf Grade No. 7. American Pima cotton which in leaf is inferior to Leaf...

What No Child Left Behind Leaves Behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades

PubMed Central

Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli

2013-01-01

The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In particular, we suggest that intelligence helps students learn and solve problems independent of formal instruction, whereas self-control helps students study, complete homework, and behave positively in the classroom. Two longitudinal, prospective studies of middle school students support predictions from this model. In both samples, IQ predicted changes in standardized achievement test scores over time better than did self-control, whereas self-control predicted changes in report card grades over time better than did IQ. As expected, the effect of self-control on changes in report card grades was mediated in Study 2 by teacher ratings of homework completion and classroom conduct. In a third study, ratings of middle school teachers about the content and purpose of standardized achievement tests and report card grades were consistent with the proposed model. Implications for pedagogy and public policy are discussed. PMID:24072936

Validity of High-School Grades in Predicting Student Success beyond the Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes. Research & Occasional Paper Series: CSHE.6.07

ERIC Educational Resources Information Center

Geiser, Saul; Santelices, Maria Veronica

2007-01-01

High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that…

What "No Child Left Behind" Leaves behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades

ERIC Educational Resources Information Center

Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli

2012-01-01

The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In…

End of Course Grades and Standardized Test Scores: Are Grades Predictive of Student Achievement?

ERIC Educational Resources Information Center

Ricketts, Christine R.

2010-01-01

This study examined the extent to which end-of-course grades are predictive of Virginia Standards of Learning test scores in nine high school content areas. It also analyzed the impact of the variables school cluster attended, gender, ethnicity, disability status, Limited English Proficiency status, and socioeconomic status on the relationship…

Virginia Standards of Learning Assessments. Grade 8 Released Test Items, 1998.

ERIC Educational Resources Information Center

Virginia State Dept.of Education, Richmond. Div. of Assessment and Reporting.

Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that approximately 79,000 students in grade 8 were required to answer as part of the SOL assessments. These…

Virginia Standards of Learning Assessments. Grade 5 Released Test Items, 1998.

ERIC Educational Resources Information Center

Virginia State Dept.of Education, Richmond. Div. of Assessment and Reporting.

Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that approximately 80,000 students in grade 5 were required to answer as part of the SOL assessments. These…

Virginia Standards of Learning Assessments. Grade 3 Released Test Items, 1998.

ERIC Educational Resources Information Center

Virginia State Dept.of Education, Richmond. Div. of Assessment and Reporting.

Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) Assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that approximately 83,000 students in grade 3 were required to answer as part of the SOL assessments. These…

The Impact of Scholastic Instrumental Music and Scholastic Chess Study on the Standardized Test Scores of Students in Grades Three, Four, and Five

ERIC Educational Resources Information Center

Martinez, Edwin E.

2012-01-01

This study examines the impact of instrumental music study and group chess lessons on the standardized test scores of suburban elementary public school students (grades three through five) in Levittown, New York. The study divides the students into the following groups and compares the standardized test scores of each: a) instrumental music…

A Comparison of Performance on Cloze Tests, Group Reading Inventories and Standardized Reading Achievement in Grades Seven, Eight and Nine.

ERIC Educational Resources Information Center

Rakes, Thomas A.; McWilliams, Lana J.

A random sample of 300 seventh, eighth, and ninth grade students participated in a comparative study of performance on social studies cloze tests, social studies group reading inventories (GRI), and a popular standardized test (Gates-MacGinitie Reading Tests, Survey E). It was found that cloze tests and GRIs constructed from social studies content…

7 CFR 28.39 - Cotton reduced in grade.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Cotton reduced in grade. 28.39 Section 28.39... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Regulations Under the United States Cotton Standards Act Classification § 28.39 Cotton reduced in grade. If cotton be reduced in grade, by reason of the presence of...

7 CFR 28.39 - Cotton reduced in grade.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Cotton reduced in grade. 28.39 Section 28.39... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Regulations Under the United States Cotton Standards Act Classification § 28.39 Cotton reduced in grade. If cotton be reduced in grade, by reason of the presence of...

7 CFR 28.39 - Cotton reduced in grade.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Cotton reduced in grade. 28.39 Section 28.39... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Regulations Under the United States Cotton Standards Act Classification § 28.39 Cotton reduced in grade. If cotton be reduced in grade, by reason of the presence of...

7 CFR 28.39 - Cotton reduced in grade.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Cotton reduced in grade. 28.39 Section 28.39... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Regulations Under the United States Cotton Standards Act Classification § 28.39 Cotton reduced in grade. If cotton be reduced in grade, by reason of the presence of...

7 CFR 28.39 - Cotton reduced in grade.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Cotton reduced in grade. 28.39 Section 28.39... REGULATIONS COTTON CLASSING, TESTING, AND STANDARDS Regulations Under the United States Cotton Standards Act Classification § 28.39 Cotton reduced in grade. If cotton be reduced in grade, by reason of the presence of...

Idaho Region IV Fourth-Grade Teachers' Perceptions about the Educational Influence of Idaho State Achievement Standards and the Idaho State Achievement Tests

ERIC Educational Resources Information Center

Wiggins, Annette Marie

2010-01-01

The purpose of this study was to explore Idaho Region IV fourth-grade teachers' perceptions regarding the educational influence of Idaho State Achievement Standards and the Idaho Standards Achievement Tests (ISAT) in language usage, reading, and math. Differences between subgroups based on teacher/school demographics, specifically, teachers'…

What Do the California Standards Test Results Reveal about the Movement toward Eighth-Grade Algebra for All?

ERIC Educational Resources Information Center

Liang, Jian-Hua; Heckman, Paul E.; Abedi, Jamal

2012-01-01

In California, an increasing number of 8th graders have taken algebra courses since 2003. This study examines students' California Standards Test (CST) results in grades 7 through 11, aiming to reveal who took the CST for Algebra I in 8th grade and whether the increase has led to a rise in students' taking higher-level mathematics CSTs and an…

An Analysis of Fourth and Sixth Grade Reader Performance Using Cloze Tests, Group Reading Inventories, an Informal Reading Inventory, and a Standardized Reading Test.

ERIC Educational Resources Information Center

Davidson, Emma Sue

A study was conducted to explore the issue of testing to determine reading levels of students. A group of 624 fourth and sixth grade students from 13 schools participated in the study, which compared results from an informal reading inventory (IRI), a standardized achievement test, a group reading inventory (GRI), and a cloze test. Pupil…

Middle school science grades: Can they be used to forecast performance on standardized tests?

NASA Astrophysics Data System (ADS)

Hubbard, Gary L.

2007-12-01

The purpose of this study was to determine if classroom science grades could be used to forecast standardized testing readiness for the Florida Comprehensive Assessment Test (FCAT). Participants for this study consisted of 647 eighth grade students assigned to a public middle school in Florida. Using annual classroom science grades and the corresponding year's FCAT Science scale scores for each student, scatter plot graphs and Pearson product-moment correlations were used to determine their relationships. Correlation strengths were determined for several segmented student populations. First, the grade and FCAT score relationship for the entire middle school population was calculated and, then, the relationship between grades and FCAT scores for students grouped by their individual assigned science teacher was determined. Next, a second look at students grouped as above was conducted, this time focusing only on students with unacceptable FCAT scores (levels 1 and 2). The correlation between grades and FCAT scores for the entire middle school was moderate and ranged from high to weak for students assigned to individual science teachers. The relationship of grades and FCAT scores for middle school students that scored at levels 1 and 2 was weakly correlated and ranged from moderate to weak for students as they were assigned to their science teachers. Generally, classroom grades were found to be inefficient predictors for standardized testing readiness for students assigned to this middle school.

Predicting Achievement in Grades Three through Ten Using the Metropolitan Readiness Test.

ERIC Educational Resources Information Center

Weller, L. David; And Others

1992-01-01

Assessed correlations between 415 first graders' scores on the Metropolitan Readiness Test (MRT), and their scores on standardized achievement tests in mathematics and reading in grades 3, 6, 9, and 10. Concluded that the MRT has potential for contributing to readiness decisions in early grades. (MM)

Relationships of Declining Test Scores and Grade Inflation.

ERIC Educational Resources Information Center

Bellott, Fred K.

The relationship between declining scores on national standardized tests and grade inflation is explored. Grade inflation refers to the indicated measure of evaluation of student performance having higher placement than is usual based on the performances. Data for this study were taken from the American College Testing (ACT) Program Class Profile…

The effect of constructivist teaching strategies on science test scores of middle school students

NASA Astrophysics Data System (ADS)

Vaca, James L., Jr.

International studies show that the United States is lagging behind other industrialized countries in science proficiency. The studies revealed how American students showed little significant gain on standardized tests in science between 1995 and 2005. Little information is available regarding how reform in American teaching strategies in science could improve student performance on standardized testing. The purpose of this quasi-experimental quantitative study using a pretest/posttest control group design was to examine how the use of a hands-on, constructivist teaching approach with low achieving eighth grade science students affected student achievement on the 2007 Ohio Eighth Grade Science Achievement Test posttest (N = 76). The research question asked how using constructivist teaching strategies in the science classroom affected student performance on standardized tests. Two independent samples of 38 students each consisting of low achieving science students as identified by seventh grade science scores and scores on the Ohio Eighth Grade Science Half-Length Practice Test pretest were used. Four comparisons were made between the control group receiving traditional classroom instruction and the experimental group receiving constructivist instruction including: (a) pretest/posttest standard comparison, (b) comparison of the number of students who passed the posttest, (c) comparison of the six standards covered on the posttest, (d) posttest's sample means comparison. A Mann-Whitney U Test revealed that there was no significant difference between the independent sample distributions for the control group and the experimental group. These findings contribute to positive social change by investigating science teaching strategies that could be used in eighth grade science classes to improve student achievement in science.

Arizona's Instrument to Measure Standards (AIMS DPA). Student Guide. Grade 7

ERIC Educational Resources Information Center

Arizona Department of Education, 2006

2006-01-01

Arizona's Instrument to Measure Standards Dual Purpose Assessment (AIMS DPA) is a combination of two separate tests. One test is AIMS, which measures how well the student knows the reading, writing, and mathematics content that all Arizona students in the student's grade level are expected to know and be able to do. AIMS DPA includes…

Arizona's Instrument to Measure Standards (AIMS DPA). Student Guide. Grade 3

ERIC Educational Resources Information Center

Arizona Department of Education, 2006

2006-01-01

Arizona's Instrument to Measure Standards Dual Purpose Assessment (AIMS DPA) is a combination of two separate tests. One test is AIMS, which measures how well the student knows the reading, writing , and mathematics content that all Arizona students at the third grade level are expected to know and be able to do. AIMS includes multiple-choice…

Selecting for Ethnically Diverse Children Who May Be Gifted Using Raven's Standard Progressive Matrices and Naglieri Nonverbal Abilities Test

ERIC Educational Resources Information Center

Lewis, Joan D.; DeCamp-Fritson, Stephanie S.; Ramage, Jean C.; McFarland, Max A.; Archwamety, Teara

2007-01-01

The purpose of this study was to compare the effectiveness of the Raven's Standard Progressive Matrices, the Naglieri Nonverbal Abilities Test (NNAT), and the Iowa Test of Basic Skills (ITBS) in selecting for ethnically diverse students who may be gifted. The participants of the study were 175 students enrolled in Grades 3-5 and Grade 8 in a…

ACCELERATION AND ENRICHMENT IN THE JUNIOR HIGH SCHOOL.

ERIC Educational Resources Information Center

COBAIN, HARRY; FORD, PAUL M.

STUDENTS WERE IDENTIFIED BY (1) TEACHER OBSERVATION, (2) SCHOOL GRADES, (3) GRADE PLACEMENT ON STANDARDIZED TESTS, (4) GRADES ON INTELLIGENCE TESTS, (5) PERSONALITY CHECK LISTS, (6) INTEREST INVENTORIES, (7) PARENT OBSERVATIONS, AND (8) INDIVIDUAL CASE STUDIES. THE OBJECTIVES OF EDUCATING THE ACADEMICALLY TALENTED WERE TO PROVIDE STIMULATING…

The Association between Standards- Based Grading and Standardized Test Scores in a High School Reform Model

ERIC Educational Resources Information Center

Pollio, Marty; Hochbein, Craig

2015-01-01

Background/Context: From two decades of research on the grading practices of teachers in secondary schools, researchers discovered that teachers evaluated students on numerous factors that do not validly assess a student's achievement level in a specific content area. These consistent findings suggested that traditional grading practices evolved…

Grade Equivalents: We Report Them, You Should Too.

ERIC Educational Resources Information Center

Ligon, Glynn; Battaile, Richard

In certain situations, grade equivalent scores are the most appropriate statistic available for reporting achievement test data. It is noted that testing practitioners have found that raw scores, normal curve equivalents, stanines, and standard scores are very useful. However, it is best to convert to either grade equivalents or percentiles before…

(De)Grading the Standardized Test: Can Standardized Testing Evaluate Schools?

ERIC Educational Resources Information Center

Simmons, Nicola E.

2004-01-01

Standardized testing is an assessment strategy that evaluates all students and all schools on the same basic skills and, therefore, might reasonably indicate which schools are high performers and which are not. Standardized testing is not a new strategy for providing this proof. The United States has produced reams of articles criticizing…

7 CFR 906.340 - Container, pack, and container marking regulations.

Code of Federal Regulations, 2011 CFR

2011-01-01

... committee for testing in connection with a research project conducted by or in cooperation with the... requirements of standard sizing: Provided, That the packing tolerances in the U.S. Standards for Grades of... sizes in Table II: Provided, That the packing tolerances in the U.S. Standards for Grades of Grapefruit...

7 CFR 906.340 - Container, pack, and container marking regulations.

Code of Federal Regulations, 2012 CFR

2012-01-01

... committee for testing in connection with a research project conducted by or in cooperation with the... requirements of standard sizing: Provided, That the packing tolerances in the U.S. Standards for Grades of... sizes in Table II: Provided, That the packing tolerances in the U.S. Standards for Grades of Grapefruit...

7 CFR 906.340 - Container, pack, and container marking regulations.

Code of Federal Regulations, 2014 CFR

2014-01-01

... committee for testing in connection with a research project conducted by or in cooperation with the... requirements of standard sizing: Provided, That the packing tolerances in the U.S. Standards for Grades of... sizes in Table II: Provided, That the packing tolerances in the U.S. Standards for Grades of Grapefruit...

7 CFR 906.340 - Container, pack, and container marking regulations.

Code of Federal Regulations, 2013 CFR

2013-01-01

... committee for testing in connection with a research project conducted by or in cooperation with the... requirements of standard sizing: Provided, That the packing tolerances in the U.S. Standards for Grades of... sizes in Table II: Provided, That the packing tolerances in the U.S. Standards for Grades of Grapefruit...

State-Level Mandates for Financial Literacy Education, JA Finance Park, and the Impact on Eighth-Grade Students in Colorado

ERIC Educational Resources Information Center

Mitchell, Sherri L.

2013-01-01

In 2008, the Colorado General Assembly passed legislation requiring the adoption of personal financial literacy (PFL) education standards for kindergarten through 12th-grade students. Beginning in 2014, the state plans to conduct standardized testing to determine financial literacy of 3rd- through 12th-grade students. The state did not allocate…

The Validity of College Grade Prediction Equations Over Time.

ERIC Educational Resources Information Center

Sawyer, Richard L.; Maxey, James

A sample of 260 colleges was surveyed during the years 1972-1976 to determine the validity of predicting college freshmen grades from standardized test scores and high school grades using the American College Testing (ACT) Assessment Program, an evaluative and placement service for students and educators involved in the transition from high school…

40 CFR 1065.703 - Distillate diesel fuel.

Code of Federal Regulations, 2014 CFR

2014-07-01

... CONTROLS ENGINE-TESTING PROCEDURES Engine Fluids, Test Fuels, Analytical Gases and Other Calibration... diesel fuel specified for use as a test fuel. See the standard-setting part to determine which grade to... grades are specified in the following table: Table 1 of § 1065.703—Test Fuel Specifications for...

The Impact of Year-Round Education on Fifth Grade African American Reading Achievement Scores in an Urban Illinois School

ERIC Educational Resources Information Center

Merrill, Carolyn Ann

2012-01-01

The purpose of this quantitative, causal-comparative study was to determine the impact of the year-round education school calendar on the standardized test performance of fifth grade African American students, as measured by the Illinois Standards Achievement Test (ISAT) in reading. The ISAT reading scores from two year-round education (YRE)…

Improving Hispanic students' performance on science standardized tests: Successful practices from four elementary campuses

NASA Astrophysics Data System (ADS)

Gonzalez, Yvonne Lynne

This qualitative, descriptive multiple case study took place in a Southwest Texas city bordering Mexico. The study examined specific resources and practices used in four different exemplary-rated elementary school campuses, with standardized test data reflecting 93% or more of their 5th-grade Hispanic student population passing the state mandated standardized science test. The sample for this study included one principal, one assistant principal, and three 5th-grade teachers from each campus. In total, the sample participants consisted of four principals, four assistant principals, and 12 5th-grade teachers. Data collection involved conducting in-depth, semi-structured interviews guided by five literature-based, researcher-generated questions. Fifth grade teachers and administrators reflected and reported upon their pedagogy for best practices in helping Hispanic students achieve success. Analysis of the data revealed eight themes: (a) successful schools have committed teachers, an environment conducive to learning, and incorporate best practices that work for all students; (b) curriculum alignment is very important; (c) teachers have access to a variety of resources; (d) teacher collaboration and planning is very important; (e) science camps, science reviews, and hands-on centers are effective in preparing students for the standardized test; (f) the most effective instructional practices include high emphasis on vocabulary, hands-on and differentiated instruction, and the 5E Model; (g) teachers see value in self-contained, dual-language classes; and (h) professional development and performance feedback are important to educators. The results of this study provide educational leaders with specific science instructional resources, practices, and interventions proven effective for the 5 th-grade Hispanic student population in passing the science state standardized test.

7 CFR 58.139 - Record of tests.

Code of Federal Regulations, 2011 CFR

2011-01-01

..., GENERAL SPECIFICATIONS FOR APPROVED PLANTS AND STANDARDS FOR GRADES OF DAIRY PRODUCTS 1 General Specifications for Dairy Plants Approved for USDA Inspection and Grading Service 1 Quality Specifications for Raw Milk § 58.139 Record of tests. Accurate records listing the results of quality and drug residue tests...

Teachers' Grade Assignment and the Predictive Validity of Criterion-Referenced Grades

ERIC Educational Resources Information Center

Thorsen, Cecilia; Cliffordson, Christina

2012-01-01

Research has found that grades are the most valid instruments for predicting educational success. Why grades have better predictive validity than, for example, standardized tests is not yet fully understood. One possible explanation is that grades reflect not only subject-specific knowledge and skills but also individual differences in other…

Arizona's Instrument to Measure Standards (AIMS DPA). Student Guide, Grade 8

ERIC Educational Resources Information Center

Arizona Department of Education, 2006

2006-01-01

Arizona's Instrument to Measure Standards (AIMS), a Standards-Based test, provides educators and the public with valuable information regarding the progress of Arizona's students toward mastering Arizona's reading, writing and mathematics Standards. This specific test, Arizona's Instrument to Measure Standards Dual Purpose Assessment (AIMS DPA) is…

76 FR 43286 - National Assessment Governing Board; Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2011-07-20

... levels for each grade and subject tested, developing standards and procedures for interstate and national... in closed session to review secure test items for the 2012 Economics assessment at grade 12 and the... meeting the ADC will complete their review of secure NAEP test items for the 2012 Economics assessment at...

The Standardized Growth Expectation: Implications for Educational Evaluation.

ERIC Educational Resources Information Center

Stenner, A. Jackson; And Others

Three assumptions underlying the use of norm referenced tests are examined: (1) that expressing treatment effects in a standard score metric permits aggregation of effects across grades; (2) commonly used standardized tests are sufficiently comparable to permit aggregation of results across tests; and (3) the summer loss of achievement observed in…

Proficiency Standards and Cut-Scores for Language Proficiency Tests.

ERIC Educational Resources Information Center

Moy, Raymond H.

The problem of standard setting on language proficiency tests is often approached by the use of norms derived from the group being tested, a process commonly known as "grading on the curve." One particular problem with this ad hoc method of standard setting is that it will usually result in a fluctuating standard dependent on the particular group…

First-Grade Spelling Scores within the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Screening: An Exploratory Study

ERIC Educational Resources Information Center

Munger, Kristen A.; Murray, Maria S.

2017-01-01

The purpose of this study was to examine the validity evidence of first-grade spelling scores from a standardized test of nonsense word spellings and their potential value within universal literacy screening. Spelling scores from the Test of Phonological Awareness: Second Edition PLUS for 47 first-grade children were scored using a standardized…

Raising the Bar: A Data-Driven Discussion on Grade Inflation

ERIC Educational Resources Information Center

Laurie, Robert

2009-01-01

The practice of handing out excellent grades to students who don't deserve them (grade inflation) is not a new phenomenon. Indeed grade inflation is among the oldest and most difficult issues to address in higher education. The author first studied the impact of grade inflation on student performance on standardized tests at the high school level…

SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Five.

ERIC Educational Resources Information Center

Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.

The SCOPE Mathematics Achievement Test booklet for grade 5 presents 11 mathematical concepts with instructions for students to take the test with little or no teacher direction. Testing items include: writing number words; reading and writing numerals in sequence from 0.001 to 100,000; adding and subtracting whole numbers; multiplying up to four…

SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Six.

ERIC Educational Resources Information Center

Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.

The SCOPE Mathematics Achievement Test booklet for grade 6 presents 12 mathematical concepts with instructions for students to take the test with little or no teacher direction. Testing items are: dividing with remainder, up to a six digit dividend by a three digit divisor; using correct order of operations in three-step problems; applying…

7 CFR 58.930 - Official test methods.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., GENERAL SPECIFICATIONS FOR APPROVED PLANTS AND STANDARDS FOR GRADES OF DAIRY PRODUCTS 1 General Specifications for Dairy Plants Approved for USDA Inspection and Grading Service 1 Operations and Operating Procedures § 58.930 Official test methods. (a) Chemical. Chemical analysis, except where otherwise prescribed...

7 CFR 58.930 - Official test methods.

Code of Federal Regulations, 2012 CFR

2012-01-01

..., GENERAL SPECIFICATIONS FOR APPROVED PLANTS AND STANDARDS FOR GRADES OF DAIRY PRODUCTS 1 General Specifications for Dairy Plants Approved for USDA Inspection and Grading Service 1 Operations and Operating Procedures § 58.930 Official test methods. (a) Chemical. Chemical analysis, except where otherwise prescribed...

7 CFR 58.930 - Official test methods.

Code of Federal Regulations, 2013 CFR

2013-01-01

..., GENERAL SPECIFICATIONS FOR APPROVED PLANTS AND STANDARDS FOR GRADES OF DAIRY PRODUCTS 1 General Specifications for Dairy Plants Approved for USDA Inspection and Grading Service 1 Operations and Operating Procedures § 58.930 Official test methods. (a) Chemical. Chemical analysis, except where otherwise prescribed...

7 CFR 58.930 - Official test methods.

Code of Federal Regulations, 2011 CFR

2011-01-01

..., GENERAL SPECIFICATIONS FOR APPROVED PLANTS AND STANDARDS FOR GRADES OF DAIRY PRODUCTS 1 General Specifications for Dairy Plants Approved for USDA Inspection and Grading Service 1 Operations and Operating Procedures § 58.930 Official test methods. (a) Chemical. Chemical analysis, except where otherwise prescribed...

7 CFR 58.930 - Official test methods.

Code of Federal Regulations, 2014 CFR

2014-01-01

..., GENERAL SPECIFICATIONS FOR APPROVED PLANTS AND STANDARDS FOR GRADES OF DAIRY PRODUCTS 1 General Specifications for Dairy Plants Approved for USDA Inspection and Grading Service 1 Operations and Operating Procedures § 58.930 Official test methods. (a) Chemical. Chemical analysis, except where otherwise prescribed...

A Preliminary Investigation into the Effect of Standards-Based Grading on the Academic Performance of African-American Students

NASA Astrophysics Data System (ADS)

Bradbury-Bailey, Mary

With the implementation of No Child Left Behind came a wave of educational reform intended for those working with student populations whose academic performance seemed to indicate an alienation from the educational process. Central to these reforms was the implementation of standards-based instruction and their accompanying standardized assessments; however, in one area reform seemed nonexistent---the teacher's gradebook. (Erickson, 2010, Marzano, 2006; Scriffiny, 2008). Given the link between the grading process and achievement motivation, Ames (1992) suggested the use of practices that promote mastery goal orientation. The purpose of this study was to examine the impact of standards-based grading system as a factor contributing to mastery goal orientation on the academic performance of urban African American students. To determine the degree of impact, this study first compared the course content averages and End-of-Course-Test (EOCT) scores for science classes using a traditional grading system to those using a standards-based grading system by employing an Analysis of Covariance (ANCOVA). While there was an increase in all grading areas, two showed a significant difference---the Physical Science course content average (p = 0.024) and ix the Biology EOCT scores (p = 0.0876). These gains suggest that standards-based grading can have a positive impact on the academic performance of African American students. Secondly, this study examined the correlation between the course content averages and the EOCT scores for both the traditional and standards-based grading system; for both Physical Science and Biology, there was a stronger correlation between these two scores for the standards-based grading system.

7 CFR 58.135 - Bacterial estimate.

Code of Federal Regulations, 2011 CFR

2011-01-01

..., GENERAL SPECIFICATIONS FOR APPROVED PLANTS AND STANDARDS FOR GRADES OF DAIRY PRODUCTS 1 General Specifications for Dairy Plants Approved for USDA Inspection and Grading Service 1 Quality Specifications for Raw Milk § 58.135 Bacterial estimate. (a) Methods of Testing. Milk shall be tested for bacterial estimate...

Promoting Reading Achievement and Countering the "Fourth-Grade Slump": The Impact of Direct Instruction on Reading Achievement in Fifth Grade

ERIC Educational Resources Information Center

Stockard, Jean

2010-01-01

Previous research has documented a substantial decline of standardized test scores of children from low-income backgrounds, relative to more advantaged peers, in later elementary grades, the so-called "fourth-grade slump." This article examines changes in reading achievement from first to fifth grade for students in a large urban school…

Measuring adult literacy students' reading skills using the Gray Oral Reading Test.

PubMed

Greenberg, Daphne; Pae, Hye Kyeong; Morris, Robin D; Calhoon, Mary Beth; Nanda, Alice O

2009-12-01

There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third through fifth grade reading grade equivalency levels. Findings are reported from an analysis of the administration of Form A of the Gray Oral Reading Tests-Fourth Edition (Wiederholt & Bryant, 2001a, b). Results indicated that educators and researchers should be very cautious when interpreting test results of adults who have difficulty reading when children's norm-referenced tests are administered.

A Quantitative Examination of Title I and Non-Title I Elementary Schools in District 8 of North Alabama Using Fourth Grade Math and Reading Standardized Test Results

ERIC Educational Resources Information Center

Headen, Renee Ashley

2014-01-01

The purpose of this study was to determine if there is a difference over time on standardized test scores for reading and math between fourth grade students attending Title I and Non-Title I schools in three select school systems within District 8 of North Alabama. In an effort to determine if Title I schools are successfully closing the…

Mathematics Awareness through Technology, Teamwork, Engagement, and Rigor

ERIC Educational Resources Information Center

James, Laurie

2016-01-01

The purpose of this two-year observational study was to determine if the use of technology and intervention groups affected fourth-grade math scores. Specifically, the desire was to identify the percentage of students who met or exceeded grade-level standards on the state standardized test. This study indicated possible reasons that enhanced…

Self-Discipline Gives Girls the Edge: Gender in Self-Discipline, Grades, and Achievement Test Scores

ERIC Educational Resources Information Center

Duckworth, Angela Lee; Seligman, Martin E. P.

2006-01-01

Throughout elementary, middle, and high school, girls earn higher grades than boys in all major subjects. Girls, however, do not out perform boys on achievement or IQ tests. To date, explanations for the underprediction of girls' GPAs by standardized tests have focused on gender differences favoring boys on such tests. The authors' investigation…

Standard and modified administrations of the Iowa Tests of Basic Skills with learning disabled students.

PubMed

Estes, R E; Baum, D L; Bray, N M

1986-04-01

The purpose of this study was to investigate the performance of junior high school learning disabled students on standard and modified administrations of selected subtests from the Iowa Tests of Basic Skills. No significant differences were noted for correlations between types of administration and teachers' ratings on any of the subtest comparisons. Grade placements for Vocabulary and Reading Comprehension using the modified administration were significantly higher than those using the standard administration and more closely aligned with teachers' ratings. Math Concept and Math Problem-solving grade-placement scores did not differ by type of administration; teachers' ratings were higher than those produced by either testing format.

Our Results-Driven, Testing Culture: How It Adversely Affects Students' Personal Experience

ERIC Educational Resources Information Center

Lesch, Lyn

2007-01-01

Author Lyn Lesch advocates that learning cannot be measured by empirical results like testing and grading. As the founder of Chicago's The Children's School, Lesch didn't give grades or submit students to standardized testing. Such conditions may seem blasphemous to most educators, but the results spoke for themselves. Without the high-stakes…

An Analysis of the 1992 New Jersey Grade 8 Early Warning Test.

ERIC Educational Resources Information Center

Tambini, Robert F.

The quality and the effectiveness of the 1992 New Jersey Grade 8 Early Warning Test (NJEWT) are assessed. Standardized tests possess clear advantages for educators, especially in the case of administration and scoring, but there are clear disadvantages as well, including the possibility of bias. Four criteria are applied to the NJEWT: adequacy,…

Selecting Students for Pre-Algebra: Examination of the Relative Utility of the Anchorage Pre-Algebra Screening Tests and the State of Alaska Standards Based Benchmark 2 Mathematics Study. An Examination of Consequential Validity and Recommendation.

ERIC Educational Resources Information Center

Fenton, Ray

This study examined the relative efficacy of the Anchorage (Alaska) Pre-Algebra Test and the State of Alaska Benchmark in 2 Math examination as tools used in the process of recommending grade 6 students for grade 7 Pre-Algebra placement. The consequential validity of the tests is explored in the context of class placements and grades earned. The…

Proficiency Standards and Cut-Scores for Language Proficiency Tests.

ERIC Educational Resources Information Center

Moy, Raymond H.

1984-01-01

Discusses the problems associated with "grading on a curve," the approach often used for standard setting on language proficiency tests. Proposes four main steps presented in the setting of a non-arbitrary cut-score. These steps not only establish a proficiency standard checked by external criteria, but also check to see that the test covers the…

Comparison of Standardized Test Scores from Traditional Classrooms and Those Using Problem-Based Learning

ERIC Educational Resources Information Center

Needham, Martha Elaine

2010-01-01

This research compares differences between standardized test scores in problem-based learning (PBL) classrooms and a traditional classroom for 6th grade students using a mixed-method, quasi-experimental and qualitative design. The research shows that problem-based learning is as effective as traditional teaching methods on standardized tests. The…

A performance test of the log and tree grades for eastern white pine

Treesearch

Robert L. Brisbin

1972-01-01

The results of testing the Forest Service standard tree grades and sawlog grades for eastern white pine on an independent sample of 75 trees and 299 logs in southwestern Maine. The total predicted value of the 75 trees was 3 percent higher than the actual value. The total predicted value of the 299 logs was 2 percent higher than the actual value. The differences...

Discovering and Understanding Misconceptions in Fifth grade Academic Content Standards

NASA Astrophysics Data System (ADS)

Hicks, Adam; Blue, Jennifer

2008-10-01

Misconceptions are known to be prevalent among students, especially younger students. However, misconceptions can become engrained in the scientific thought process and linger throughout a person's life. This study examines the results on test questions regarding the physical and space science from the fifth grade Ohio Academic Content Standards (Ohio Department of Education, 2003). Tests have been developed to evaluate the Southwest Ohio Science Institutes (http://www.units.muohio.edu/sosi), which teach content knowledge to teachers. These tests have been given to fifth grade teachers who participated in the institutes and to their students. The same questions were also given to university students. Eventually, the results from all three groups will be compared to find the persistence of misconceptions. This presentation will focus on the results from the university students.

Brief Report: Gum Chewing Affects Standardized Math Scores in Adolescents

ERIC Educational Resources Information Center

Johnston, Craig A.; Tyler, Chermaine; Stansberry, Sandra A.; Moreno, Jennette P.; Foreyt, John P.

2012-01-01

Gum chewing has been shown to improve cognitive performance in adults; however, gum chewing has not been evaluated in children. This study examined the effects of gum chewing on standardized test scores and class grades of eighth grade math students. Math classes were randomized to a gum chewing (GC) condition that provided students with gum…

Self-regulated learning and achievement by middle-school children.

PubMed

Sink, C A; Barnett, J E; Hixon, J E

1991-12-01

The relationship of self-regulated learning to the achievement test scores of 62 Grade 6 students was studied. Generally, the metacognitive and affective variables correlated significantly with teachers' grades and standardized test scores in mathematics, reading, and science. Planning and self-assessment significantly predicted the six measures of achievement. Step-wise multiple regression analyses using the metacognitive and affective variables largely indicate that students' and teachers' perceptions of scholastic ability and planning appear to be the most salient factors in predicting academic performance. The locus of control dimension had no utility in predicting classroom grades and performance on standardized measures of achievement. The implications of the findings for teaching and learning are discussed.

The Social Life of an Essay: Standardizing Forces in Writing

ERIC Educational Resources Information Center

Sheehy, Margaret

2003-01-01

Standardization discourse is dominantly linked to tests; yet standardization occurs in practices of everyday social life, too. This research seeks to understand standardization processes involved in the writing done by a class of seventh grade students, half of whom did not do well in school or on tests. Acting as participant observer in a…

Content-Related Evidence for Validity for Mathematics Tests: Teacher Review. Technical Report # 42

ERIC Educational Resources Information Center

Martinez, Martha I.; Ketterlin-Geller, Leanne; Tindal, Gerald

2007-01-01

Behavioral Research and Teaching (BRT) has developed a series of mathematics tests to assist local school districts in identifying students in grades 1-8 who may be at risk of not meeting year-end mathematics achievement goals. The tests were developed using the state mathematics standards for the relevant grade levels and administered to students…

Preparing New Teachers for Contemporary Middle Grades Schools

ERIC Educational Resources Information Center

Edwards, Susan

2013-01-01

This article describes the middle grades teacher preparation program at Augusta State University in Georgia. It describes the negotiation between the middle school concept and the standardized testing culture of the local schools as the faculty redesigned the undergraduate middle grades program to adequately address both. Ways in which new…

The academic penalty for gaining weight: a longitudinal, change-in-change analysis of BMI and perceived academic ability in middle school students.

PubMed

Kenney, E L; Gortmaker, S L; Davison, K K; Bryn Austin, S

2015-09-01

Worse educational outcomes for obese children regardless of academic ability may begin early in the life course. This study tested whether an increase in children's relative weight predicted lower teacher- and child-perceived academic ability even after adjusting for standardized test scores. Three thousand three hundred and sixty-two children participating in the Early Childhood Longitudinal Study-Kindergarten Cohort were studied longitudinally from fifth to eighth grade. Heights, weights, standardized test scores in maths and reading, and teacher and self-ratings of ability in maths and reading were measured at each wave. Longitudinal, within-child linear regression models estimated the impact of a change in body mass index (BMI) z-score on change in normalized teacher and student ratings of ability in reading and maths, adjusting for test score. A change in BMI z-score from fifth to eighth grade was not independently associated with a change in standardized test scores. However, adjusting for standardized test scores, an increasing BMI z-score was associated with significant reductions in teacher's perceptions of girls' ability in reading (-0.12, 95% confidence interval (CI): -0.23, -0.03, P=0.03) and boys' ability in math (-0.30, 95% CI: -0.43, -0.17, P<0.001). Among children who were overweight at fifth grade and increased in BMI z-score, there were even larger reductions in teacher ratings for boys' reading ability (-0.37, 95% CI: -0.71, -0.03, P=0.03) and in girls' self-ratings of maths ability (-0.47, 95% CI: -0.83, -0.11, P=0.01). From fifth to eighth grade, increase in BMI z-score was significantly associated with worsening teacher perceptions of academic ability for both boys and girls, regardless of objectively measured ability (standardized test scores). Future research should examine potential interventions to reduce bias and promote positive school climate.

Readability Level of Standardized Test Items and Student Performance: The Forgotten Validity Variable

ERIC Educational Resources Information Center

Hewitt, Margaret A.; Homan, Susan P.

2004-01-01

Test validity issues considered by test developers and school districts rarely include individual item readability levels. In this study, items from a major standardized test were examined for individual item readability level and item difficulty. The Homan-Hewitt Readability Formula was applied to items across three grade levels. Results of…

Do School-Based Tutoring Programs Significantly Improve Student Performance on Standardized Tests?

ERIC Educational Resources Information Center

Rothman, Terri; Henderson, Mary

2011-01-01

This study used a pre-post, nonequivalent control group design to examine the impact of an in-district, after-school tutoring program on eighth grade students' standardized test scores in language arts and mathematics. Students who had scored in the near-passing range on either the language arts or mathematics aspect of a standardized test at the…

Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety.

PubMed

Liew, Jeffrey; Lench, Heather C; Kao, Grace; Yeh, Yu-Chen; Kwok, Oi-man

2014-01-01

Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Undergraduate students (N=184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.

The Fluidez en La Lectura Oral (FLO) Portion of the Indicadores Dinamicos De Exito en La Lectura (IDEL) and the English Language Portion of the Illinois Standard Achievement Test (ISAT): A Correlational Study of Second and Third Grade English Language Learners

ERIC Educational Resources Information Center

Ganan, Brian J.

2012-01-01

This study examined the relationship between Spanish oral reading fluency (ORF) at the end of second grade and students' performance on the third grade ISAT reading test. The major research question guiding this study was: What is the direction and strength of the relationship between performance on the 2nd grade IDEL FLO, a Spanish language ORF…

Caught in a Web of Abjection: High-Stakes Testing in Miriam Cohen's "First Grade Takes a Test" and Andrew Clements' "The Report Card"

ERIC Educational Resources Information Center

Anderson, Anne W.

2018-01-01

Standardized achievement testing of children began in the United States in the 1960s. Since then, the data produced from such tests has been extrapolated to measure schools, teachers, and principals. Today, testing and its corollaries consume much of the time and energy of teachers and students. Miriam Cohen's (2006/1980) "First Grade Takes a…

easyCBM CCSS Math Item Scaling and Test Form Revision (2012-2013): Grades 6-8. Technical Report #1313

ERIC Educational Resources Information Center

Anderson, Daniel; Alonzo, Julie; Tindal, Gerald

2012-01-01

The purpose of this technical report is to document the piloting and scaling of new easyCBM mathematics test items aligned with the Common Core State Standards (CCSS) and to describe the process used to revise and supplement the 2012 research version easyCBM CCSS math tests in Grades 6-8. For all operational 2012 research version test forms (10…

Pay for Grades

ERIC Educational Resources Information Center

Johnston, Howard

2008-01-01

The practice of paying students to earn good grades either in class or on standardized achievement tests has touched off a storm of controversy. Praised by some educators as a way of linking economic rewards to school performance, it is being tested in a number of large cities, such as New York, Baltimore and Chicago, as well as some smaller…

Relationship of Self Esteem of the Disadvantaged to School Success.

ERIC Educational Resources Information Center

Frerichs, Allen H.

This study shows that there is a positive correlation between self esteem and academic achievement for inner city black children. Seventy-eight grade 6 black students were divided into the following categories: upper one-third and lower third based on intelligence test scores, standardized reading test scores, and grade point average (GPA) from…

New Jersey Statewide Minimum Standards: Results from the Program's Second Year. Occasional Papers in Education.

ERIC Educational Resources Information Center

Koffler, Stephen L.

Results of the second year of the New Jersey Minimum Basic Skills Tests in reading and mathematics, mandated by the New Jersey Public School Education Act of 1975, are summarized. Approximately 397,000 students in grades three, six, nine, and eleven were tested. Results of the tests showed that a smaller percentage of sixth-grade students met…

SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Three.

ERIC Educational Resources Information Center

Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.

Following instructions provided in the teacher's manual, the SCOPE Mathematics Achievement Test booklet for grade 3 presents 11 mathematical concepts. Testing items include: skip counting by 2's, 5's, and 10's to 100, 3's to 30, and 4's to 40; writing number words to 20; identifying and naming 100's, 10's, and 1's in three-digit numerals; reading…

Grade Repetition in Honduran Primary Schools

ERIC Educational Resources Information Center

Marshall, Jeffery H.

2003-01-01

This paper looks at several dimensions of the grade failure issue in Honduras using a unique data set compiled by the UMCE evaluation project in 1998 and 1999. The analytical framework incorporates econometric analysis of standardized tests and teacher pass/fail decisions for roughly 13,000 second and fourth grade students. The results show that…

The Relationship between Grade Configuration and Standardized Science Test Scores of Fifth-Grade Students: What School Administrators Should Know

ERIC Educational Resources Information Center

Johnson, Delonda; Jones, Lisa; Simieou, Felix; Matthew, Kathryn; Morgan, Bryan

2013-01-01

This study utilized a causal comparative (ex post facto) design to determine if a consistent relationship existed between fifth-grade students' success on the Science Texas Assessment of Knowledge and Skills (TAKS) at the elementary (K-5) level in comparison to fifth-grade students' success on the science TAKS at the intermediate (5-6) level. The…

The Effect of Scheduling Models for Introductory Algebra on 9th-Grade Students, Test Scores and Grades

ERIC Educational Resources Information Center

O'Hanlon, Angela L.

2011-01-01

The purpose of the study was to determine the effect of pacing and scheduling of algebra coursework on assigned 9th-grade students who traditionally would qualify for pre-algebra instruction and same course 9th-grade students who traditionally would qualify for standard algebra instruction. Students were selected based on completion of first-year…

Teachers' Perceptions of Formal Testing of Students in Grades K-2

ERIC Educational Resources Information Center

Coppola, Adriana Battista

2017-01-01

School leaders and teachers are confronted with federal, state, and local mandates that must be followed to ensure all students reach their fullest academic potential. To this end, the challenge has been raised to teachers and administrators to have younger students in the lower elementary grades prepared for standardized student testing.…

7 CFR 58.138 - Quality testing of milk from new producers.

Code of Federal Regulations, 2011 CFR

2011-01-01

... a plant for the first time or resuming shipment to a plant after a period of non-shipment. The milk... 7 Agriculture 3 2011-01-01 2011-01-01 false Quality testing of milk from new producers. 58.138... (CONTINUED) GRADING AND INSPECTION, GENERAL SPECIFICATIONS FOR APPROVED PLANTS AND STANDARDS FOR GRADES OF...

7 CFR 58.138 - Quality testing of milk from new producers.

Code of Federal Regulations, 2010 CFR

2010-01-01

... a plant for the first time or resuming shipment to a plant after a period of non-shipment. The milk... 7 Agriculture 3 2010-01-01 2010-01-01 false Quality testing of milk from new producers. 58.138... (CONTINUED) GRADING AND INSPECTION, GENERAL SPECIFICATIONS FOR APPROVED PLANTS AND STANDARDS FOR GRADES OF...

Academic Intervention: Acceleration and Remediation

ERIC Educational Resources Information Center

Franklin, Barbara Gail

2016-01-01

Eighth grade math students must pass a standards based test to be promoted to the next grade. Students who were at risk of failing the state's annual test faced impending retention. The purpose of this quasi-experimental study was to see if an intensive nine-week (55 min per day) remedial Math Connection (MC) class for 67 suburban, eighth grade…

Using 4+ to grade near-normal muscle strength does not improve agreement.

PubMed

O'Neill, Søren; Jaszczak, Sofie Louise Thomsen; Steffensen, Anne Katrine Søndergaard; Debrabant, Birgit

2017-01-01

Manual assessment of muscle strength is often graded using the ordinal Medical Research Council (MRC) scale. The scale has a number of inherent weaknesses, including poorly defined limits between grades '4' and '5' and very large differences in the span of muscle strength encompassed by each of the six grades. It is not necessarily obvious how to convert a manual muscle test finding into an MRC grade. Several modifications which include intermediate grades have been suggested to improve the MRC scale and the current study examines whether agreement improves and variation in ratings decrease, with an intermediate grade between '4' and '5', in circumstances where such a grade would seem appropriate. The present study examined the hypothesis, that a modified MRC-scale which included the commonly used '4+' option, resulted in greater agreement between clinicians compared to the standard MRC-scale. A questionnaire containing five simple clinical cases were distributed to a large convenience sample of chiropractors in Northern Europe, with instructions to grade the described muscle strength findings using the MRC scale. The scale was adapted (with/without an intermediate '4+' grade) depending on the preference of the individual respondent. The cases were designed in such a way as to suggest a muscle weakness in the grey area between '4' and '5', i.e. grade '4+' on the modified MRC scale. A total of 225 questionnaires were returned (7% response rate). The average percentage agreement (across cases) in the standard MRC group was 64% [range 51%: 73%] (grade '4' in all cases). In the modified MRC group, the corresponding findings was 48% [38%: 74%] (grade '4' or '4+' in all cases). The mean average deviation analogue in the standard MRC group was 0.34 (range 0.34: 0.40), compared to 0.51 (range 0.39: 0.73) in the modified MRC group, indicating greater dispersion of scores in the modified MRC group. The Fleiss kappa was 0.02 ( p  < 0.001) and 0.13 ( p  < 0.001), respectively. Contrary to the original hypothesis, introduction of a '4+' grade did not clearly improve agreement or variability of ratings, despite eliminating the physical muscle testing by providing written descriptions of test findings and specifically designing these to suggest a weakness of grade '4+'.

Stress Corrosion Cracking of Pipeline Steels in Fuel Grade Ethanol and Blends - Study to Evaluate Alternate Standard Tests and Phenomenological Understanding of SCC

DOT National Transportation Integrated Search

2011-10-30

Main aim of this project was to evaluate alternate standard test methods for stress corrosion cracking (SCC) and compare them with the results from slow strain rate test (SSRT) results under equivalent environmental conditions. Other important aim of...

Standardization in the Handling and Evaluation of Objective Examinations.

ERIC Educational Resources Information Center

Sass, M. Burke

1978-01-01

In response to requests for standardization on testing and grading, a pilot program for the administration and evaluation of objective examinations was instituted. Outlined are objectives, initial test item collection, procedural flow for examinations, faculty responsibilities, support staff responsibilities, and project coordinator services. (LBH)

Instrumental-Music Study and Student Achievement

ERIC Educational Resources Information Center

Heninger, Benjamin Thomas

2017-01-01

This quantitative study explained relationships among independent variables that included instrumental music participation and achievement on a standardized test by participants in the ninth grade at a western Wisconsin high school. The ACT "Aspire" (2017) test is a vertically articulated, standards-based system of assessments. Subtest…

The Influence of Length of School Day on Grade 4 and Grade 5 Language Arts and Mathematics Performance in the State of New Jersey

ERIC Educational Resources Information Center

Plevier, Meghan M.

2016-01-01

The purpose of this relational, non-experimental, explanatory, cross sectional study with quantitative methods was to explain the influence of length of school day, if any, on Grade 4 and Grade 5 student achievement in Language Arts and Mathematics as measured by the high-stakes New Jersey standardized test entitled New Jersey Assessment of Skills…

Maintenance Procedures for North American Visually-graded Dimension Lumber Design Values

Treesearch

David Kretschmann; Don DeVisser; Kevin Cheung; Bob Browder; Al Rozek

2014-01-01

ASTM International D1990 Standard Practice for Establishing Allowable Properties for Visually-Graded Dimension Lumber from In-Grade Tests of Full-Size Specimens, that governs the development of design values for dimension lumber in North America, was first adopted in 1991with recognition that the resource and manufacturing of lumber could change over time impacting...

[Study on seed quality test and quality standard of Lonicera macranthoides].

PubMed

Zhang, Ying; Xu, Jin; Li, Long-Yun; Cui, Guang-Lin; She, Yue-Hui

2016-04-01

Referring to the rules for agricultural seed testing (GB/T 3543-1995) issued by China, the test of sampling, purity, thousand seed weight, moisture, viability, relative conductivity and germination rate had been studied for seed quality test methods of Lonicera macranthoides. The seed quality from 38 different collection areas was measured to establish quality classification standard by K-means clustering. The results showed that at least 7.5 g seeds should be sampled, and passed 20-mesh sieve for purity analysis.The 500-seed method used to measure thousand seed weight. The moisture was determined by crushed seeds dried in high temperature (130±2) ℃ for 3 h.The viability determined by 25 ℃ 0.1% TTC stained 5h in dark. 1.0 g seeds soaked in 50 ml ultra pure water in 25 ℃ for 12 hours to determine the relative conductivity. The seed by 4 ℃stratification for 80 days were cultured on paper at 15 ℃. Quality of the seeds from different areas was divided into three grades. The primary seed quality classification standard was established.The I grade and II grade were recommend use in production. Copyright© by the Chinese Pharmaceutical Association.

Middle school science curriculum design and 8th grade student achievement in Massachusetts public schools

NASA Astrophysics Data System (ADS)

Clifford, Betsey A.

The Massachusetts Department of Elementary and Secondary Education (DESE) released proposed Science and Technology/Engineering standards in 2013 outlining the concepts that should be taught at each grade level. Previously, standards were in grade spans and each district determined the method of implementation. There are two different methods used teaching middle school science: integrated and discipline-based. In the proposed standards, the Massachusetts DESE uses grade-by-grade standards using an integrated approach. It was not known if there is a statistically significant difference in student achievement on the 8th grade science MCAS assessment for students taught with an integrated or discipline-based approach. The results on the 8th grade science MCAS test from six public school districts from 2010 -- 2013 were collected and analyzed. The methodology used was quantitative. Results of an ANOVA showed that there was no statistically significant difference in overall student achievement between the two curriculum models. Furthermore, there was no statistically significant difference for the various domains: Earth and Space Science, Life Science, Physical Science, and Technology/Engineering. This information is useful for districts hesitant to make the change from a discipline-based approach to an integrated approach. More research should be conducted on this topic with a larger sample size to better support the results.

The Teacher as Examiner of L2 Oral Tests: A Challenge to Standardization

ERIC Educational Resources Information Center

Sundqvist, Pia; Wikström, Peter; Sandlund, Erica; Nyroos, Lina

2018-01-01

The present paper looks at the issue of standardization in L2 oral testing. Whereas external examiners are frequently used globally, some countries opt for test-takers' own teachers as examiners instead. In the present study, Sweden is used as a case in point, with a focus on the mandatory, high-stakes, summative, ninth-grade national test in…

Cognitive skills, student achievement tests, and schools.

PubMed

Finn, Amy S; Kraft, Matthew A; West, Martin R; Leonard, Julia A; Bish, Crystal E; Martin, Rebecca E; Sheridan, Margaret A; Gabrieli, Christopher F O; Gabrieli, John D E

2014-03-01

Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement-test scores to measures of cognitive skills in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after we controlled for fourth-grade test scores. Random offers of enrollment to oversubscribed charter schools resulted in positive impacts of such school attendance on math achievement but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive skills.

The Best of Both Worlds

ERIC Educational Resources Information Center

Schneider, Jack; Feldman, Joe; French, Dan

2016-01-01

Relying on teachers' assessments for the information currently provided by standardized test scores would save instructional time, better capture the true abilities of diverse students, and reduce the problem of teaching to the test. A California high school is implementing standards-based reporting, ensuring that teacher-issued grades function as…

Prostatectomy-based validation of combined urine and plasma test for predicting high grade prostate cancer.

PubMed

Albitar, Maher; Ma, Wanlong; Lund, Lars; Shahbaba, Babak; Uchio, Edward; Feddersen, Søren; Moylan, Donald; Wojno, Kirk; Shore, Neal

2018-03-01

Distinguishing between low- and high-grade prostate cancers (PCa) is important, but biopsy may underestimate the actual grade of cancer. We have previously shown that urine/plasma-based prostate-specific biomarkers can predict high grade PCa. Our objective was to determine the accuracy of a test using cell-free RNA levels of biomarkers in predicting prostatectomy results. This multicenter community-based prospective study was conducted using urine/blood samples collected from 306 patients. All recruited patients were treatment-naïve, without metastases, and had been biopsied, designated a Gleason Score (GS) based on biopsy, and assigned to prostatectomy prior to participation in the study. The primary outcome measure was the urine/plasma test accuracy in predicting high grade PCa on prostatectomy compared with biopsy findings. Sensitivity and specificity were calculated using standard formulas, while comparisons between groups were performed using the Wilcoxon Rank Sum, Kruskal-Wallis, Chi-Square, and Fisher's exact test. GS as assigned by standard 10-12 core biopsies was 3 + 3 in 90 (29.4%), 3 + 4 in 122 (39.8%), 4 + 3 in 50 (16.3%), and > 4 + 3 in 44 (14.4%) patients. The urine/plasma assay confirmed a previous validation and was highly accurate in predicting the presence of high-grade PCa (Gleason ≥3 + 4) with sensitivity between 88% and 95% as verified by prostatectomy findings. GS was upgraded after prostatectomy in 27% of patients and downgraded in 12% of patients. This plasma/urine biomarker test accurately predicts high grade cancer as determined by prostatectomy with a sensitivity at 92-97%, while the sensitivity of core biopsies was 78%. © 2018 Wiley Periodicals, Inc.

Arm cranking versus wheelchair propulsion for testing aerobic fitness in children with spina bifida who are wheelchair dependent.

PubMed

Bloemen, Manon A T; de Groot, Janke F; Backx, Frank J G; Westerveld, Rosalyne A; Takken, Tim

2015-05-01

To determine the best test performance and feasibility using a Graded Arm Cranking Test vs a Graded Wheelchair Propulsion Test in young people with spina bifida who use a wheelchair, and to determine the reliability of the best test. Validity and reliability study. Young people with spina bifida who use a wheelchair. Physiological responses were measured during a Graded Arm Cranking Test and a Graded Wheelchair Propulsion Test using a heart rate monitor and calibrated mobile gas analysis system (Cortex Metamax). For validity, peak oxygen uptake (VO2peak) and peak heart rate (HRpeak) were compared using paired t-tests. For reliability, the intra-class correlation coefficients, standard error of measurement, and standard detectable change were calculated. VO2peak and HRpeak were higher during wheelchair propulsion compared with arm cranking (23.1 vs 19.5 ml/kg/min, p = 0.11; 165 vs 150 beats/min, p < 0.05). Reliability of wheelchair propulsion showed high intra-class correlation coefficients (ICCs) for both VO2peak (ICC = 0.93) and HRpeak (ICC = 0.90). This pilot study shows higher HRpeak and a tendency to higher VO2peak in young people with spina bifida who are using a wheelchair when tested during wheelchair propulsion compared with arm cranking. Wheelchair propulsion showed good reliability. We recommend performing a wheelchair propulsion test for aerobic fitness testing in this population.

Classroom Organizational Structure in Fifth Grade Math Classrooms and the Effect on Standardized Test Scores

ERIC Educational Resources Information Center

Lane, Dallas Marie

2017-01-01

The purpose of this study was to determine if there is a relationship between the classroom organizational structure and MCT2 test scores of fifth-grade math students. The researcher gained insight regarding which structure teachers believe is most beneficial to them and students, and whether or not their belief of classroom organizational…

The Influence of a Statewide Green School Initiative on Student Achievement in K-12 Classrooms

ERIC Educational Resources Information Center

Ghent, Cynthia; Trauth-Nare, Amy; Dell, Katie; Haines, Sarah

2014-01-01

This study investigates the influence of Green School designation on students' achievement in state-mandated standardized tests. Data were gathered 3 years pre- and post-Green schools designation, from test pass rates in reading and mathematics for Grade 5 and Grade 8 students, and from mathematics, English language arts, and biology scores for…

Examining the Relationship between Students' Mathematics Test Scores and Computer Use at Home and at School

ERIC Educational Resources Information Center

O'Dwyer, Laura M.; Russell, Michael; Bebell, Damian; Seeley, Kevon

2008-01-01

Over the past decade, standardized test results have become the primary tool used to judge the effectiveness of schools and educational programs, and today, standardized testing serves as the keystone for educational policy at the state and federal levels. This paper examines the relationship between fourth grade mathematics achievement and…

SDT: The Brazilian Standardization of the Silver Drawing Test of Cognition and Emotion.

ERIC Educational Resources Information Center

Allessandrini, Cristina Dias; Duarte, Jose Luclano Miranda; Bianco, Marisa Fernandes; Dupas, Margarida Azevedo

1998-01-01

The Silver Drawing Test of Cognition and Emotion was standardized for Brazilian children (N=2,000). ANOVA results are presented for age and education groups from early grades on, including distinguishing adult education levels; results are compared for U.S. and Brazilian populations. Growth in test scores, emotional content responses, and…

Comparing the Effects of Elementary Music and Visual Arts Lessons on Standardized Mathematics Test Scores

ERIC Educational Resources Information Center

King, Molly Elizabeth

2016-01-01

The purpose of this quantitative, causal-comparative study was to compare the effect elementary music and visual arts lessons had on third through sixth grade standardized mathematics test scores. Inferential statistics were used to compare the differences between test scores of students who took in-school, elementary, music instruction during the…

Science or Reading: What Is Being Measured by Standardized Tests?

ERIC Educational Resources Information Center

Visone, Jeremy D.

2010-01-01

This study examined reading issues associated with a standardized science test. Grade 11 students in Connecticut were shown released science test items and asked about the reading issues associated with the items. Findings suggested that students varied in their understanding of the nature of the items and in their ability to read for detail. The…

A Comparison of Performance on a Silent Informal Reading Inventory and Achievement on a Standardized Reading Test.

ERIC Educational Resources Information Center

Birger, Barbara

A study compared performance on a silent informal reading inventory and achievement on a standardized reading test, focusing on students' individual skill needs and how effective tests were in identifying specific strengths and weaknesses in these skill areas. Subjects, 25 students entering fourth grade in a primarily middle class suburban…

The Impact of Stability Balls, Activity Breaks, and a Sedentary Classroom on Standardized Math Scores

ERIC Educational Resources Information Center

Mead, Tim; Scibora, Lesley

2016-01-01

The purpose of the study was to determine if standardized math test scores improve by administering different types of exercise during math instruction. Three sixth grade classes were assessed on the Measures of Academic Progress (MAP) and the Minnesota Comprehensive Assessment (MCA) standardized math tests during the 2012 and 2013 academic year.…

The relationship between standards-based reporting systems and third-grade mathematics and science achievement

NASA Astrophysics Data System (ADS)

Prejean-Harris, Rose M.

Over the last decade, accountability has been the driving force for many changes in education in the United States. One major educational reform effort is the standards-based movement with a focus of combining a number of processes that involve aligning curriculum, instruction, assessment and feedback to specific standards that are measureable and indicative of student achievement. The purpose of this study is to determine if the type of report card is a possible predictor of third grade student achievement on standardized tests in mathematics and science for the 2012 Criterion-Referenced Competency Test (CRCT). The results of this study concluded that the difference in test scores in mathematics and science for students in the traditional report card group was not statistically significant when compared to the scores of students in the standards-based report card group when controlling for poverty level, school locale, and school district. However, students in the traditional report card group scored an average of 1.01 point higher in mathematics and 2.27 points higher in science than students in the standards-based report card group.

[Study on seed quality test and quality standard of Pesudostellaria heterophylla].

PubMed

Xiao, Cheng-Hong; Zhou, Tao; Jiang, Wei-Ke; Chen, Min; Xiong, Hou-Xi; Liao, Ming-Wu

2014-08-01

Referring to the rules for agricultural seed testing (GB /T 3543-1995) issued by China, the test of sampling, seed purity, weight per 1 000 seeds, seed moisture, seed viability and germination rate had been studied for screening seed quality test methods of Pesudostellaria heterophylla. The seed quality from different collection areas was measured. The results showed that at least 6.5 g seeds should be sampled and passed through 10-mesh sieve for purity analysis. The weight of 1 000 seeds was determined by using the 500-seed method. The phenotypic observation and size measurement were used for authenticity testing. The seed moisture was determined under the higher temperature (130 ± 2) degrees C for 5 hours. The seeds were dipped into 0.2% TTC sustaining 1 hour at 40 degrees C, then the viability could be determined. The break dormancy seeds were cultured on sand at 10 degrees C. K cluster analysis was applied for the data analysis, the seed quality from different collection areas grading of P. Heterophylla was described as three grades. The seed quality of each grade should reach following requirements: for first grade seeds, germination rate ≥ 86%, 1 000-grain weight ≥ 2.59 g, purity ≥ 87%, moisture ≤ 13.1%; for second grade seeds, germination rate ≥ 70%, 1 000-grain weight ≥ 2.40 g, purity ≥ 77%, moisture ≤ 14.3%; for third grade seeds, germination rate ≥ 41%, 1 000-grain weight ≥ 2.29 g, purity ≥ 76%, moisture ≤ 15.8%. The seed testing methods for quality items of P. heterophylla had been initially established, as well as the primary P. heterophylla seed quality classification standard.

Literacy Achievement in Nongraded Classrooms

ERIC Educational Resources Information Center

Kreide, Anita Therese

2011-01-01

This longitudinal quantitative study compared literacy achievement of students from second through sixth grade based on two organizational systems: graded (traditional) and nongraded (multiage) classrooms. The California Standards Test (CST) scaled and proficiency scores for English-Language Arts (ELA) were used as the study's independent variable…

Improving First Grade Academic Skills through the Integration of Music into the First Grade Curriculum.

ERIC Educational Resources Information Center

Hart-Davis, Charity

This study designed a music program for improving academic skills of first grade students after the teaching staff found the students doing average work in the classroom. The school involved in the study was located in an urban, middle class community in Northern Illinois. Results of standardized tests showed the extent of the academic problems of…

Correlation between dynamic contrast-enhanced perfusion MRI relative cerebral blood volume and vascular endothelial growth factor expression in meningiomas.

PubMed

Ginat, Daniel T; Mangla, Rajiv; Yeaney, Gabrielle; Schaefer, Pamela W; Wang, Henry

2012-08-01

To determine whether there is a correlation between vascular endothelial growth factor (VEGF) expression and cerebral blood flow (CBV) measurements in dynamic contrast-enhanced susceptibility perfusion magnetic resonance imaging (MRI) and to correlate the perfusion characteristics in high- versus low-grade meningiomas. A total of 48 (24 high-grade and 24 low-grade) meningiomas with available dynamic susceptibility-weighted MRI were retrospectively reviewed for maximum CBV and semiquantitative VEGF immunoreactivity. Correlation between normalized CBV and VEGF was made using the Spearman rank test and comparison between CBV in high- versus low-grade meningiomas was made using the Wilcoxon test. There was a significant (P = .01) correlation between normalized maximum CBV and VEGF scores with a Spearman correlation coefficient of 0.37. In addition, there was a significant (P < .01) difference in normalized maximum CBV ratios between high-grade meningiomas (mean 12.6; standard deviation 5.2) and low-grade meningiomas (mean 8.2; standard deviation 5.2). The data suggest that CBV accurately reflects VEGF expression and tumor grade in meningiomas. Perfusion-weighted MRI can potentially serve as a useful biomarker for meningiomas, pending prospective studies. Copyright © 2012 AUR. Published by Elsevier Inc. All rights reserved.

When Increasing Stakes Need Not Mean Increasing Standards: The Case of the New York State Global History and Geography Exam

ERIC Educational Resources Information Center

Grant, S. G.; Derme-Insinna, Alison; Gradwell, Jill M.; Pullano, Lynn; Lauricella, Ann Marie; Tzezo, Kathryn

2002-01-01

In New York, state-level policymakers have invested considerable political and economic capital in new tests as both a measure of accountability and as a vehicle for increased educational standards. In this study, we look at how 9th and 10th grade global history teachers are making sense of the first administration of a new 10th grade global…

Failure Analysis of the Main Rotor Retention Nut from AH-64 Helicopter

DTIC Science & Technology

1992-06-01

corrosion , and electrochemical tests. The chemi- cal composition of the steel was well within the contractors specification and met the in- dustry standards...1. Additionally, the contractor specification meets the industry standards for the chemical composition for maraging C-250 grade steel . Table 1...metallographic analy- sis of both failed and intact nuts; chemical analysis of the 18 Ni maraging steel C-250 grade steel ; mechanical property, stress

IRT Analysis of General Outcome Measures in Grades 1-8. Technical Report # 0916

ERIC Educational Resources Information Center

Alonzo, Julie; Anderson, Daniel; Tindal, Gerald

2009-01-01

We present scaling outcomes for mathematics assessments used in the fall to screen students at risk of failing to learn the knowledge and skills described in the National Council of Teachers of Mathematics (NCTM) Focal Point Standards. At each grade level, the assessment consisted of a 48-item test with three 16-item sub-test sets aligned to the…

Supporting Transition or Playing Catch-Up in Grade 4? Implications for Standards in Education and Training

ERIC Educational Resources Information Center

Pretorius, Elizabeth J.

2014-01-01

This paper describes an intervention programme that was originally intended to support transition to English as language of learning and teaching (LoLT) in Grade 4 in a township school, using a pre- and post-test design. Because the pre-tests revealed very poor literacy levels in both Zulu home language and English, the intervention programme was…

Predicting Student Grade Point Average at a Community College from Scholastic Aptitude Tests and from Measures Representing Three Constructs in Vroom's Expectancy Theory Model of Motivation.

ERIC Educational Resources Information Center

Malloch, Douglas C.; Michael, William B.

1981-01-01

This study was designed to determine whether an unweighted linear combination of community college students' scores on standardized achievement tests and a measure of motivational constructs derived from Vroom's expectance theory model of motivation was predictive of academic success (grade point average earned during one quarter of an academic…

A Maximal Graded Exercise Test to Accurately Predict VO2max in 18-65-Year-Old Adults

ERIC Educational Resources Information Center

George, James D.; Bradshaw, Danielle I.; Hyde, Annette; Vehrs, Pat R.; Hager, Ronald L.; Yanowitz, Frank G.

2007-01-01

The purpose of this study was to develop an age-generalized regression model to predict maximal oxygen uptake (VO sub 2 max) based on a maximal treadmill graded exercise test (GXT; George, 1996). Participants (N = 100), ages 18-65 years, reached a maximal level of exertion (mean plus or minus standard deviation [SD]; maximal heart rate [HR sub…

Cognitive Skills, Student Achievement Tests, and Schools

PubMed Central

Finn, Amy S.; Kraft, Matthew A.; West, Martin R.; Leonard, Julia A.; Bish, Crystal E.; Martin, Rebecca E.; Sheridan, Margaret A.; Gabrieli, Christopher F. O.; Gabrieli, John D. E.

2014-01-01

Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement test scores to measures of cognitive skills in a large sample (N=1,367) of 8th-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after controlling for 4th-grade test scores. Random offers of enrollment to over-subscribed charter schools resulted in positive impacts of such school attendance on math achievement, but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement tests do so primarily through channels other than cognitive skills. PMID:24434238

Consistency of Standard Setting in an Augmented State Testing System

ERIC Educational Resources Information Center

Lissitz, Robert W.; Wei, Hua

2008-01-01

In this article we address the issue of consistency in standard setting in the context of an augmented state testing program. Information gained from the external NRT scores is used to help make an informed decision on the determination of cut scores on the state test. The consistency of cut scores on the CRT across grades is maintained by forcing…

A Cross-Cultural Test of Sex Bias in the Predictive Validity of Scholastic Aptitude Examinations: Some Israeli Findings.

ERIC Educational Resources Information Center

Zeidner, Moshe

1987-01-01

This study examined the cross-cultural validity of the sex bias contention with respect to standardized aptitude testing, used for academic prediction purposes in Israel. Analyses were based on the grade point average and scores of 1778 Jewish and 1017 Arab students who were administered standardized college entrance test batteries. (Author/LMO)

Investigating a Judgemental Rank-Ordering Method for Maintaining Standards in UK Examinations

ERIC Educational Resources Information Center

Black, Beth; Bramley, Tom

2008-01-01

A new judgemental method of equating raw scores on two tests, based on rank-ordering scripts from both tests, has been developed by Bramley. The rank-ordering method has potential application as a judgemental standard-maintaining mechanism, because given a mark on one test (e.g. the A grade boundary mark), the equivalent mark (i.e. at the same…

Evaluating the Rank-Ordering Method for Standard Maintaining

ERIC Educational Resources Information Center

Bramley, Tom; Gill, Tim

2010-01-01

The rank-ordering method for standard maintaining was designed for the purpose of mapping a known cut-score (e.g. a grade boundary mark) on one test to an equivalent point on the test score scale of another test, using holistic expert judgements about the quality of exemplars of examinees' work (scripts). It is a novel application of an old…

The Effects of Using Space to Teach Standard Elementary School Curriculum

NASA Technical Reports Server (NTRS)

Ewell, Robert N.

1996-01-01

This brief report and recommendation for further research brings to a formal close this effort, the original purpose of which is described in detail in The effects of using space to teach standard elementary school curriculum, Volume 1, included here as the Appendix. Volume 1 describes the project as a 3-year research program to determine the effectiveness of using space to teach. The research design is quasi experimental using standardized test data on students from Aldrin Elementary School and a District-identified 'control' school, which shall be referred to as 'School B.' Students now in fourth through sixth grades will be compared now (after one year at Aldrin) and tracked at least until the present sixth graders are through the eighth grade. Appropriate statistical tests will be applied to standardized test scores to see if Aldrin students are 'better' than School B students in areas such as: Overall academic performance; Performance in math/science; and Enrollments in math/science in middle school.

Job Grading Standard for Electrician (High Voltage) WG-2810.

ERIC Educational Resources Information Center

Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

The standard covers nonsupervisory work involved in installation, test, repair, and maintenance of electric power plant and/or overhead and underground primary electrical distribution systems. These jobs require knowledge and application of electrical principles, procedures, materials, and safety standards governing work on electrical systems…

Educational Standards, Accountability, and Student Assessment: Legal and Administrative Considerations for Competency Testing.

ERIC Educational Resources Information Center

Hoegl, Juergen K.

Minimal competency testing of students can be an effective tool for improving educational quality if applied appropriately with adequate safeguards. The failure of academic standards through grade inflation, a policy of social promotion rather than academic promotion, and weak curricula has reduced public confidence in education and encouraged…

Effects of a Read-Aloud Modification on a Standardized Reading Test

ERIC Educational Resources Information Center

Crawford, Lindy; Tindal, Gerald

2004-01-01

Researchers investigated the effects of a read-aloud modification on students' performance on a reading comprehension test. A total of 338 students in Grades 4 and 5 participated; 76 of these students (22%) received special education services, the majority of whom were labeled learning disabled. Students completed a standardized reading…

Testing Trends: Considerations for Choosing and Using Assessments

ERIC Educational Resources Information Center

Woods, Julie Rowland

2015-01-01

While federal law requires students to be tested in math, English-language arts and science in particular grades, states are still struggling to mount the resources and expertise necessary to fully implement college and career readiness standards, let alone new assessments aligned to these higher standards. New assessments are not only more…

Calculus ABCs: A Gateway for Freshman Calculus

ERIC Educational Resources Information Center

Fulton, Scott R.

2003-01-01

This paper describes a gateway testing program designed to ensure that students acquire basic skills in freshman calculus. Students must demonstrate they have mastered standards for "Absolutely Basic Competency"--the Calculus ABCs--in order to pass the course with a grade of C or better. We describe the background, standards, and testing program.…

An Analysis of Grade 4 Teachers' Mathematical Instructional Strategies

ERIC Educational Resources Information Center

Wilson-Patrick, Dedra

2016-01-01

The standardized math test scores of approximately 48 African American and Hispanic students from 4 different classes at a rural Title I elementary school located in the southern United States decreased by 10 points on the Palmetto Assessment of State Standards Test. For this qualitative case study, purposive sampling was used to recruit four…

SERT Transformation Study. Technical Report No. 70.

ERIC Educational Resources Information Center

Day, Richard; And Others

This research report deals with the transformations of stimulus sentences that primary grade speakers of Hawaii Creole English (HCE) made when they were asked to repeat sentences said to them in Standard English. The test used was the Kamehameha Early Education Program (KEEP) Standard English Repetition Test (SERT) which was administered to the 21…

Parent's Guide to Understanding Tests.

ERIC Educational Resources Information Center

CTB / McGraw-Hill, Monterey, CA.

This brief introduction to testing is geared to parents. Types of tests are defined, such as standardized tests, achievement tests, norm referenced tests, criterion referenced tests, and aptitude tests. Various types of scores (grade equivalent, percentile rank, and stanine are also defined, and the uses made of tests by administrators, teachers,…

Validation of Physics Standardized Test Items

NASA Astrophysics Data System (ADS)

Marshall, Jill

2008-10-01

The Texas Physics Assessment Team (TPAT) examined the Texas Assessment of Knowledge and Skills (TAKS) to determine whether it is a valid indicator of physics preparation for future course work and employment, and of the knowledge and skills needed to act as an informed citizen in a technological society. We categorized science items from the 2003 and 2004 10th and 11th grade TAKS by content area(s) covered, knowledge and skills required to select the correct answer, and overall quality. We also analyzed a 5000 student sample of item-level results from the 2004 11th grade exam using standard statistical methods employed by test developers (factor analysis and Item Response Theory). Triangulation of our results revealed strengths and weaknesses of the different methods of analysis. The TAKS was found to be only weakly indicative of physics preparation and we make recommendations for increasing the validity of standardized physics testing..

Self-discipline outdoes IQ in predicting academic performance of adolescents.

PubMed

Duckworth, Angela L; Seligman, Martin E P

2005-12-01

In a longitudinal study of 140 eighth-grade students, self-discipline measured by self-report, parent report, teacher report, and monetary choice questionnaires in the fall predicted final grades, school attendance, standardized achievement-test scores, and selection into a competitive high school program the following spring. In a replication with 164 eighth graders, a behavioral delay-of-gratification task, a questionnaire on study habits, and a group-administered IQ test were added. Self-discipline measured in the fall accounted for more than twice as much variance as IQ in final grades, high school selection, school attendance, hours spent doing homework, hours spent watching television (inversely), and the time of day students began their homework. The effect of self-discipline on final grades held even when controlling for first-marking-period grades, achievement-test scores, and measured IQ. These findings suggest a major reason for students falling short of their intellectual potential: their failure to exercise self-discipline.

Worries Teachers Should Forget.

ERIC Educational Resources Information Center

Frost, Joe L.

Worries that confront teachers in American schools are discussed, and reasons why these worries should be forgotten are provided. The worries are concerned with: breaking away from normative schemes of childhood education; grade level structure; promotion and retention; letter grades; standard test scores as instructional aids; and the search for…

Gum chewing affects academic performance in adolescents

USDA-ARS?s Scientific Manuscript database

Chewing gum may have an impact on improved memory during specific tasks of recognition and sustained attention. Research objective was to determine the effect of gum chewing on standardized test scores and math class grades of eighth grade students. Four math classes, 108 students, were randomized i...

Procedures for developing allowable properties for a single species under ASTM D1990 and computer programs useful for the calculations

Treesearch

James W. Evans; David E. Kretschmann; Victoria L. Herian; David W. Green

2001-01-01

ASTM D1990, “Establishing Allowable Properties for Visually Graded Dimension Lumber from In-Grade Tests of Full-Size Specimens,” is the consensus standard used to make submissions of allowable properties for many U.S., Canadian, and foreign species to the Board of Review of the American Lumber Standards Committee. Recently, it has become apparent how difficult it is to...

A Policymaker's Primer on Testing and Assessment. Assessment Policy. Info Brief. Number 42

ERIC Educational Resources Information Center

Laitsch, Dan

2005-01-01

Standardized testing plays an increasingly important role in the lives of today's students and educators. The U.S. No Child Left Behind Act (NCLB) requires assessment in math and literacy in grades 3-8 and 10 and, as of 2007-08, in science once in grades 3-5, 6-9, and 10-12. Based on National Center for Education Statistics enrollment projections,…

Third, Fourth, and Fifth Grade Teachers' Descriptions of Methods Used to Improve the Reading Achievement of Students with Learning Disabilities

ERIC Educational Resources Information Center

Berkowitz, Sally Greenberg

2017-01-01

Purpose: The purpose of this study was to explore ways in which third, fourth, and fifth grade teachers reported they successfully improved the reading achievement of students with LD as documented by an increase in test scores on standardized tests in reading. Moreover, this study is an examination of productive ways in which elementary classroom…

Documentation of Assessment Instrumentation--The NORC/CRESST 12th Grade Science Assessment, Item Databases, and Test Booklets. Project 2.6: Analytic Models To Monitor Status & Progress of Learning & Performance & Their Antecedents: The School Science Assessment Project.

ERIC Educational Resources Information Center

Bock, H. Darrell

The hardware and software system used to create the National Opinion Research Center/Center for Research on Evaluation, Standards, and Student Testing (NORC/CRESST) item databases and test booklets for the 12th-grade science assessment are described. A general description of the capabilities of the system is given, with some specific information…

7 CFR 58.139 - Record of tests.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) REGULATIONS AND STANDARDS UNDER THE AGRICULTURAL MARKETING ACT OF 1946 AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) GRADING AND INSPECTION...

The Minnesota Grading System Using Fundus Autofluorescence of Eye Bank Eyes: A Correlation To Age-Related Macular Degeneration (An AOS Thesis)

PubMed Central

Olsen, Timothy W.

2008-01-01

Purpose To establish a grading system of eye bank eyes using fundus autofluorescence (FAF) and identify a methodology that correlates FAF to age-related macular degeneration (AMD) with clinical correlation to the Age-Related Eye Disease Study (AREDS). Methods Two hundred sixty-two eye bank eyes were evaluated using a standardized analysis of FAF. Measurements were taken with the confocal scanning laser ophthalmoscope (cSLO). First, high-resolution, digital, stereoscopic, color images were obtained and graded according to AREDS criteria. With the neurosensory retina removed, mean FAF values were obtained from cSLO images using software analysis that excludes areas of atrophy and other artifact, generating an FAF value from a grading template. Age and AMD grade were compared to FAF values. An internal fluorescence reference standard was tested. Results Standardization of the cSLO machine demonstrated that reliable data could be acquired after a 1-hour warm-up. Images obtained prior to 1 hour had falsely elevated levels of FAF. In this initial analysis, there was no statistical correlation of age to mean FAF. There was a statistically significant decrease in FAF from AREDS grade 1, 2 to 3, 4 (P < .0001). An internal fluorescent standard may serve as a quantitative reference. Conclusions The Minnesota Grading System (MGS) of FAF (MGS-FAF) establishes a standardized methodology for grading eye bank tissue to quantify FAF compounds in the retinal pigment epithelium and correlate these findings to the AREDS. Future studies could then correlate specific FAF to the aging process, histopathology AMD phenotypes, and other maculopathies, as well as to analyze the biochemistry of autofluorescent fluorophores. PMID:19277247

The Minnesota Grading System using fundus autofluorescence of eye bank eyes: a correlation to age-related macular degeneration (an AOS thesis).

PubMed

Olsen, Timothy W

2008-01-01

To establish a grading system of eye bank eyes using fundus autofluorescence (FAF) and identify a methodology that correlates FAF to age-related macular degeneration (AMD) with clinical correlation to the Age-Related Eye Disease Study (AREDS). Two hundred sixty-two eye bank eyes were evaluated using a standardized analysis of FAF. Measurements were taken with the confocal scanning laser ophthalmoscope (cSLO). First, high-resolution, digital, stereoscopic, color images were obtained and graded according to AREDS criteria. With the neurosensory retina removed, mean FAF values were obtained from cSLO images using software analysis that excludes areas of atrophy and other artifact, generating an FAF value from a grading template. Age and AMD grade were compared to FAF values. An internal fluorescence reference standard was tested. Standardization of the cSLO machine demonstrated that reliable data could be acquired after a 1-hour warm-up. Images obtained prior to 1 hour had falsely elevated levels of FAF. In this initial analysis, there was no statistical correlation of age to mean FAF. There was a statistically significant decrease in FAF from AREDS grade 1, 2 to 3, 4 (P < .0001). An internal fluorescent standard may serve as a quantitative reference. The Minnesota Grading System (MGS) of FAF (MGS-FAF) establishes a standardized methodology for grading eye bank tissue to quantify FAF compounds in the retinal pigment epithelium and correlate these findings to the AREDS. Future studies could then correlate specific FAF to the aging process, histopathology AMD phenotypes, and other maculopathies, as well as to analyze the biochemistry of autofluorescent fluorophores.

Recommendations for a Standardized Pulmonary Function Report. An Official American Thoracic Society Technical Statement.

PubMed

Culver, Bruce H; Graham, Brian L; Coates, Allan L; Wanger, Jack; Berry, Cristine E; Clarke, Patricia K; Hallstrand, Teal S; Hankinson, John L; Kaminsky, David A; MacIntyre, Neil R; McCormack, Meredith C; Rosenfeld, Margaret; Stanojevic, Sanja; Weiner, Daniel J

2017-12-01

The American Thoracic Society committee on Proficiency Standards for Pulmonary Function Laboratories has recognized the need for a standardized reporting format for pulmonary function tests. Although prior documents have offered guidance on the reporting of test data, there is considerable variability in how these results are presented to end users, leading to potential confusion and miscommunication. A project task force, consisting of the committee as a whole, was approved to develop a new Technical Standard on reporting pulmonary function test results. Three working groups addressed the presentation format, the reference data supporting interpretation of results, and a system for grading quality of test efforts. Each group reviewed relevant literature and wrote drafts that were merged into the final document. This document presents a reporting format in test-specific units for spirometry, lung volumes, and diffusing capacity that can be assembled into a report appropriate for a laboratory's practice. Recommended reference sources are updated with data for spirometry and diffusing capacity published since prior documents. A grading system is presented to encourage uniformity in the important function of test quality assessment. The committee believes that wide adoption of these formats and their underlying principles by equipment manufacturers and pulmonary function laboratories can improve the interpretation, communication, and understanding of test results.

Identification of Aircraft Tubing by Rockwell Test

NASA Technical Reports Server (NTRS)

Knerr, Horace C.

1930-01-01

Seamless steel tubing is today the principal material of construction for aircraft. The commercial grade of tubing containing about 0.10 to 0.20% carbon at first used is being superseded by two grades which are approved by the army and navy, and which are also becoming standard for commercial airplanes.

The Relationship between Frustration Intolerance and Academic Achievement in College

ERIC Educational Resources Information Center

Wilde, Jerry

2012-01-01

Traditional measures of predicting academic achievement in college such as high school grades and standardized test scores account for approximately 25% of the difference between predicted and actual grade point average (GPA). Researchers have also examined the relationship between psychological factors and academic self-efficacy which may account…

Development of Multiple Regression Equations To Predict Fourth Graders' Achievement in Reading and Selected Content Areas.

ERIC Educational Resources Information Center

Hafner, Lawrence E.

A study developed a multiple regression prediction equation for each of six selected achievement variables in a popular standardized test of achievement. Subjects, 42 fourth-grade pupils randomly selected across several classes in a large elementary school in a north Florida city, were administered several standardized tests to determine predictor…

7 CFR 28.403 - Middling Color.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Middling Color. 28.403 Section 28.403 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.403 Middling Color. Middling Color is color which is within the range...

7 CFR 28.403 - Middling Color.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Middling Color. 28.403 Section 28.403 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.403 Middling Color. Middling Color is color which is within the range...

7 CFR 28.403 - Middling Color.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Middling Color. 28.403 Section 28.403 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.403 Middling Color. Middling Color is color which is within the range...

7 CFR 28.403 - Middling Color.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Middling Color. 28.403 Section 28.403 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.403 Middling Color. Middling Color is color which is within the range...

7 CFR 28.403 - Middling Color.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Middling Color. 28.403 Section 28.403 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.403 Middling Color. Middling Color is color which is within the range...

7 CFR 58.642 - Quality control tests.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) REGULATIONS AND STANDARDS UNDER THE AGRICULTURAL MARKETING ACT OF 1946 AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) GRADING AND INSPECTION...

7 CFR 58.642 - Quality control tests.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) REGULATIONS AND STANDARDS UNDER THE AGRICULTURAL MARKETING ACT OF 1946 AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) GRADING AND INSPECTION...

7 CFR 58.928 - Quality control tests.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) REGULATIONS AND STANDARDS UNDER THE AGRICULTURAL MARKETING ACT OF 1946 AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) GRADING AND INSPECTION...

7 CFR 58.335 - Quality control tests.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) REGULATIONS AND STANDARDS UNDER THE AGRICULTURAL MARKETING ACT OF 1946 AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) GRADING AND INSPECTION...

Arizona Academic Standards: Grade 7

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This document contains the Arizona academic standards for Grade 7. The following 11 standards are reviewed: (1) The Arts Standard 2006 --Grade 7; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading Standard Articulated by…

A population-based study of stimulant drug treatment of ADHD and academic progress in children.

PubMed

Zoëga, Helga; Rothman, Kenneth J; Huybrechts, Krista F; Ólafsson, Örn; Baldursson, Gísli; Almarsdóttir, Anna B; Jónsdóttir, Sólveig; Halldórsson, Matthías; Hernández-Diaz, Sonia; Valdimarsdóttir, Unnur A

2012-07-01

We evaluated the hypothesis that later start of stimulant treatment of attention-deficit/hyperactivity disorder adversely affects academic progress in mathematics and language arts among 9- to 12-year-old children. We linked nationwide data from the Icelandic Medicines Registry and the Database of National Scholastic Examinations. The study population comprised 11,872 children born in 1994-1996 who took standardized tests in both fourth and seventh grade. We estimated the probability of academic decline (drop of ≥ 5.0 percentile points) according to drug exposure and timing of treatment start between examinations. To limit confounding by indication, we concentrated on children who started treatment either early or later, but at some point between fourth-grade and seventh-grade standardized tests. In contrast with nonmedicated children, children starting stimulant treatment between their fourth- and seventh-grade tests were more likely to decline in test performance. The crude probability of academic decline was 72.9% in mathematics and 42.9% in language arts for children with a treatment start 25 to 36 months after the fourth-grade test. Compared with those starting treatment earlier (≤ 12 months after tests), the multivariable adjusted risk ratio (RR) for decline was 1.7 (95% confidence interval [CI]: 1.2-2.4) in mathematics and 1.1 (95% CI: 0.7-1.8) in language arts. The adjusted RR of mathematics decline with later treatment was higher among girls (RR, 2.7; 95% CI: 1.2-6.0) than boys (RR, 1.4; 95% CI: 0.9-2.0). Later start of stimulant drug treatment of attention-deficit/hyperactivity disorder is associated with academic decline in mathematics.

How Much Do Test Scores Vary among School Districts? New Estimates Using Population Data, 2009-2015. CEPA Working Paper No. 17-02

ERIC Educational Resources Information Center

Fahle, Erin M.; Reardon, Sean F.

2017-01-01

This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation. Using roughly 300 million standardized test score records in math and ELA for grades 3 through 8 from every U.S. public school district during the 2008-09 to…

Standardized pivot shift test improves measurement accuracy.

PubMed

Hoshino, Yuichi; Araujo, Paulo; Ahlden, Mattias; Moore, Charity G; Kuroda, Ryosuke; Zaffagnini, Stefano; Karlsson, Jon; Fu, Freddie H; Musahl, Volker

2012-04-01

The variability of the pivot shift test techniques greatly interferes with achieving a quantitative and generally comparable measurement. The purpose of this study was to compare the variation of the quantitative pivot shift measurements with different surgeons' preferred techniques to a standardized technique. The hypothesis was that standardizing the pivot shift test would improve consistency in the quantitative evaluation when compared with surgeon-specific techniques. A whole lower body cadaveric specimen was prepared to have a low-grade pivot shift on one side and high-grade pivot shift on the other side. Twelve expert surgeons performed the pivot shift test using (1) their preferred technique and (2) a standardized technique. Electromagnetic tracking was utilized to measure anterior tibial translation and acceleration of the reduction during the pivot shift test. The variation of the measurement was compared between the surgeons' preferred technique and the standardized technique. The anterior tibial translation during pivot shift test was similar between using surgeons' preferred technique (left 24.0 ± 4.3 mm; right 15.5 ± 3.8 mm) and using standardized technique (left 25.1 ± 3.2 mm; right 15.6 ± 4.0 mm; n.s.). However, the variation in acceleration was significantly smaller with the standardized technique (left 3.0 ± 1.3 mm/s(2); right 2.5 ± 0.7 mm/s(2)) compared with the surgeons' preferred technique (left 4.3 ± 3.3 mm/s(2); right 3.4 ± 2.3 mm/s(2); both P < 0.01). Standardizing the pivot shift test maneuver provides a more consistent quantitative evaluation and may be helpful in designing future multicenter clinical outcome trials. Diagnostic study, Level I.

Direct Reading Instruction and the NYS ELA

ERIC Educational Resources Information Center

Jones-Carey, Margaret H.

2013-01-01

This study analyzed the impact of classroom based reading instruction ("direct instruction") on the standardized test scores of 6th grade students as measured by the New York State English Language Arts assessment (NYS ELA). It was hypothesized that the implementation of direct instruction in reading in grade 6 would improve NYS ELA…

Simulations of solid lumber strength property monitoring tests

Treesearch

Steve Verrill; David E. Kretschmann; James W. Evans

2017-01-01

Dimension lumber, visually graded in accordance with the National Grading Rule and assigned design values derived in accordance with procedures found in ASTM D 1990, has provided satisfactory performance in homes and other structural applications for many years. This ongoing satisfactory performance depends upon a recognition that all standards are living documents...

Grade Inflation and Law School Admissions

ERIC Educational Resources Information Center

Wongsurawat, Winai

2008-01-01

Purpose: The purpose of this paper is to evaluate the evidence on whether grade inflation has led to an increasing emphasis on standardized test scores as a criterion for law school admissions. Design/methodology/approach: Fit probabilistic models to admissions data for American law schools during the mid to late 1990s, a period during which…

75 FR 22363 - United States Standards for Grades of Olive Oil and Olive-Pomace Oil

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-28

... requirements. The quality tests include organoleptic characteristics such as flavor, odor, color, free fatty... free fatty acid content, peroxide value, organoleptic criteria, absorbency in ultraviolet, fatty acid... 52.1534. Olive oils are not graded solely on the basis of flavor and odor and free fatty acid content...

Classroom Composition, Classroom Management, and the Relationship between Student Attributes and Grades

ERIC Educational Resources Information Center

Hochweber, Jan; Hosenfeld, Ingmar; Klieme, Eckhard

2014-01-01

The present study examined the extent to which the relationships between student self-reported math grades and different types of student variables (standardized math test scores, interest and effort in math, parental education) are predicted by classroom composition and teachers' classroom management. Based on a representative sample of 31,038…

Exploring the Use of Technology to Support Literacy of Sixth Grade Students with Reading Disabilities

ERIC Educational Resources Information Center

Ball-Inman, Jaime Renee

2017-01-01

The degree to which the utilization of technology supports the academic achievement of sixth grade students with reading disabilities was examined using a quantitative research design. The data analysis involved the results from the Educational Technology Assessment Program to measure achievement. The Standardized Test for the Assessment of…

State Report Card, 2007-2008

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

The tables presented in this document show the Arizona Instrument to Measure Standards (AIMS) results for the past two years. Twenty-four tables show results as percent at each performance level and percent passing, as well as percent of students tested. The tables shown in this document include: (1) Mathematics Grade 3; (2) Reading Grade 3; (3)…

Measuring Knowledge, Attitudes and Behaviours Concerning Sustainable Development among Tenth Grade Students in Manitoba

ERIC Educational Resources Information Center

Michalos, Alex C.; Creech, Heather; Swayze, Natalie; Kahlke, P. Maurine; Buckler, Carolee; Rempel, Karen

2012-01-01

In this paper we present standardized measures of tenth grade students' knowledge, attitudes and behaviours concerning sustainable development as those concepts are understood in the United Nations Educational, Scientific and Cultural Organization, and we test the hypothesis that knowledge and favourable attitudes toward SD lead to favourable…

The Treatment Effect of Grade Repetitions

ERIC Educational Resources Information Center

Mahjoub, Mohamed-Badrane

2017-01-01

This paper estimates the treatment effect of grade repetitions in French junior high schools, using a value-added test score as outcome and quarter of birth as instrument. With linear two-stage least squares, local average treatment effect is estimated at around 1.6 times the standard deviation of the achievement gain. With non-linear…

Active Learning in the Middle Grades Classroom: Overcoming the Barriers to Implementation

ERIC Educational Resources Information Center

Edwards, Susan

2015-01-01

The Association for Middle Level Education advocates for instruction that incorporates active learning and multiple learning approaches in middle grades classrooms. The aim of this qualitative study was to examine middle level teachers who are able to implement active learning and multiple learning approaches within the standardized testing and…

Effectiveness of the Size Matters Handwriting Program.

PubMed

Pfeiffer, Beth; Rai, Gillian; Murray, Tammy; Brusilovskiy, Eugene

2015-04-01

The purpose of the research was to study changes in handwriting legibility among kindergarten, first- and second-grade students in response to the Size Matters curricular-based handwriting program. A two-group pre-post-test design was implemented at two public schools with half of the classrooms assigned to receive the Size Matters program and the other continuing to receive standard instruction. All participants completed two standardized handwriting measures at pre-test and after 40 instructional sessions were completed with the classes receiving the handwriting program. Results identified significant changes in legibility in the handwriting intervention group for all three grades when compared with the standard instruction group. The results of this study support the use of a curricular-embedded handwriting program and provide the foundation for future research examining the impact of handwriting legibility on learning outcomes.

The Use of eReaders in the Classroom and at Home to Help Third-Grade Students Improve Their Reading and English/Language Arts Standardized Test Scores

ERIC Educational Resources Information Center

Union, Craig D.; Union, Lori Walker; Green, Tim D.

2015-01-01

This study explored the effects of a portable technology intervention, the Nook Simple Touch eReader, on student performance in Reading and English/Language Arts when included as an integral part of the teaching and learning process in an elementary third-grade classroom. This study used the participating students' end-of-year second-grade scores…

Grade Retention: An Exploration of the Pedagogical Experiences and Attitudes of Elementary Principals that Influence Decisions to Retain Students in a Grade

ERIC Educational Resources Information Center

DelConte, Jill

2011-01-01

For decades there has been an on-going debate regarding whether or not retention is the best strategy to use for students who are not meeting academic success--whether determined by a test, grades, or standards. Much of the research has indicated that little is gained academically over time by retaining students, but even more significant are the…

Inferior turbinate classification system, grades 1 to 4: development and validation study.

PubMed

Camacho, Macario; Zaghi, Soroush; Certal, Victor; Abdullatif, Jose; Means, Casey; Acevedo, Jason; Liu, Stanley; Brietzke, Scott E; Kushida, Clete A; Capasso, Robson

2015-02-01

To develop a validated inferior turbinate grading scale. Development and validation study. Phase 1 development (alpha test) consisted of a proposal of 10 different inferior turbinate grading scales (>1,000 clinic patients). Phase 2 validation (beta test) utilized 10 providers grading 27 standardized endoscopic photos of inferior turbinates using two different classification systems. Phase 3 validation (pilot study) consisted of 100 live consecutive clinic patients (n = 200 inferior turbinates) who were each prospectively graded by 18 different combinations of two independent raters, and grading was repeated by each of the same two raters, two separate times for each patient. In the development phase, 25% (grades 1-4) and 33% (grades 1-4) were the most useful systems. In the validation phase, the 25% classification system was found to be the best balance between potential clinical utility and ability to grade; the photo grading demonstrated a Cohen's kappa (κ) = 0.4671 ± 0.0082 (moderate inter-rater agreement). Live-patient grading with the 25% classification system demonstrated an overall inter-rater reliability of 71.5% (95% confidence interval [CI]: 64.8-77.3), with overall substantial agreement (κ = 0.704 ± 0.028). Intrarater reliability was 91.5% (95% CI: 88.7-94.3). Distribution for the 200 inferior turbinates was as follows: 25% quartile = grade 1, 50% quartile (median) = grade 2, 75% quartile = grade 3, and 90% quartile = grade 4. Mean turbinate size was 2.22 (95% CI: 2.07-2.34; standard deviation 1.02). Categorical κ was as follows: grade 1, 0.8541 ± 0.0289; grade 2, 0.7310 ± 0.0289; grade 3, 0.6997 ± 0.0289, and grade 4, 0.7760 ± 0.0289. The 25% (grades 1-4) inferior turbinate classification system is a validated grading scale with high intrarater and inter-rater reliability. This system can facilitate future research by tracking the effect of interventions on inferior turbinates. 2c. © 2014 The American Laryngological, Rhinological and Otological Society, Inc.

Assessing Growth in Young Children: A Comparison of Raw, Age-Equivalent, and Standard Scores Using the Peabody Picture Vocabulary Test

ERIC Educational Resources Information Center

Sullivan, Jeremy R.; Winter, Suzanne M.; Sass, Daniel A.; Svenkerud, Nicole

2014-01-01

Many tests provide users with several different types of scores to facilitate interpretation and description of students' performance. Common examples include raw scores, age- and grade-equivalent scores, and standard scores. However, when used within the context of assessing growth among young children, these scores should not be interchangeable…

Curriculum-Based Measurement in Writing: Predicting the Success of High-School Students on State Standards Tests

ERIC Educational Resources Information Center

Espin, Christine; Wallace, Teri; Campbell, Heather; Lembke, Erica S.; Long, Jeffrey D.; Ticha, Renata

2008-01-01

We examined the technical adequacy of writing progress measures as indicators of success on state standards tests. Tenth-grade students wrote for 10 min, marking their samples at 3, 5, and 7 min. Samples were scored for words written, words spelled correctly, and correct and correct minus incorrect word sequences. The number of correct minus…

7 CFR 28.407 - Good Ordinary Color.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Good Ordinary Color. 28.407 Section 28.407 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.407 Good Ordinary Color. Good Ordinary Color is color which is within the range...

7 CFR 28.407 - Good Ordinary Color.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Good Ordinary Color. 28.407 Section 28.407 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.407 Good Ordinary Color. Good Ordinary Color is color which is within the range...

7 CFR 28.407 - Good Ordinary Color.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Good Ordinary Color. 28.407 Section 28.407 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.407 Good Ordinary Color. Good Ordinary Color is color which is within the range...

7 CFR 28.407 - Good Ordinary Color.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Good Ordinary Color. 28.407 Section 28.407 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.407 Good Ordinary Color. Good Ordinary Color is color which is within the range...

7 CFR 28.401 - Good Middling Color.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Good Middling Color. 28.401 Section 28.401 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.401 Good Middling Color. Good Middling Color is color which is within the range...

7 CFR 28.401 - Good Middling Color.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Good Middling Color. 28.401 Section 28.401 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.401 Good Middling Color. Good Middling Color is color which is within the range...

7 CFR 28.401 - Good Middling Color.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Good Middling Color. 28.401 Section 28.401 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.401 Good Middling Color. Good Middling Color is color which is within the range...

7 CFR 28.405 - Low Middling Color.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Low Middling Color. 28.405 Section 28.405 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.405 Low Middling Color. Low Middling Color is color which is within the range...

7 CFR 28.401 - Good Middling Color.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Good Middling Color. 28.401 Section 28.401 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.401 Good Middling Color. Good Middling Color is color which is within the range...

7 CFR 28.405 - Low Middling Color.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Low Middling Color. 28.405 Section 28.405 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.405 Low Middling Color. Low Middling Color is color which is within the range...

7 CFR 28.405 - Low Middling Color.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Low Middling Color. 28.405 Section 28.405 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.405 Low Middling Color. Low Middling Color is color which is within the range...

7 CFR 28.405 - Low Middling Color.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Low Middling Color. 28.405 Section 28.405 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.405 Low Middling Color. Low Middling Color is color which is within the range...

7 CFR 28.401 - Good Middling Color.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Good Middling Color. 28.401 Section 28.401 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.401 Good Middling Color. Good Middling Color is color which is within the range...

7 CFR 28.405 - Low Middling Color.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Low Middling Color. 28.405 Section 28.405 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.405 Low Middling Color. Low Middling Color is color which is within the range...

7 CFR 28.407 - Good Ordinary Color.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Good Ordinary Color. 28.407 Section 28.407 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Color Grade of American Upland Cotton § 28.407 Good Ordinary Color. Good Ordinary Color is color which is within the range...

Nebraska Science Standards: Grades K-12

ERIC Educational Resources Information Center

Nebraska Department of Education, 2010

2010-01-01

This publication presents the Nebraska Science Standards for Grades K-12. The standards are presented according to the following grades: (1) Grades K-2; (2) Grades 3-5; (3) Grades 6-8; and (4) Grades 9-12.

Power-grade butanol recovery and utilization

DOE Office of Scientific and Technical Information (OSTI.GOV)

Noon, R.

1982-02-12

As an alternative to the traditional recovery systems, it was proposed in a previous publication that the n-butanol/acetone/ethanol fermentation products could be recovered as a power grade fuel blend and used directly as a fuel. This would affect a savings in process energy requirements because each chemical component would not have to be processed individually to technical grade purity. Further, some residual water could be tolerated in the fuel blend. To develop such a power grade fuel recovery scheme beyond the conceptual stage, the Energy Research and Resource Division of the Kansas Energy Office undertook a two-fold program to demonstratemore » and test a power grade butanol/acetone/ethanol fuel recovery system, and further to demonstrate the feasibility of using the fuel blend in a standard type engine. A development program was initiated to accomplish the following objectives: design and test an operational power grade butanol recovery plant that would operate at one liter per hour output; and test and assess the performance of power grade butanol in a spark ignition automotive engine. This project has demonstrated that recovery of a power grade butanol fuel blend is simple and can be accomplished at a considered energy advantage over ethanol. It was further demonstrated that such a power grade blend works well in a typical spark ignition engine.« less

40 CFR 1065.703 - Distillate diesel fuel.

Code of Federal Regulations, 2011 CFR

2011-07-01

... CONTROLS ENGINE-TESTING PROCEDURES Engine Fluids, Test Fuels, Analytical Gases and Other Calibration... diesel fuel specified for use as a test fuel. See the standard-setting part to determine which grade to... inhibitor. (5) Pour depressant. (6) Dye. (7) Dispersant. (8) Biocide. Table 1 of § 1065.703—Test Fuel...

40 CFR 1065.703 - Distillate diesel fuel.

Code of Federal Regulations, 2013 CFR

2013-07-01

... CONTROLS ENGINE-TESTING PROCEDURES Engine Fluids, Test Fuels, Analytical Gases and Other Calibration... diesel fuel specified for use as a test fuel. See the standard-setting part to determine which grade to... inhibitor. (5) Pour depressant. (6) Dye. (7) Dispersant. (8) Biocide. Table 1 of § 1065.703—Test Fuel...

40 CFR 1065.703 - Distillate diesel fuel.

Code of Federal Regulations, 2012 CFR

2012-07-01

... CONTROLS ENGINE-TESTING PROCEDURES Engine Fluids, Test Fuels, Analytical Gases and Other Calibration... diesel fuel specified for use as a test fuel. See the standard-setting part to determine which grade to... inhibitor. (5) Pour depressant. (6) Dye. (7) Dispersant. (8) Biocide. Table 1 of § 1065.703—Test Fuel...

The Origins of the Standards Movement in the United States: Adoption of the Written Test and Its Influence on Class Work

ERIC Educational Resources Information Center

Miyamoto, Kenichiro

2008-01-01

Every state in the United States, under the NCLB act, has set state standards and is testing all students in grades 3-8. Students are given printed questions to which they write answers with a pencil on an answer sheet. These written tests are usually given to determine the academic achievements of students. This paper traces the early history of…

Performance-based alternative assessments as a means of eliminating gender achievement differences on science tests

NASA Astrophysics Data System (ADS)

Brown, Norman Merrill

1998-09-01

Historically, researchers have reported an achievement difference between females and males on standardized science tests. These differences have been reported to be based upon science knowledge, abstract reasoning skills, mathematical abilities, and cultural and social phenomena. This research was designed to determine how mastery of specific science content from public school curricula might be evaluated with performance-based assessment models, without producing gender achievement differences. The assessment instruments used were Harcourt Brace Educational Measurement's GOALSsp°ler: A Performance-Based Measure of Achievement and the performance-based portion of the Stanford Achievement Testspcopyright, Ninth Edition. The identified independent variables were test, gender, ethnicity, and grade level. A 2 x 2 x 6 x 12 (test x gender x ethnicity x grade) factorial experimental design was used to organize the data. A stratified random sample (N = 2400) was selected from a national pool of norming data: N = 1200 from the GOALSsp°ler group and N = 1200 from the SAT9spcopyright group. The ANOVA analysis yielded mixed results. The factors of test, gender, ethnicity by grade, gender by grade, and gender by grade by ethnicity failed to produce significant results (alpha = 0.05). The factors yielding significant results were ethnicity, grade, and ethnicity by grade. Therefore, no significant differences were found between female and male achievement on these performance-based assessments.

Neuroanatomical correlates of performance in a state-wide test of math achievement.

PubMed

Wilkey, Eric D; Cutting, Laurie E; Price, Gavin R

2018-03-01

The development of math skills is a critical component of early education and a strong indicator of later school and economic success. Recent research utilizing population-normed, standardized measures of math achievement suggest that structural and functional integrity of parietal regions, especially the intraparietal sulcus, are closely related to the development of math skills. However, it is unknown how these findings relate to in-school math learning. The present study is the first to address this issue by investigating the relationship between regional differences in grey matter (GM) volume and performance in grade-level mathematics as measured by a state-wide, school-based test of math achievement (TCAP math) in children from 3rd to 8th grade. Results show that increased GM volume in the bilateral hippocampal formation and the right inferior frontal gyrus, regions associated with learning and memory, is associated with higher TCAP math scores. Secondary analyses revealed that GM volume in the left angular gyrus had a stronger relationship to TCAP math in grades 3-4 than in grades 5-8 while the relationship between GM volume in the left inferior frontal gyrus and TCAP math was stronger for grades 5-8. These results suggest that the neuroanatomical architecture related to in-school math achievement differs from that related to math achievement measured by standardized tests, and that the most related neural structures differ as a function of grade level. We suggest, therefore, that the use of school-relevant outcome measures is critical if neuroscience is to bridge the gap to education. © 2017 John Wiley & Sons Ltd.

The use of an essay examination in evaluating medical students during the surgical clerkship.

PubMed

Smart, Blair J; Rinewalt, Daniel; Daly, Shaun C; Janssen, Imke; Luu, Minh B; Myers, Jonathan A

2016-01-01

Third-year medical students are graded according to subjective performance evaluations and standardized tests written by the National Board of Medical Examiners (NBME). Many "poor" standardized test takers believe the heavily weighted NBME does not evaluate their true fund of knowledge and would prefer a more open-ended forum to display their individualized learning experiences. Our study examined the use of an essay examination as part of the surgical clerkship evaluation. We retrospectively examined the final surgical clerkship grades of 781 consecutive medical students enrolled in a large urban academic medical center from 2005 to 2011. We examined final grades with and without the inclusion of the essay examination for all students using a paired t test and then sought any relationship between the essay and NBME using Pearson correlations. Final average with and without the essay examination was 72.2% vs 71.3% (P < .001), with the essay examination increasing average scores by .4, 1.8, and 2.5 for those receiving high pass, pass, and fail, respectively. The essay decreased the average score for those earning an honors by .4. Essay scores were found to overall positively correlate with the NBME (r = .32, P < .001). The inclusion of an essay examination as part of the third-year surgical core clerkship final did increase the final grade a modest degree, especially for those with lower scores who may identify themselves as "poor" standardized test takers. A more open-ended forum may allow these students an opportunity to overcome this deficiency and reveal their true fund of surgical knowledge. Copyright © 2016 Elsevier Inc. All rights reserved.

76 FR 64001 - United States Standards for Grades of Frozen Okra

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-17

... to undertaking research and other work associated with revising the grade standards, AMS sought...-327] United States Standards for Grades of Frozen Okra AGENCY: Agricultural Marketing Service, USDA... (USDA) has revised the United States Standards for Grades of Frozen Okra. The grade standards for frozen...

Arizona Academic Standards, Grade 3

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This publication contains Arizona public schools' academic standards for grade 3. The contents of this document include the following: (1) The Arts Standard 2006--Grade 3; (2) Comprehensive Health Education/Physical Activity Standards 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997--Foundations (Grades 1-3); (4)…

Arizona Academic Standards, Grade 8

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This publication contains the updated academic standards of Arizona for Grade 8. The contents of this document include the following: (1) The Arts Standard 2006--Grade 8; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading…

Arizona Academic Standards, Grade 1

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This publication contains Arizona public schools' academic standards for Grade 1. The contents of this document include the following: (1) The Arts Standard 2006--Grade 1; (2) Comprehensive Health Education/Physical Activity Standards 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997--Foundations (Grades 1-3); (4)…

Arizona Academic Standards, Grade 2

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This publication contains Arizona public schools' academic standards for grade 2. The contents of this document include the following: (1) The Arts Standard 2006--Grade 2; (2) Comprehensive Health Education/Physical Activity Standards 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997--Foundations (Grades 1-3); (4)…

Determination of a Definition of Solar Grade Silicon

NASA Technical Reports Server (NTRS)

Hill, D. E.; Gutsche, H. W.

1975-01-01

A definition of solar grade silicon was determined by investigating the singular and the combined effect of the impurities usually found in metallurgical grade silicon on solar cell device performance. The impurity matrix was defined by Jet Propulsion Laboratory Technical Direction Memorandum. The initial work was focussed on standardizing the solar cell process and test procedure, growing baseline crystals, growing crystals contaminated with carbon, iron, nickel, zirconium, aluminum and vanadium, solar blank preparation, and material characterization.

The Effects of Early Grade Retention on Student Outcomes over Time: Regression Discontinuity Evidence from Florida. Program on Education Policy and Governance Working Papers Series. PEPG 12-09

ERIC Educational Resources Information Center

Schwerdt, Guido; West, Martin R.

2012-01-01

A growing number of American states and school districts require students to meet basic performance standards in core academic subjects at key transition points in order to be promoted to the next grade. We exploit a discontinuity in the probability of third grade retention under a Florida test-based promotion policy to study the causal effect of…

Status of Initial Assessment of Physical and Mechanical Properties of Graphite Grades for NGNP Appkications

DOE Office of Scientific and Technical Information (OSTI.GOV)

Strizak, Joe P; Burchell, Timothy D; Windes, Will

2011-12-01

Current candidate graphite grades for the core structures of NGNP include grades NBG-17, NBG-18, PCEA and IG-430. Both NBG-17 and NBG-18 are manufactured using pitch coke, and are vibrationally molded. These medium grain products are produced by SGL Carbon SAS (France). Tayo Tanso (Japan) produces IG-430 which is a petroleum coke, isostatically molded, nuclear grade graphite. And PCEA is a medium grain, extruded graphite produced by UCAR Carbon Co. (USA) from petroleum coke. An experimental program has been initiated to develop physical and mechanical properties data for these current candidate graphites. The results will be judged against the requirements formore » nuclear grade graphites set forth in ASTM standard D 7219-05 "Standard Specification for Isotropic and Near-isotropic Nuclear Graphites". Physical properties data including thermal conductivity and coefficient of thermal expansion, and mechanical properties data including tensile, compressive and flexural strengths will be obtained using the established test methods covered in D-7219 and ASTM C 781-02 "Standard Practice for Testing Graphite and Boronated Graphite Components for High-Temperature Gas-Cooled Nuclear Reactors". Various factors known to effect the properties of graphites will be investigated. These include specimen size, spatial location within a graphite billet, specimen orientation (ag and wg) within a billet, and billet-to-billet variations. The current status of the materials characterization program is reported herein. To date billets of the four graphite grades have been procured, and detailed cut up plans for obtaining the various specimens have been prepared. Particular attention has been given to the traceability of each specimen to its spatial location and orientation within a billet.« less

A Longitudinal Investigation of Reading Development from Kindergarten to Grade Eight in a Spanish-Speaking Bilingual Population

ERIC Educational Resources Information Center

Grimm, Ryan P.; Solari, Emily J.; Gerber, Michael M.

2018-01-01

This longitudinal study used latent growth curve modeling to investigate English literacy development in a sample of Spanish-speaking language minority students from third through eighth grade. This study also compared the sample's literacy development to the entire population of California students using state standardized test data. Second, this…

A Revised Admissions Standard for One Community College Nursing Program

ERIC Educational Resources Information Center

Lown, Maris A.

2010-01-01

Predicting success on the NCLEX-RN is of paramount importance to nursing programs as they are held accountable for this outcome by accrediting agencies and by boards of nursing. This action research study examined the relationship between the NET admission test, anatomy and physiology grades, grade point average (GPA) on admission to the program…

Fourth-Grade Elementary Students' Conceptions of Standards-Based Lunar Concepts

ERIC Educational Resources Information Center

Trundle, Kathy Cabe; Atwood, Ronald K.; Christopher, John E.

2007-01-01

Fourth-grade students' knowledge of observable moon phases and patterns of change, as well as conceptual understanding of the cause of moon phases, was investigated before and after special instruction. Pretest and post-test data for 48 students were used to address the research question related to observable moon phases and patterns of change.…

Grade 11 Students' Interconnected Use of Conceptual Knowledge, Procedural Skills, and Strategic Competence in Algebra: A Mixed Method Study of Error Analysis

ERIC Educational Resources Information Center

Egodawatte, Gunawardena; Stoilescu, Dorian

2015-01-01

The purpose of this mixed-method study was to investigate grade 11 university/college stream mathematics students' difficulties in applying conceptual knowledge, procedural skills, strategic competence, and algebraic thinking in solving routine (instructional) algebraic problems. A standardized algebra test was administered to thirty randomly…

ICANREAD: The Effects of an Online Reading Program on Grade 1 Students' Engagement and Comprehension Strategy Use

ERIC Educational Resources Information Center

Ciampa, Katia

2012-01-01

This pilot study explores the impact of online electronic storybooks (e-books) on the reading motivation and listening comprehension of six grade 1 students (aged 7 years) from Ontario, Canada. The researcher measured participants' perceived enjoyment of the online e-book reading experience using standardized listening comprehension tests,…

Academic and Nonacademic Characteristics as Predictors of Persistence in an Associate Degree Nursing Program. AIR Forum 1981 Paper.

ERIC Educational Resources Information Center

Donsky, Aaron P.; Judge, Albert J., Jr.

Academic and nonacademic variables that may predict persistence in the nursing program at Lakeland Community College, Ohio, were studied. The academic variables included American College Testing program standard scores, National League for Nursing (NLN) rank scores, high school grade point average, and previous college grade point average. The…

Tests de langues vivantes: tests, tests de savoir, tests de savoir-faire (On Language Testing; Testing, Testing Knowledge, Testing Communicative Competence).

ERIC Educational Resources Information Center

Schwarz, Michel P.M.

1981-01-01

Discusses general principles of language testing, stressing objectivity and reliability as the key terms. However, maintains that it is impossible to obtain a direct measure of linguistic competence and consequently questions the value of standard grading procedures. Instead, proposes an evaluation system based on the achievement of specific…

7 CFR 36.2 - Initiating action on grade standards.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Initiating action on grade standards. 36.2 Section 36... VOLUNTARY OFFICIAL GRADE STANDARDS § 36.2 Initiating action on grade standards. The Agency will develop, revise, suspend, or terminate grade standards if it determines that such action is in the public interest...

7 CFR 36.2 - Initiating action on grade standards.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Initiating action on grade standards. 36.2 Section 36... VOLUNTARY OFFICIAL GRADE STANDARDS § 36.2 Initiating action on grade standards. The Agency will develop, revise, suspend, or terminate grade standards if it determines that such action is in the public interest...

7 CFR 36.2 - Initiating action on grade standards.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Initiating action on grade standards. 36.2 Section 36... VOLUNTARY OFFICIAL GRADE STANDARDS § 36.2 Initiating action on grade standards. The Agency will develop, revise, suspend, or terminate grade standards if it determines that such action is in the public interest...

7 CFR 36.2 - Initiating action on grade standards.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Initiating action on grade standards. 36.2 Section 36... VOLUNTARY OFFICIAL GRADE STANDARDS § 36.2 Initiating action on grade standards. The Agency will develop, revise, suspend, or terminate grade standards if it determines that such action is in the public interest...

The ASVAB (Armed Services Vocational Aptitude Battery) Score Scales. 1980 and World War II

DTIC Science & Technology

1986-07-01

TABLE B-3 ASVAB 14 (A, B, & C) MECHANICAL & CRAFTS (MC) COMPOSITE PERCENTILE NORMS BY SEX AND GRADE Females Grade Males Total Standard Grade...COMPOSITE PERCENTILE NORMS BY SEX AND GRADE Females Grade Males Total Standard Grade Grade Standard Score 11th 12th nth 12th nth 12th Score 24 24...Standard Scores. B-8 TABLE B-3 ASVAB 14 (A. B,&C) ELECTRONIC & ELECTRICAL (EE) COMPOSITE PERCENTILE NORMS BY SEX AND GRADE Females Grade Males

Academic self-concept, learning motivation, and test anxiety of the underestimated student.

PubMed

Urhahne, Detlef; Chao, Sheng-Han; Florineth, Maria Luise; Luttenberger, Silke; Paechter, Manuela

2011-03-01

BACKGROUND. Teachers' judgments of student performance on a standardized achievement test often result in an overestimation of students' abilities. In the majority of cases, a larger group of overestimated students and a smaller group of underestimated students are formed by these judgments. AIMS. In this research study, the consequences of the underestimation of students' mathematical performance potential were examined. SAMPLE. Two hundred and thirty-five fourth grade students and their fourteen mathematics teachers took part in the investigation. METHOD. Students worked on a standardized mathematics achievement test and completed a self-description questionnaire about motivation and affect. Teachers estimated each individual student's potential with regard to mathematics test performance as well as students' expectancy for success, level of aspiration, academic self-concept, learning motivation, and test anxiety. The differences between teachers' judgments on students' test performance and students' actual performance were used to build groups of underestimated and overestimated students. RESULTS. Underestimated students displayed equal levels of test performance, learning motivation, and level of aspiration in comparison with overestimated students, but had lower expectancy for success, lower academic self-concept, and experienced more test anxiety. Teachers expected that underestimated students would receive lower grades on the next mathematics test, believed that students were satisfied with lower grades, and assumed that the students have weaker learning motivation than their overestimated classmates. CONCLUSION. Teachers' judgment error was not confined to test performance but generalized to motivational and affective traits of the students. © 2010 The British Psychological Society.

Intelligence--Individually Administered, Grades 4-6. Annotated Bibliography of Tests.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ. Test Collection.

Among the individually administered 34 intelligence tests described in this bibliography are those for deaf persons, Spanish speakers, and other special populations. Tests requiring nonverbal responses are included. Most of the tests described in this bibliography provide I.Q. scores which are standard scores, with a mean of 100 and standard…

Intelligence--Individually Administered, Preschool-Grade 3. Annotated Bibliography of Tests.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ. Test Collection.

Among the individually administered 26 intelligence tests described in this bibliography are those for deaf persons, Spanish speakers, and other special populations. Tests requiring nonverbal responses are included. Most of the tests described in this bibliography provide I.Q. scores which are standard scores, with a mean of 100 and standard…

Improving Test Preparation for Students with Special Needs: Web-Based Tutorial, Student Charting, and a Text Reader

ERIC Educational Resources Information Center

Menard, Lauren A.

2011-01-01

Obstacles to the classroom implementation of the fourth grade Math component of Louisiana's web-based testing tutorial were addressed in this informal pilot. Technology integration improved standardized test preparation for students with special needs. Supplemental test preparation sessions give the benefits of (a) increased familiarity with…

7 CFR 810.1804 - Grades and grade requirements for sunflower seed.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 7 2010-01-01 2010-01-01 false Grades and grade requirements for sunflower seed. 810... AGRICULTURE OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Sunflower Seed Principles Governing the Application of Standards § 810.1804 Grades and grade requirements for sunflower seed. Grade...

7 CFR 810.1804 - Grades and grade requirements for sunflower seed.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 7 2011-01-01 2011-01-01 false Grades and grade requirements for sunflower seed. 810... AGRICULTURE OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Sunflower Seed Principles Governing the Application of Standards § 810.1804 Grades and grade requirements for sunflower seed. Grade...

Differential Prediction of College Performance between Gender.

ERIC Educational Resources Information Center

Patton, Timothy K.

Researchers in the past have found discrepancies in the prediction of college grade point average (GPA) between genders with the use of standardized tests such as the Scholastic Achievement Test (SAT) and the American College Test (ACT). These differences were studied to determine if the potential differences could be attributed to differential…

The Relationship Between the Learning Style Perceptual Preferences of Urban Fourth Grade Children and the Acquisition of Selected Physical Science Concepts Through Learning Cycle Instructional Methodology.

NASA Astrophysics Data System (ADS)

Adams, Kenneth Mark

The purpose of this research was to investigate the relationship between the learning style perceptual preferences of fourth grade urban students and the attainment of selected physical science concepts for three simple machines as taught using learning cycle methodology. The sample included all fourth grade children from one urban elementary school (N = 91). The research design followed a quasi-experimental format with a single group, equivalent teacher demonstration and student investigation materials, and identical learning cycle instructional treatment. All subjects completed the Understanding Simple Machines Test (USMT) prior to instructional treatment, and at the conclusion of treatment to measure student concept attainment related to the pendulum, the lever and fulcrum, and the inclined plane. USMT pre and post-test scores, California Achievement Test (CAT-5) percentile scores, and Learning Style Inventory (LSI) standard scores for four perceptual elements for each subject were held in a double blind until completion of the USMT post-test. The hypothesis tested in this study was: Learning style perceptual preferences of fourth grade students as measured by the Dunn, Dunn, and Price Learning Style Inventory (LSI) are significant predictors of success in the acquisition of physical science concepts taught through use of the learning cycle. Analysis of pre and post USMT scores, 18.18 and 30.20 respectively, yielded a significant mean gain of +12.02. A controlled stepwise regression was employed to identify significant predictors of success on the USMT post-test from among USMT pre-test, four CAT-5 percentile scores, and four LSI perceptual standard scores. The CAT -5 Total Math and Total Reading accounted for 64.06% of the variance in the USMT post-test score. The only perceptual element to act as a significant predictor was the Kinesthetic standard score, accounting for 1.72% of the variance. The study revealed that learning cycle instruction does not appear to be sensitive to different perceptual preferences. Students with different preferences for auditory, visual, and tactile modalities, when learning, seem to benefit equally from learning cycle exposure. Increased use of a double blind for future learning styles research was recommended.

Effects of a College Access Program for Youth Underrepresented in Higher Education: A Randomized Experiment

ERIC Educational Resources Information Center

Bergin, David A.; Cooks, Helen C.; Bergin, Christi C.

2007-01-01

This article describes EXCEL, a program that encourages youth underrepresented in higher education to enroll in higher education, specifically at the sponsoring university. Eighty-three eighth grade students with GPA of B and above and standardized test scores at grade level or above were randomly assigned to the program or to a control group. The…

Differential Prediction in the Use of the SAT and High School Grades in Predicting College Performance: Joint Effects of Race and Language

ERIC Educational Resources Information Center

Shewach, Oren R.; Shen, Winny; Sackett, Paul R.; Kuncel, Nathan R.

2017-01-01

The literature on differential prediction of college performance of racial/ethnic minority students for standardized tests and high school grades indicates the use of these predictors often results in overprediction of minority student performance. However, these studies typically involve native English-speaking students. In contrast, a smaller…

CBM Maze-Scores as Indicators of Reading Level and Growth for Seventh-Grade Students

ERIC Educational Resources Information Center

Chung, Siuman; Espin, Christine A.; Stevenson, Claire E.

2018-01-01

The technical adequacy of CBM maze-scores as indicators of reading level and growth for seventh-grade secondary-school students was examined. Participants were 452 Dutch students who completed weekly maze measures over a period of 23 weeks. Criterion measures were school level, dyslexia status, scores and growth on a standardized reading test.…

End of Course Grades and End of Course Tests in the Virtual Environment: A Study of Correlation

ERIC Educational Resources Information Center

Philipp, Jamie Gilbert

2014-01-01

The purpose of this correlational study is to understand the relationship between end-of-course grades as assigned by teachers and standardized end-of-course scores earned by students in Algebra, Geometry, Biology, Physical Science, and U.S. History courses at one virtual charter school in the State of Georgia. Pearson Product-Moment Correlation…

Analysis of Reading Fluency and Comprehension Measures for Sixth Grade Students. Technical Report #24

ERIC Educational Resources Information Center

Alonzo, Julie; Tindal, Gerald

2004-01-01

The No Child Left Behind Act of 2001 has increased the importance of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by…

Arizona Academic Standards, Grade 5

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This publication contains an updated academic standards of Arizona public schools for grade 5. The contents of this document include the following: (1) The Arts Standard 2006--Grade 5; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Foundations (Grades…

Arizona Academic Standards, Grade 6

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This publication contains an updated academic standards of Arizona public schools for grade 6. The contents of this document include the following: (1) The Arts Standard 2006--Grade 6; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades…

Energy Transformation: Teaching Youth about Energy Efficiency while Meeting Science Essential Standards

ERIC Educational Resources Information Center

Kirby, Sarah D.; Chilcote, Amy G.

2014-01-01

This article describes the Energy Transformation 4-H school enrichment curriculum. The curriculum addresses energy efficiency and conservation while meeting sixth-grade science essential standards requirements. Through experiential learning, including building and testing a model home, youth learn the relationship between various technologies and…

Job Grading System for Trades and Labor Occupations. Part II.

ERIC Educational Resources Information Center

Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

Three new standards (telephone mechanic, electroplater, and animal caretaker) for grading jobs under the Federal Wage System are cited. There is an alphabetical listing by job for published job grading standards, an occupational code-structure index for published grading standards, and a list of 61 jobs by published job grading standard with…

Kindergarten Predictors of Math Learning Disability

PubMed Central

Mazzocco, Michèle M. M.; Thompson, Richard E.

2009-01-01

The aim of the present study was to address how to effectively predict mathematics learning disability (MLD). Specifically, we addressed whether cognitive data obtained during kindergarten can effectively predict which children will have MLD in third grade, whether an abbreviated test battery could be as effective as a standard psychoeducational assessment at predicting MLD, and whether the abbreviated battery corresponded to the literature on MLD characteristics. Participants were 226 children who enrolled in a 4-year prospective longitudinal study during kindergarten. We administered measures of mathematics achievement, formal and informal mathematics ability, visual-spatial reasoning, and rapid automatized naming and examined which test scores and test items from kindergarten best predicted MLD at grades 2 and 3. Statistical models using standardized scores from the entire test battery correctly classified ~80–83 percent of the participants as having, or not having, MLD. Regression models using scores from only individual test items were less predictive than models containing the standard scores, except for models using a specific subset of test items that dealt with reading numerals, number constancy, magnitude judgments of one-digit numbers, or mental addition of one-digit numbers. These models were as accurate in predicting MLD as was the model including the entire set of standard scores from the battery of tests examined. Our findings indicate that it is possible to effectively predict which kindergartners are at risk for MLD, and thus the findings have implications for early screening of MLD. PMID:20084182

Letter Imperfect

ERIC Educational Resources Information Center

Kramer, Stephen

2003-01-01

In this essay, the author, a 5th-grade teacher, questions how well a standardized test can measure his students. This article presents a letter he wrote for the Washington state science test scorer regarding his students' test scores. He shares stories about some of the students in his class. He points out that tests can turn out to be more like…

Students, Parents, and Teachers Say, "Take This Test and Shove It!"

ERIC Educational Resources Information Center

Spritzler, John

2000-01-01

Public school students, parents, and teachers are protesting "high stakes" standardized tests that bar many deserving students from promotion or graduation. A typical high stakes test is a state-mandated 10th-grade test that students must pass to graduate high school. They are called high stakes because a student's entire high school career rides…

A Comparison of Standardized Achievement Test Scores on Right and Left Brain Dominant Fourth-Grade Students.

ERIC Educational Resources Information Center

Bell, Michael L.; Roubinek, Darrell L.

1989-01-01

Compares fourth-graders' subtest scores on the Stanford Achievement Test (SAT), the Iowa Test of Basic Skills (ITBS), and the Metropolitan Achievement Test (MAT). Finds right-brain dominant students scored better on four SAT subtests, and left-brain dominant students scored better on four ITBS subtests and two MAT subtests. (NH)

Characterizing optical polishing pitch

NASA Astrophysics Data System (ADS)

Varshneya, Rupal; DeGroote, Jessica E.; Gregg, Leslie L.; Jacobs, Stephen D.

2003-05-01

Characterization data for five experimental optical polishing pitch products were compared to those for corresponding standard commercial optical polishing pitches. The experimental pitches were tested for three physical properties: hardness, viscosity at 90°C, and softening point. A Shore A Durometer test was used to measure hardness. Viscosity data were collected using a Stony Brook Scientific falling needle viscometer. Softening point was determined using the ASTM D3104-97 method. Results demonstrate that the softest and the hardest batches of the experimental grades of optical pitch are comparable to the industry-accepted standards, while the other grades of pitch are not. The experimental methodology followed in this research may allow opticians to rapidly compare different brands of pitch to help identify batch-to-batch differences and control pitch quality before use.

Characterizing optical polishing pitch

NASA Astrophysics Data System (ADS)

Varshneya, Rupal

2003-05-01

Characterization data for five experimental optical polishing pitch products were compared to those for corresponding standard commercial optical polishing pitches. The experimental pitches were tested for three physical properties: hardness, viscosity at 90°C, and softening point. A Shore A Durometerl test was used to measure hardness. Viscosity data were collected using a Stony Brook Scientific' falling needle viscometer. Softening point was determined using the ASTM D3104-97 method. Results demonstrate that the softest and the hardest batches of the experimental grades of optical pitch are comparable to the industry-accepted standards, while the other grades of pitch are not. The experimental methodology followed in this research may allow opticians to rapidly compare different brands of pitch to help identify batch- to- batch differences and control pitch quality before use.

Standards for Clinical Grade Genomic Databases.

PubMed

Yohe, Sophia L; Carter, Alexis B; Pfeifer, John D; Crawford, James M; Cushman-Vokoun, Allison; Caughron, Samuel; Leonard, Debra G B

2015-11-01

Next-generation sequencing performed in a clinical environment must meet clinical standards, which requires reproducibility of all aspects of the testing. Clinical-grade genomic databases (CGGDs) are required to classify a variant and to assist in the professional interpretation of clinical next-generation sequencing. Applying quality laboratory standards to the reference databases used for sequence-variant interpretation presents a new challenge for validation and curation. To define CGGD and the categories of information contained in CGGDs and to frame recommendations for the structure and use of these databases in clinical patient care. Members of the College of American Pathologists Personalized Health Care Committee reviewed the literature and existing state of genomic databases and developed a framework for guiding CGGD development in the future. Clinical-grade genomic databases may provide different types of information. This work group defined 3 layers of information in CGGDs: clinical genomic variant repositories, genomic medical data repositories, and genomic medicine evidence databases. The layers are differentiated by the types of genomic and medical information contained and the utility in assisting with clinical interpretation of genomic variants. Clinical-grade genomic databases must meet specific standards regarding submission, curation, and retrieval of data, as well as the maintenance of privacy and security. These organizing principles for CGGDs should serve as a foundation for future development of specific standards that support the use of such databases for patient care.

An exploratory study of the influence of national and state standards on middle school science teachers' classroom assessment practices

NASA Astrophysics Data System (ADS)

McWaters, Kathy Jean

2001-07-01

Classroom assessment practices of middle school science teachers were identified and the influence of national and state science standards on these practices was examined. In Phase I of this study a mail questionnaire was sent to 450 middle school (grades 5,6,7 and 8) science teachers in 17 parishes in Louisiana to obtain information about their classroom assessment practices. In Phase II, nine middle school teachers in eight departmentalized classrooms, two classes at each grade, participated in a qualitative study. Data were collected through questionnaires, classroom observations, interviews and document analysis. Data analysis revealed three major categories of classroom assessment targets: (a) student achievement, (b) student attitudes and, (c) student products. Results indicated that most teachers are using different assessment methods when assessing different achievement targets, as recommended by science reform documents. It was also determined that many teachers are using appropriate methods to assess student learning. While teachers reported that students spend an inordinate amount of time engaged in assessment activities, classroom observations suggested that the activities were not always written tests or graded activities. Another key finding is that there is a disconnect between the quality of teaching and the quality of assessment. Teachers who teach the material recommended by science reform documents and use recommended instructional strategies were observed to stop teaching and engage students in a "test rehearsal" geared towards rote memorization of factual information. Data suggest that the national and state science content standards are influencing the content and the format of teacher-made tests. Teachers' reported using the standards during assessment construction or selection in a wide variety of ways. The most direct use of the standards reported was to select content, format and cognitive level for test items. A more circumspect approach used by teachers was to use the standards to write lesson plans and objectives and then to plan assessments based on these teacher-constructed objectives. Questionnaire data indicated that the three factors having the most influence on teachers' selection or construction of a particular type of assessment were: (a) how students learn, (b) alignment with state/district standards, and (c) purpose for assessment.

Vouchers, Tests, Loans, Privatization: Will They Help Tackle Corruption in Russian Higher Education?

ERIC Educational Resources Information Center

Osipian, Ararat L.

2009-01-01

Higher education in Russia is currently being reformed. A standardized computer-graded test and educational vouchers were introduced to make higher education more accessible, fund it more effectively, and reduce corruption in admissions to public colleges. The voucher project failed and the test faces furious opposition. This paper considers…

A better norm-referenced grading using the standard deviation criterion.

PubMed

Chan, Wing-shing

2014-01-01

The commonly used norm-referenced grading assigns grades to rank-ordered students in fixed percentiles. It has the disadvantage of ignoring the actual distance of scores among students. A simple norm-referenced grading via standard deviation is suggested for routine educational grading. The number of standard deviation of a student's score from the class mean was used as the common yardstick to measure achievement level. Cumulative probability of a normal distribution was referenced to help decide the amount of students included within a grade. RESULTS of the foremost 12 students from a medical examination were used for illustrating this grading method. Grading by standard deviation seemed to produce better cutoffs in allocating an appropriate grade to students more according to their differential achievements and had less chance in creating arbitrary cutoffs in between two similarly scored students than grading by fixed percentile. Grading by standard deviation has more advantages and is more flexible than grading by fixed percentile for norm-referenced grading.

The impact of a scheduling change on ninth grade high school performance on biology benchmark exams and the California Standards Test

NASA Astrophysics Data System (ADS)

Leonardi, Marcelo

The primary purpose of this study was to examine the impact of a scheduling change from a trimester 4x4 block schedule to a modified hybrid schedule on student achievement in ninth grade biology courses. This study examined the impact of the scheduling change on student achievement through teacher created benchmark assessments in Genetics, DNA, and Evolution and on the California Standardized Test in Biology. The secondary purpose of this study examined the ninth grade biology teacher perceptions of ninth grade biology student achievement. Using a mixed methods research approach, data was collected both quantitatively and qualitatively as aligned to research questions. Quantitative methods included gathering data from departmental benchmark exams and California Standardized Test in Biology and conducting multiple analysis of covariance and analysis of covariance to determine significance differences. Qualitative methods include journal entries questions and focus group interviews. The results revealed a statistically significant increase in scores on both the DNA and Evolution benchmark exams. DNA and Evolution benchmark exams showed significant improvements from a change in scheduling format. The scheduling change was responsible for 1.5% of the increase in DNA benchmark scores and 2% of the increase in Evolution benchmark scores. The results revealed a statistically significant decrease in scores on the Genetics Benchmark exam as a result of the scheduling change. The scheduling change was responsible for 1% of the decrease in Genetics benchmark scores. The results also revealed a statistically significant increase in scores on the CST Biology exam. The scheduling change was responsible for .7% of the increase in CST Biology scores. Results of the focus group discussions indicated that all teachers preferred the modified hybrid schedule over the trimester schedule and that it improved student achievement.

Grading the teacher

NASA Astrophysics Data System (ADS)

Swartz, Clifford E.

2000-04-01

Several fads ago there was a movement to grade teachers in terms of their competency — competency-based testing. Everyone knows that there are good teachers and there are bad teachers. The trouble is, it's hard to define the categories. It's like the Supreme Court justice who couldn't define pornography, but knew it when he saw it. In New York State, prospective teachers must take tests in both pedagogy and subject material. That seems reasonable. There ought to be some minimum standards, so I thought that I would try my hand at setting up such requirements.

Developmental Test of Visual–Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students?

PubMed Central

Moskowitz, Beverly; Paoletti, Andrew; Brusilovskiy, Eugene; Zylstra, Sheryl Eckberg; Murray, Tammy

2015-01-01

We determined whether a widely used assessment of visual–motor skills, the Beery–Buktenica Developmental Test of Visual–Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest–posttest design was used with 207 kindergarten, first-grade, and second-grade students. Two well-established handwriting measures and the VMI were administered pre- and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202) = 1.19, p = .23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention. PMID:26114468

Developmental Test of Visual-Motor Integration (VMI): An Effective Outcome Measure for Handwriting Interventions for Kindergarten, First-Grade, and Second-Grade Students?

PubMed

Pfeiffer, Beth; Moskowitz, Beverly; Paoletti, Andrew; Brusilovskiy, Eugene; Zylstra, Sheryl Eckberg; Murray, Tammy

2015-01-01

We determined whether a widely used assessment of visual-motor skills, the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI), is appropriate for use as an outcome measure for handwriting interventions. A two-group pretest-posttest design was used with 207 kindergarten, first-grade, and second-grade students. Two well-established handwriting measures and the VMI were administered pre- and postintervention. The intervention group participated in the Size Matters Handwriting Program for 40 sessions, and the control group received standard instruction. Paired and independent-samples t tests were used to analyze group differences. The intervention group demonstrated significant improvements on the handwriting measures, with change scores having mostly large effect sizes. We found no significant difference in change scores on the VMI, t(202)=1.19, p=.23. Results of this study suggest that the VMI may not detect changes in handwriting related to occupational therapy intervention. Copyright © 2015 by the American Occupational Therapy Association, Inc.

The Simple View, Instructional Level, and the Plight of Struggling Fifth-/Sixth-Grade Readers

ERIC Educational Resources Information Center

Morris, Darrell; Meyer, Carla; Trathen, Woodrow; McGee, Jennifer; Vines, Nora; Stewart, Trevor; Gill, Tom; Schlagal, Robert

2017-01-01

This study explored print-processing and vocabulary differences among a group of 5th- and 6th-grade students who had scored below the 50th percentile on a standardized reading test. Guided by the simple view of reading, we applied cut scores (low/high) to the students' performance on print-processing and vocabulary tasks. The design allowed for…

Catching Up: Effect of the Talent Development Ninth-Grade Instructional Interventions in Reading and Mathematics in High-Poverty High Schools

ERIC Educational Resources Information Center

Balfanz, Robert; Legters, Nettie; Jordan, Will

2004-01-01

Little is known about the feasibility and rapidity with which the academic learning of students who enter high school multiple years behind grade level can be accelerated. This study uses multiple regression analyses of standardized test and survey data from high-poverty high schools in two large urban districts to evaluate initial effects of the…

The Connections between Students Self-Motivation, Their Classification (Typical Learners, Academic Intervention Services Learners, and Gifted), and Gender in a Standardized Social Studies Test

ERIC Educational Resources Information Center

Dupree, Jeffrey J.; Morote, Elsa Sofia

2011-01-01

This study examines differences, if any, between gender, level of motivation, and students' classification (typical learners, academic intervention services learners, and gifted) in scores upon DBQ (document-based questions) among the sixth grade students. 64 grade students were given a DBQ as part of their final examination. Students' scores were…

A Study of Poor Black Children Who Are Successful Readers. Reading Education Report No. 33.

ERIC Educational Resources Information Center

Durkin, Dolores

A study was conducted to acquire information about poor black children who were successful readers in order to determine what can be done to increase the number of such children. For purposes of the study, "successful" was defined as scoring at or above grade level on a standardized reading test at the end of fifth grade, while "poor" was defined…

Middle School Students' Conceptual Learning from the Implementation of a New NSF Supported Curriculum: Interactions in Physical Science[TM

ERIC Educational Resources Information Center

Eick, Charles J.; Dias, Michael; Smith, Nancy R. Cook

2009-01-01

A new National Science Foundation supported curriculum, Interactions in Physical Science[TM], was evaluated on students' conceptual change in the twelve concept areas of the national physical science content standard (B) for grades 5-8. Eighth grade students (N = 66) were evaluated pre and post on a 31-item multiple-choice test of conceptual…

The Role of Racial Identity, Academic Self-Concept, and Self-Esteem in the Prediction of Academic Outcomes for African American Students

ERIC Educational Resources Information Center

Awad, Germine H.

2007-01-01

The purpose of the present study was to examine the extent to which racial identity, academic self-concept, and self-esteem predict two types of academic outcomes, grade point average (GPA), and verbal Graduate Record Examination scores. Although grades and standardized test performance are often collapsed under the category of academic…

Decision Making for Borderline Cases in Pass/Fail Clinical Anatomy Courses: The Practical Value of the Standard Error of Measurement and Likelihood Ratio in a Diagnostic Test

ERIC Educational Resources Information Center

Severo, Milton; Silva-Pereira, Fernanda; Ferreira, Maria Amelia

2013-01-01

Several studies have shown that the standard error of measurement (SEM) can be used as an additional “safety net” to reduce the frequency of false-positive or false-negative student grading classifications. Practical examinations in clinical anatomy are often used as diagnostic tests to admit students to course final examinations. The aim of this…

The skills and experience of GRADE methodologists can be assessed with a simple tool.

PubMed

Norris, Susan L; Meerpohl, Joerg J; Akl, Elie A; Schünemann, Holger J; Gartlehner, Gerald; Chen, Yaolong; Whittington, Craig

2016-11-01

To suggest approaches for guideline developers on how to assess a methodologist's expertise with Grading of Recommendations Assessment, Development and Evaluation (GRADE) methods and tasks and to provide a set of minimum skills and experience required to perform specific tasks related to guideline development using GRADE. We used an iterative and consensus-based process involving individuals with in-depth experience with GRADE. We considered four main tasks: (1) development of key questions; (2) assessment of the certainty of effect estimates; (3) development of recommendations; and (4) teaching GRADE. There are three basic approaches to determine a methodologist's skill set. First, self-report of knowledge, skills, and experience with a standardized "GRADE curriculum vitae (CV)" focused on each of the GRADE-related tasks; second, demonstration of skills using worked examples; third, a formal evaluation using a written or oral test. We suggest that the GRADE CV is likely to be useful and feasible to implement. We also suggest minimum training including attendance at one or more full-day workshops and familiarity with the main GRADE publications and the GRADE handbook. The selection of a GRADE methodologist must be a thoughtful, reasoned decision, informed by the criteria suggested in this article and tailored to the specific project. Our suggested approaches need further pilot testing and validation. Copyright © 2016 Elsevier Inc. All rights reserved.

The results of STEM education methods in physics at the 11th grade level: Light and visual equipment lesson

NASA Astrophysics Data System (ADS)

Tungsombatsanti, A.; Ponkham, K.; Somtoa, T.

2018-01-01

This research aimed to: 1) To evaluate the efficiency of the process and the efficiency of the results (E1 / E2) of the innovative instructional lesson plan in the form of the STEM Education method in the field of physics of secondary students at the 10th grade level in physics class to determine the efficiency of the STEM based on criteria of the 70/70 standard level. 2) To study students' critical thinking skills of secondary students at the 11th grade level, and assessing skill in criteria 80 percentage 3) To compare learning achievements between students' pre-post testing after taught in STEM Education 4) To evaluate Student' Satisfaction after using STEM Education teaching by using mean compare to 5 points Likert Scale. The participant used were 40 students from grade 11 at Borabu School, Borabu District, Mahasarakham Province, semester 2, Academic year 2016. Tools used in this study consist of: 1) STEM Education plan about the force and laws of motion for grade 11 students of 1 schemes with total of 15 hours, 2) The test of critical think skills with essay type in amount of 30 items, 3) achievement test on Light and visual equipment with multiple-choice of 4 options of 30 items, 4) satisfaction learning with 5 Rating Scale of 16 items. The statistics used in data analysis were percentage, mean, standard deviation, and t-test (Dependent). The results showed that 1) The results of these findings revealed that the efficiency of the STEM based on criteria indicate that are higher than the standard level of the 70/70 at 71.51/75 2) Student has critical thinking scores that are higher than criteria 80 percentage as amount is 26 people. 3) Statistically significant of students' learning achievements to their later outcomes were differentiated between pretest and posttest at the .05 level, evidently. 4) The student' level of satisfaction toward the learning by using STEM Education plan was at a good level (X ¯ = 4.33, S.D = 0.64).

Job Grading Standard for Electroplater, WG-3711.

ERIC Educational Resources Information Center

Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

The standard for Electroplating Worker WG-7 and Electroplater WG-9 covers work involving the use of electrolytic and chemical processes to plate, coat, and treat surfaces of metals and metal alloys for purposes of protection, repair, maintenance, and fabrication of parts and equipment. A knowledge of the preparation, testing, and maintenance of…

Music--A Resource Guide for Standards-Based Instruction.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

This guide is designed to provide guidance to New York state school districts and teachers to help students achieve the music standards. Teachers throughout New York state met to compile these field-tested lesson plans, teaching strategies, assessments, and resources for teachers of students in pre-kindergarten through grade 12, in all areas of…

Nutrition Education Intervention Improves Vegetable-Related Attitude, Self-Efficacy, Preference, and Knowledge of Fourth-Grade Students

ERIC Educational Resources Information Center

Wall, Denise E.; Least, Christine; Gromis, Judy; Lohse, Barbara

2012-01-01

Background: Impact of a classroom-based, standardized intervention to address limited vegetable consumption of fourth graders was assessed. Methods: A 4-lesson, vegetable-focused intervention, revised from extant materials was repurposed for Pennsylvania fourth graders with lessons aligned with state academic standards. A reliability-tested survey…

How Principals and Teachers Respond to States' Accountability Systems

ERIC Educational Resources Information Center

Lee, Hyemi

2013-01-01

Since the 1990s, many states have started implementing standards-based reforms and developed their own accountability systems. Each state established academic content and performance standards, implemented test for all the students in grades 3 through 8 annually, and set up annual measurable objectives in reading and mathematics for districts,…

Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation

ERIC Educational Resources Information Center

Dotson, Lauren; Foley, Virginia

2016-01-01

This paper provides a history of the standardized testing and accountability movement, the curriculum standards attached to the accountability movement, and the attempted shift to common core. Student poverty and its impact on student achievement the focus of this paper. Recognizing the impact of poverty on student achievement as measured by…

49 CFR 234.245 - Signs.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Maintenance Standards § 234.245 Signs. Each sign mounted on a highway-rail grade crossing signal post shall be maintained in good condition and be visible to the highway user. Inspections and Tests ...

Comparing Science Achievement Constructs: Targeted and Achieved

ERIC Educational Resources Information Center

Ferrara, Steve; Duncan, Teresa

2011-01-01

This article illustrates how test specifications based solely on academic content standards, without attention to other cognitive skills and item response demands, can fall short of their targeted constructs. First, the authors inductively describe the science achievement construct represented by a statewide sixth-grade science proficiency test.…

75 FR 43142 - United States Standards for Grades of Refried Beans

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-23

...] United States Standards for Grades of Refried Beans AGENCY: Agricultural Marketing Service, USDA. ACTION... comments on the possible establishment of voluntary United States Standards for Grades of Refried Beans... industry requested that USDA develop grade standards for canned refried beans to be used by the industry...

25 CFR 36.30 - Standard X-Grading requirements.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true Standard X-Grading requirements. 36.30 Section 36.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE... Evaluation § 36.30 Standard X—Grading requirements. (a) Each school shall implement a uniform grading system...

25 CFR 36.30 - Standard X-Grading requirements.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false Standard X-Grading requirements. 36.30 Section 36.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE... Evaluation § 36.30 Standard X—Grading requirements. (a) Each school shall implement a uniform grading system...

25 CFR 36.30 - Standard X-Grading requirements.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Standard X-Grading requirements. 36.30 Section 36.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE... Evaluation § 36.30 Standard X—Grading requirements. (a) Each school shall implement a uniform grading system...

25 CFR 36.30 - Standard X-Grading requirements.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false Standard X-Grading requirements. 36.30 Section 36.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE... Evaluation § 36.30 Standard X—Grading requirements. (a) Each school shall implement a uniform grading system...

25 CFR 36.30 - Standard X-Grading requirements.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Standard X-Grading requirements. 36.30 Section 36.30 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE... Evaluation § 36.30 Standard X—Grading requirements. (a) Each school shall implement a uniform grading system...

Choosing the Right Tool

ERIC Educational Resources Information Center

Boote, Stacy K.

2016-01-01

Students' success with fourth-grade content standards builds on mathematical knowledge learned in third grade and creates a conceptual foundation for division standards in subsequent grades that focus on the division algorithm. The division standards in fourth and fifth grade are similar; but in fourth grade, division problem divisors are only one…

Rapid Word Recognition as a Measure of Word-Level Automaticity and Its Relation to Other Measures of Reading

ERIC Educational Resources Information Center

Frye, Elizabeth M.; Gosky, Ross

2012-01-01

The present study investigated the relationship between rapid recognition of individual words (Word Recognition Test) and two measures of contextual reading: (1) grade-level Passage Reading Test (IRI passage) and (2) performance on standardized STAR Reading Test. To establish if time of presentation on the word recognition test was a factor in…

The Potential, Pitfalls and Promise of Computerized Testing

ERIC Educational Resources Information Center

McHenry, Bill; Griffith, Leonard; McHenry, Jim

2004-01-01

Imagine administering an online standardized test to an entire class of 11th-grade students when, halfway through the exam, the server holding the test hits a snag and throws everyone offline. Imagine another scenario in which an elementary school has very few computers so teachers must bus their students to the local high school for a timed test.…

Binocularity and Reading

ERIC Educational Resources Information Center

Brod, Nathan; Hamilton, David

1973-01-01

A sample of 162 fifth grade students were grouped as good, average, and poor readers on the basis of a standardized reading test to determine whether a relationship existed between binocularity and reading performance. (Author/MC)

Understanding the High School Proficiency Test and the Early Warning Test in Relation to HCCC Enrollment Trends.

ERIC Educational Resources Information Center

Taffy, Fred

The Grade 11 High School Proficiency Test (HSPT) and the New Jersey Early Warning Test (EWT) are two key standardized tests that indicate academic ability of county high school graduates which colleges will need to address. While HSPT scores for county high school districts reflect a range of competency in reading, math, and writing, the majority…

Acute skin toxicity associated with a 1-week schedule of whole breast radiotherapy compared with a standard 3-week regimen delivered in the UK FAST-Forward Trial.

PubMed

Brunt, A Murray; Wheatley, Duncan; Yarnold, John; Somaiah, Navita; Kelly, Stephen; Harnett, Adrian; Coles, Charlotte; Goodman, Andrew; Bahl, Amit; Churn, Mark; Zotova, Rada; Sydenham, Mark; Griffin, Clare L; Morden, James P; Bliss, Judith M

2016-07-01

FAST-Forward is a phase 3 clinical trial testing a 1-week course of whole breast radiotherapy against the UK standard 3-week regimen after primary surgery for early breast cancer. Two acute skin toxicity substudies were undertaken to test the safety of the test schedules with respect to early skin reactions. Patients were randomly allocated to 40Gy/15 fractions (F)/3-weeks, 27Gy/5F/1-week or 26Gy/5F/1-week. Acute breast skin reactions were graded using RTOG (first substudy) and CTCAE criteria v4.03 (second substudy) weekly during treatment and for 4weeks after treatment ended. Primary endpoint was the proportion of patients within each treatment group with grade ⩾3 toxicity (RTOG and CTCAE, respectively) at any time from the start of radiotherapy to 4weeks after completion. 190 and 162 patients were recruited. In the first substudy, evaluable patients with grade 3 RTOG toxicity were: 40Gy/15F 6/44 (13.6%); 27Gy/5F 5/51 (9.8%); 26Gy/5F 3/52 (5.8%). In the second substudy, evaluable patients with grade 3 CTCAE toxicity were: 40Gy/15F 0/43; 27Gy/5F 1/41 (2.4%); 26Gy/5F 0/53. Acute breast skin reactions with two 1-week schedules of whole breast radiotherapy under test in FAST-Forward were mild. Copyright © 2016 The Authors. Published by Elsevier Ireland Ltd.. All rights reserved.

Guided-Inquiry Lessons Raise Scores on the Sixth Grade Georgia Science Test

NASA Astrophysics Data System (ADS)

Page, Purlie M.

At the local level, G Middle School has the highest district-wide percentage of 6th grade science students who are not meeting standards. It is imperative that G middle school take corrective action to reduce the number of students failing to meet state science standards. Dewey's theory of conceptual framework, which involves knowledge constructed on a person's personal experience and mind activity through active forms of learning, guided this study. The goal of the study was to determine whether inquiry-based science modules produce greater 6th grade science achievement, as measured by an equivalent instrument of the science section of the Georgia Criterion-Referenced Competency Test, when compared to traditional instruction among eastern Georgia 6th graders. The sample consisted of 230 students in the nonintervention group and 119 students in the intervention group. All students were from intact classes. At the end of the intervention, an independent t test was conducted to analyze the scores. According to the study t test, (t = 12.33, df = 304.56, p < 0.05), the difference between the means was statistically significant. This project's potential impact on social change includes increasing student motivation towards, comprehension of, and interest in science concepts. At the local level, these inquiry lessons can be shared with science teachers across grade levels and within the district to improve county-wide science scores. An increase in student interest and comprehension of science concepts could ultimately lead to the United States producing more students in the fields of science, technology, engineering, and mathematics (STEM) education.

Student achievement in science and mathematics on campuses that have implemented the CSCOPE curriculum model

NASA Astrophysics Data System (ADS)

Wilson, Emily R.

The purpose of this study was to determine whether differences in student achievement exist between school campuses which followed a specific standards-based curriculum model (CSCOPE) and school campuses which followed a non-CSCOPE or traditional curriculum model. One-hundred and sixty CSCOPE curriculum campuses and 160 non-CSCOPE curriculum campuses were used in the study. Achievement data were collected on students in the fifth, eighth, and eleventh grades using the campuses percentage passing on the Texas Assessment of Knowledge and Skills (TAKS) for both science and mathematics. The TAKS is the state-mandated assessment system used to comply with federal testing guidelines. Data for the 2007-2008 school year were used for the elementary level while data from 2006-2007 and 2007-2008 were used for junior high (middle school) and high school levels. Data were analyzed by overall class as well as aggregated by ethnic classifications. Descriptive statistics were used to summarize achievement results and t-tests were utilized to analyze achievement differences between the two curriculum models. Overall fifth grade students in CSCOPE schools outperformed (p < .05) non-CSCOPE counterparts in science and mathematics. Also, fifth grade Hispanic students using CSCOPE curriculum scored higher (p < .05) than those in traditional curricula. Eighth grade students in CSCOPE schools performed better (p < .05) in science than students in non-CSCOPE schools. Finally, eighth grade Hispanic and White subgroups using CSCOPE curriculum outperformed ( p < .05) their ethnic counterparts using traditional curriculum models. The only statistically significant finding at the eleventh grade level was the African-American subgroup in science, but this subgroup had too small of a sample to infer the findings to the population. Thus, the results would tend to support use of the standardized curriculum model (CSCOPE) at lower levels whereas achievement in high school may not be differentially affected by the standardized model.

Using TRAILS to Assess Student Learning: A Step-by-Step Guide

ERIC Educational Resources Information Center

Owen, Patricia L.

2010-01-01

School librarians nationwide seek to produce evidence of the library's impact on student learning and achievement. While classroom teachers demonstrate their impact through the use of standardized test scores including end-of-grade tests and SAT/ACT tests, school librarians have long used informal or in-class assessments to gauge student learning.…

Moving Children, Distorting Data: Changes in Testing of Students with Disabilities in Connecticut from 2000-2013

ERIC Educational Resources Information Center

Cotto, Robert, Jr.

2016-01-01

Connecticut experienced two major changes in testing policy for children with disabilities that played a major role in conclusions about educational progress in the state. First, the No Child Left Behind Act (NCLB) of 2001 required that all students with disabilities participate in grade-level, standardized tests. This movement of students…

Questioning Points and Percentages: Standards-Based Grading (SBG) in Higher Education

ERIC Educational Resources Information Center

Buckmiller, Tom; Peters, Randal; Kruse, Jerrid

2017-01-01

Despite its growing use at the K-12 level, standards-based grading (alignment of grading to course standards) has been comparatively neglected in higher education. College students are often confronted with grading practices that reflect subjective, non-standardized formats incorporating a blend of academic and non-academic components. This case…

Determining Whether Including Student-Generated Drawing before Narrative Writing Increases the Clarity and Description Used by Third-Grade Students

ERIC Educational Resources Information Center

Anderson, Susan M.

2010-01-01

The purpose of this quantitative study was to determine whether asking third grade students in one school district in the Metro Detroit area to draw a picture of a narrative story idea before writing about it would improve the points earned on the Michigan standardized writing assessment (MEAP test). One half, or four out of eight, of the…

Florida Assessments for Instruction in Reading, Aligned to the Language Arts Florida Standards, FAIR-FS, Grades 3 through 12. Technical Manual

ERIC Educational Resources Information Center

Foorman, Barbara R.; Petscher, Yaacov; Schatschneider, Chris

2015-01-01

The FAIR-FS consists of computer-adaptive reading comprehension and oral language screening tasks that provide measures to track growth over time, as well as a Probability of Literacy Success (PLS) linked to grade-level performance (i.e., the 40th percentile) on the reading comprehension subtest of the Stanford Achievement Test (SAT-10) in the…

VDOE :: Standards of Learning (SOL) and Testing

Science.gov Websites

Health History & Social Science Family Life Fine Arts Foreign Language Mathematics Physical Education the end of each grade or course in English, mathematics, science, history/social science and other subjects. SOL tests in reading, writing, mathematics, science and history/social science measure the

The Gender Difference: Validity of Standardized Admission Tests in Predicting MBA Performance.

ERIC Educational Resources Information Center

Hancock, Terence

1999-01-01

Of 120 female and 149 male master of business administration (MBA) students, women performed significantly less well on the Graduate Management Admission Test (GMAT). There were no differences in overall MBA grade point average, indicating no strong correlation between the GMAT and MBA performance. (SK)

49 CFR 234.201 - Location of plans.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 49 Transportation 4 2010-10-01 2010-10-01 false Location of plans. 234.201 Section 234.201..., Inspection, and Testing Maintenance Standards § 234.201 Location of plans. Plans required for proper maintenance and testing shall be kept at each highway-rail grade crossing warning system location. Plans shall...

Understanding Deaf Readers: An Interpretative Phenomenological Analysis

ERIC Educational Resources Information Center

Kelstone, Aaron Weir

2013-01-01

The development of reading skills, beyond a functional level, is difficult for most deaf readers. Standardized testing demonstrates a median 4th grade reading level that remains consistent even after national norming of the Stanford Achievement test on the population of deaf school children. Deaf education continues to generate various educational…

Why Does Behavioral Instruction Work? A Component Analysis of Performance and Motivational Outcomes.

ERIC Educational Resources Information Center

Omelich, Carol L.; Covington, Martin V.

Two fundamental components of behavioral instruction were investigated: the reported testing feature and absolute performance standards. The component analysis was conducted by offering an undergraduate psychology course simultaneously along two dimensions: grading systems and number of study/test cycles. The 425 college student subjects were…

Spectral CT with metal artifacts reduction software for improvement of tumor visibility in the vicinity of gold fiducial markers.

PubMed

Brook, Olga R; Gourtsoyianni, Sofia; Brook, Alexander; Mahadevan, Anand; Wilcox, Carol; Raptopoulos, Vassilios

2012-06-01

To evaluate spectral computed tomography (CT) with metal artifacts reduction software (MARS) for reduction of metal artifacts associated with gold fiducial seeds. Thirteen consecutive patients with 37 fiducial seeds implanted for radiation therapy of abdominal lesions were included in this HIPAA-compliant, institutional review board-approved prospective study. Six patients were women (46%) and seven were men (54%). The mean age was 61.1 years (median, 58 years; range, 29-78 years). Spectral imaging was used for arterial phase CT. Images were reconstructed with and without MARS in axial, coronal, and sagittal planes. Two radiologists independently reviewed reconstructions and selected the best image, graded the visibility of the tumor, and assessed the amount of artifacts in all planes. A linear-weighted κ statistic and Wilcoxon signed-rank test were used to assess interobserver variability. Histogram analysis with the Kolmogorov-Smirnov test was used for objective evaluation of artifacts reduction. Fiducial seeds were placed in pancreas (n = 5), liver (n = 7), periportal lymph nodes (n = 1), and gallbladder bed (n = 1). MARS-reconstructed images received a better grade than those with standard reconstruction in 60% and 65% of patients by the first and second radiologist, respectively. Tumor visibility was graded higher with standard versus MARS reconstruction (grade, 3.7 ± 1.0 vs 2.8 ± 1.1; P = .001). Reduction of blooming was noted on MARS-reconstructed images (P = .01). Amount of artifacts, for both any and near field, was significantly smaller on sagittal and coronal MARS-reconstructed images than on standard reconstructions (P < .001 for all comparisons). Far-field artifacts were more prominent on axial MARS-reconstructed images than on standard reconstructions (P < .01). Linear-weighted κ statistic showed moderate to perfect agreement between radiologists. CT number distribution was narrower with MARS than with standard reconstruction in 35 of 37 patients (P < .001). Spectral CT with use of MARS improved tumor visibility in the vicinity of gold fiducial seeds.

Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies

NASA Astrophysics Data System (ADS)

Burns, Dana

Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting. The purpose of this study was to investigate differences in standardized test scores from the Biology End of Course exam when at-risk students completed the course using three different educational models: online format, blended learning, and traditional face-to-face learning. Data was collected from over 1,000 students over a five year time period. Correlation analyzed data from standardized tests scores of eighth grade students was used to define students as "at-risk" for failing high school courses. The results indicated a high correlation between eighth grade standardized test scores and Biology End of Course exam scores. These students were deemed "at-risk" for failing high school courses. Standardized test scores were measured for the at-risk students when those students completed Biology in the different models of learning. Results indicated significant differences existed among the learning models. Students had the highest test scores when completing Biology in the traditional face-to-face model. Further evaluation of subgroup populations indicated statistical differences in learning models for African-American populations, female students, and for male students.

7 CFR 810.804 - Grades and grade requirements for mixed grain.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 7 2014-01-01 2014-01-01 false Grades and grade requirements for mixed grain. 810.804... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Mixed Grain Grades and Grade Requirements § 810.804 Grades and grade requirements for mixed grain. (a) U.S. Mixed Grain (grade). Mixed grain...

7 CFR 810.804 - Grades and grade requirements for mixed grain.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 7 2010-01-01 2010-01-01 false Grades and grade requirements for mixed grain. 810.804... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Mixed Grain Grades and Grade Requirements § 810.804 Grades and grade requirements for mixed grain. (a) U.S. Mixed Grain (grade). Mixed grain...

7 CFR 810.804 - Grades and grade requirements for mixed grain.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 7 2012-01-01 2012-01-01 false Grades and grade requirements for mixed grain. 810.804... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Mixed Grain Grades and Grade Requirements § 810.804 Grades and grade requirements for mixed grain. (a) U.S. Mixed Grain (grade). Mixed grain...

7 CFR 810.804 - Grades and grade requirements for mixed grain.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 7 2013-01-01 2013-01-01 false Grades and grade requirements for mixed grain. 810.804... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Mixed Grain Grades and Grade Requirements § 810.804 Grades and grade requirements for mixed grain. (a) U.S. Mixed Grain (grade). Mixed grain...

7 CFR 810.804 - Grades and grade requirements for mixed grain.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 7 2011-01-01 2011-01-01 false Grades and grade requirements for mixed grain. 810.804... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Mixed Grain Grades and Grade Requirements § 810.804 Grades and grade requirements for mixed grain. (a) U.S. Mixed Grain (grade). Mixed grain...

Parental Influence on Academic Achievement among the Primary School Students in Trinidad

ERIC Educational Resources Information Center

Johnson, Emmanuel Janagan; Descartes, Christine H.

2017-01-01

The present study examined the level of parental influence on academic achievement in primary school students who prepare for the National-level test at standard five (grade 6), Secondary Entrance Examinations in Trinidad. A sample of 128 students studying standard five from primary schools was randomly selected. The data were analysed using SPSS.…

Standardization of the Gordon Primary Measures of Music Audiation in Greece

ERIC Educational Resources Information Center

Stamou, Lelouda; Schmidt, Charles P.; Humphreys, Jere T.

2010-01-01

The purpose of this study was to standardize the Primary Measures of Music Audiation in Greece ( N = 1,188). Split-halves reliability was acceptable across grade levels (K through 3) for the Tonal and Rhythm subtests, but test-retest reliability was generally unacceptable, especially for the Rhythm subtest. Concurrent validity was mixed, with…

Fostering Relationships: An Analysis of a School-Based Mentoring Program for Upper Elementary Students

ERIC Educational Resources Information Center

Hobaugh, Gregory Alan

2013-01-01

Today's students are facing higher academic and social standards than ever before in the history of education in the United States of America. Under federal legislation, No Child Left Behind (NCLB) states are required to administer standardized tests to students in grades three through eight to measure Language Arts and Mathematics competency.…

NAEP Scores Put Spotlight on Standards: Flat Math Results Also Spur Calls for Teaching Reforms

ERIC Educational Resources Information Center

Cavanagh, Sean

2009-01-01

Fourth grade math scores stagnated for the first time in two decades on a prominent nationwide test, prompting calls for new efforts to improve teacher content knowledge and stirring discussion of the potential benefits of setting more-uniform academic standards across states. The results on the National Assessment of Educational Progress,…

Guide to International Academic Standards for Athletics Eligibility for Students Entering Fall 2007

ERIC Educational Resources Information Center

Mills, Lisa; Nguyen, Binh; Auten, Lisa

2007-01-01

The "NCAA Guide to International Academic Standards for Athletics Eligibility" provides specific criteria to be used as a guide in reviewing the initial eligibility (graduation, core curriculum, grade-point average and ACT/SAT test scores) of students who have completed any portion of their secondary education in a non-United States…

Working within the System: The Effects of Standardized Testing on Education Outreach and Community Writing

ERIC Educational Resources Information Center

Parfitt, Elizabeth; Shane, Stephen

2016-01-01

This snapshot describes and reflects upon two case studies of community writing projects between Emerson College and Boston Public Schools. Emerson College students were asked to tutor 10th grade BPS students for the English Language Arts portion of the state standardized assessment. Through both quantitative results and qualitative reflection,…

Dual Standards of School Performance and Funding? Empirical Searches of School Funding Adequacy in Kentucky and Maine

ERIC Educational Resources Information Center

Lee, Jaekyung

2010-01-01

This study examines potential consequences of the discrepancies between national and state performance standards for school funding in Kentucky and Maine. Applying the successful schools observation method and cost function analysis method to integrated data-sets that match schools' eight-grade mathematics test performance measures to district…

Brain-Based Reading Model for Students Who Struggle with Reading

ERIC Educational Resources Information Center

Cowan, Wanda

2009-01-01

Despite educational reforms to increase standards, many American children fail to read at levels that will enable them to compete in higher education and in the global economy. Standardized testing has reported a gradual decline in the reading scores of local second grade elementary students. The purpose of this project study was to create a…

A diagnostic algorithm to optimize data collection and interpretation of Ripple Maps in atrial tachycardias.

PubMed

Koa-Wing, Michael; Nakagawa, Hiroshi; Luther, Vishal; Jamil-Copley, Shahnaz; Linton, Nick; Sandler, Belinda; Qureshi, Norman; Peters, Nicholas S; Davies, D Wyn; Francis, Darrel P; Jackman, Warren; Kanagaratnam, Prapa

2015-11-15

Ripple Mapping (RM) is designed to overcome the limitations of existing isochronal 3D mapping systems by representing the intracardiac electrogram as a dynamic bar on a surface bipolar voltage map that changes in height according to the electrogram voltage-time relationship, relative to a fiduciary point. We tested the hypothesis that standard approaches to atrial tachycardia CARTO™ activation maps were inadequate for RM creation and interpretation. From the results, we aimed to develop an algorithm to optimize RMs for future prospective testing on a clinical RM platform. CARTO-XP™ activation maps from atrial tachycardia ablations were reviewed by two blinded assessors on an off-line RM workstation. Ripple Maps were graded according to a diagnostic confidence scale (Grade I - high confidence with clear pattern of activation through to Grade IV - non-diagnostic). The RM-based diagnoses were corroborated against the clinical diagnoses. 43 RMs from 14 patients were classified as Grade I (5 [11.5%]); Grade II (17 [39.5%]); Grade III (9 [21%]) and Grade IV (12 [28%]). Causes of low gradings/errors included the following: insufficient chamber point density; window-of-interest<100% of cycle length (CL); <95% tachycardia CL mapped; variability of CL and/or unstable fiducial reference marker; and suboptimal bar height and scar settings. A data collection and map interpretation algorithm has been developed to optimize Ripple Maps in atrial tachycardias. This algorithm requires prospective testing on a real-time clinical platform. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Relationship between Health Education on Mathematics Standardized Testing Performance and Academic Indicators for 11th Grade Students

ERIC Educational Resources Information Center

Keosybounheuang, Sunnin Bree

2017-01-01

High stakes testing is an increasingly powerful force in education with curricular decisions as one of the many factors influenced by this trend. A large number of districts and school leaders feel an increase in curriculum time for tested areas is the answer to America's academic shortcomings. The increase in instructional time for tested areas,…

Effects of Tube Processing on the Fatigue Life of Nitinol

NASA Astrophysics Data System (ADS)

Adler, Paul; Frei, Rudolf; Kimiecik, Michael; Briant, Paul; James, Brad; Liu, Chuan

2018-03-01

Nitinol tubes were manufactured from Standard Grade VIM-VAR ingots using Tube Manufacturing method "TM-1." Diamond-shaped samples were laser cut, shape set, then fatigued at 37 °C to 107 cycles. The 50, 5, and 1% probabilities of fracture were calculated as a function of number of cycles to fracture and compared with probabilities determined for fatigue data published by Robertson et al. (J Mech Behav Biomater 51:119-131, 2015). Robertson tested similar diamonds made from the same standard grade of Nitinol as in the current study, two other standard grades of Nitinol, and two high-purity grades of Nitinol expressly designed to improve fatigue life. Robertson's tubes were manufactured using Tube Manufacturing method "TM-2." Fatigue performance of TM-1 and TM-2 diamonds were compared: At 107 cycles, strain amplitudes corresponding to the three probabilities of fracture of the TM-1 diamonds were 2-3 times those of the TM-2 diamonds made from the same grade of Nitinol, and comparable to TM-2 diamonds made from the higher-purity materials. This difference is likely a result of the differences in tube manufacturing techniques and effects on resulting microstructures. Microstructural analyses of samples revealed a correlation between the median probability of fracture and median inclusion diameter that follows an inverse power-law function of the form y ≈ x -1.

Social Perception in Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Axelrod, Lee

1982-01-01

Nonverbal social perception in 54 learning disabled adolescents was investigated using standardized tests of social intelligence and nonverbal communication. LD adolescents (grades 8 and 9) were significantly lower in nonverbal social perception skill than controls. (Author/CL)

The comparison of high and standard definition computed tomography techniques regarding coronary artery imaging.

PubMed

Aykut, Aktas; Bumin, Degirmenci; Omer, Yilmaz; Mustafa, Kayan; Meltem, Cetin; Orhan, Celik; Nisa, Unlu; Hikmet, Orhan; Hakan, Demirtas; Mert, Koroglu

2015-09-01

The aim was to compare coronary high-definition CT (HDCT) with standard-definition CT (SDCT) angiography as to radiation dose, image quality and accuracy. 28 patients with history of coronary artery disease scanned by HDCT (Discovery CT750 HD) and SDCT (Somatom Definition AS). The scan modes were both axial prospective ECG-triggered. The vessel diameters and vessel attenuation values of totally 280 measurements from 140 coronary arteries were analyzed by two experienced radiologists. All data was analyzed by intraclass correlation test. Image quality graded by motion and stair step artifacts (grade 1, poor, to grade 4, excellent), accuracy of vessel inner and outer diameters were compared between the two CT units using the independent samples t-test and Mann-Whitney U test. The intraclass correlation coefficient (ICC) of measured vessel attenuation values in SDCT between the two radiologists was exceedingly good. The ICC was higher in HDCT. The radiation dose of HDCT was higher than that of SDCT. The mean tube current was 180 (mA) in HDCT and 147(mA) in SDCT with the same tube voltage (kVp). There was no significant difference between image quality. HDCT has a higher radiation dose but has much more atenuation and the spatial resolution which improve measurement accuracy for imaging coronary arteries.

The Impact of Early Exposure of Eighth Grade Math Standards on End of Grade Assessments

ERIC Educational Resources Information Center

Robertson, Tonjai E.

2016-01-01

The purpose of this study was to examine the Cumberland County Schools district-wide issue surrounding the disproportional performance of eighth grade Math I students' proficiency scores on standardized end-of-grade and end-of-course assessments. The study focused on the impact of the school district incorporating eighth grade math standards in…

Effects of Long Term Thermal Exposure on Chemically Pure (CP) Titanium Grade 2 Room Temperature Tensile Properties and Microstructure

NASA Technical Reports Server (NTRS)

Ellis, David L.

2007-01-01

Room temperature tensile testing of Chemically Pure (CP) Titanium Grade 2 was conducted for as-received commercially produced sheet and following thermal exposure at 550 and 650 K for times up to 5,000 h. No significant changes in microstructure or failure mechanism were observed. A statistical analysis of the data was performed. Small statistical differences were found, but all properties were well above minimum values for CP Ti Grade 2 as defined by ASTM standards and likely would fall within normal variation of the material.

Grading for Understanding--Standards-Based Grading

ERIC Educational Resources Information Center

Zimmerman, Todd

2017-01-01

Standards-based grading (SBG), sometimes called learning objectives-based assessment (LOBA), is an assessment model that relies on students demonstrating mastery of learning objectives (sometimes referred to as standards). The goal of this grading system is to focus students on mastering learning objectives rather than on accumulating points. I…

Contracting for Statewide Student Achievement Tests: A Review. Department of Public Instruction 98-4.

ERIC Educational Resources Information Center

Wisconsin State Legislative Audit Bureau, Madison.

The Wisconsin legislature has required the Department of Public Instruction to adopt or approve standardized tests for statewide use to measure student attainment of knowledge and concepts in grades 4, 8, and 10. Although school districts generally gave high ratings to the contents of TerraNova (McGraw Hill), the testing instrument most recently…

Intelligence of Mexican American Children: A Field Study Comparing Neo-Piagetian and Traditional Capacity and Achievement Measures.

ERIC Educational Resources Information Center

de Avila, Edward A.; Havassy, Barbara

Approximately 1,225 Mexican American and Anglo American children in grades 1-6 (ages 6-14) from California, Colorado, New Mexico, and Texas were tested using school achievement and IQ standardized tests and four Piagetian-derived measures (Cartoon Conservation Scales, Water Level Task, Figural Intersection Test, and Serial Task). The field study's…

Idaho Percentile Results for the 2015 and 2016 ISAT (SBAC) English Language Arts and Mathematics Tests in Grades 3-8 and 10

ERIC Educational Resources Information Center

Stoneberg, Bert D.

2016-01-01

Idaho uses the English Language Arts and Mathematics tests from the Smarter Balanced Assessment Consortium (SBAC) for the Idaho Standard Achievement Tests (ISAT). ISAT results have been have been reported almost exclusively as "percent proficient" statistics (i.e., the percentage of Idaho students who performed at the "A" level…

Idaho Percentile Results for the SBAC English Language Arts and Mathematics Tests, 2015-2017, Grades 3-8 and 10

ERIC Educational Resources Information Center

Stoneberg, Bert D.

2018-01-01

Idaho uses the English Language Arts and Mathematics tests from the Smarter Balanced Assessment Consortium (SBAC) for the Idaho Standard Achievement Tests. ISAT results have been reported almost exclusively as "percent proficient or above" statistics (i.e., the percentage of Idaho students who performed at the "A" level). This…

Assessing Diagnostic Tests II: Grading on a Curve.

PubMed

Jupiter, Daniel C

2015-01-01

In this Investigators' Corner, I continue discussing how to introduce and assess new diagnostic tests to replace older tests that are considered gold standards. Specifically, I talk about how to assess a "family" of diagnostics, and how to choose an optimal "family member." Copyright © 2015 American College of Foot and Ankle Surgeons. Published by Elsevier Inc. All rights reserved.

Flexner 3.0-Democratization of Medical Knowledge for the 21st Century: Teaching Medical Science Using K-12 General Pathology as a Gateway Course.

PubMed

Weinstein, Ronald S; Krupinski, Elizabeth A; Weinstein, John B; Graham, Anna R; Barker, Gail P; Erps, Kristine A; Holtrust, Angelette L; Holcomb, Michael J

2016-01-01

A medical school general pathology course has been reformatted into a K-12 general pathology course. This new course has been implemented at a series of 7 to 12 grade levels and the student outcomes compared. Typically, topics covered mirrored those in a medical school general pathology course serving as an introduction to the mechanisms of diseases. Assessment of student performance was based on their score on a multiple-choice final examination modeled after an examination given to medical students. Two Tucson area schools, in a charter school network, participated in the study. Statistical analysis of examination performances showed that there were no significant differences as a function of school ( F = 0.258, P = .6128), with students at school A having an average test scores of 87.03 (standard deviation = 8.99) and school B 86.00 (standard deviation = 8.18; F = 0.258, P = .6128). Analysis of variance was also conducted on the test scores as a function of gender and class grade. There were no significant differences as a function of gender ( F = 0.608, P = .4382), with females having an average score of 87.18 (standard deviation = 7.24) and males 85.61 (standard deviation = 9.85). There were also no significant differences as a function of grade level ( F = 0.627, P = .6003), with 7th graders having an average of 85.10 (standard deviation = 8.90), 8th graders 86.00 (standard deviation = 9.95), 9th graders 89.67 (standard deviation = 5.52), and 12th graders 86.90 (standard deviation = 7.52). The results demonstrated that middle and upper school students performed equally well in K-12 general pathology. Student course evaluations showed that the course met the student's expectations. One class voted K-12 general pathology their "elective course-of-the-year."

Flexner 3.0—Democratization of Medical Knowledge for the 21st Century

PubMed Central

Krupinski, Elizabeth A.; Weinstein, John B.; Graham, Anna R.; Barker, Gail P.; Erps, Kristine A.; Holtrust, Angelette L.; Holcomb, Michael J.

2016-01-01

A medical school general pathology course has been reformatted into a K-12 general pathology course. This new course has been implemented at a series of 7 to 12 grade levels and the student outcomes compared. Typically, topics covered mirrored those in a medical school general pathology course serving as an introduction to the mechanisms of diseases. Assessment of student performance was based on their score on a multiple-choice final examination modeled after an examination given to medical students. Two Tucson area schools, in a charter school network, participated in the study. Statistical analysis of examination performances showed that there were no significant differences as a function of school (F = 0.258, P = .6128), with students at school A having an average test scores of 87.03 (standard deviation = 8.99) and school B 86.00 (standard deviation = 8.18; F = 0.258, P = .6128). Analysis of variance was also conducted on the test scores as a function of gender and class grade. There were no significant differences as a function of gender (F = 0.608, P = .4382), with females having an average score of 87.18 (standard deviation = 7.24) and males 85.61 (standard deviation = 9.85). There were also no significant differences as a function of grade level (F = 0.627, P = .6003), with 7th graders having an average of 85.10 (standard deviation = 8.90), 8th graders 86.00 (standard deviation = 9.95), 9th graders 89.67 (standard deviation = 5.52), and 12th graders 86.90 (standard deviation = 7.52). The results demonstrated that middle and upper school students performed equally well in K-12 general pathology. Student course evaluations showed that the course met the student’s expectations. One class voted K-12 general pathology their “elective course-of-the-year.” PMID:28725762

Controlling the judge variable in grading essay-type items: an application of Rasch analyses to the recruitment exam for Korean public school teachers.

PubMed

Chae, S

1998-01-01

The purpose of this paper is to show how the Rasch measurement model can be used to control the effects of judge variable on the grading of essay-type items in the recruitment test for Korean teachers. Special attention is given to two aspects of judges' involvement in the grading. One is to identify a way to minimize the variation of grading due to judge severity. The other concern is to figure out a way to reduce the number of judges without threatening objectivity of ability estimates. Results from the FACETS analyses tell us not only how much grading standards vary among judges and how to adjust them but also it produces comparably reliable ability estimates with fewer judges.

Neuropsychological outcome in patients with childhood craniopharyngioma and hypothalamic involvement.

PubMed

Özyurt, Jale; Thiel, Christiane M; Lorenzen, Anna; Gebhardt, Ursel; Calaminus, Gabriele; Warmuth-Metz, Monika; Müller, Hermann L

2014-04-01

To test memory performance and executive functions in patients with childhood craniopharyngioma and hypothalamic involvement. Using standardized neuropsychological tests, we compared cognitive performance in a group of 15 patients with childhood craniopharyngioma and known hypothalamic involvement and a group of 24 age- and intelligence-matched control subjects. In addition, we compared individual patients' results with normative data to detect abnormal performance in the clinically relevant range. Within the patient group, we further tested whether the grade of hypothalamic involvement had an impact on cognitive performance and quality of life. Relative to healthy controls, the patients demonstrated significantly lower performance scores in tests of memory and executive functioning. On the individual performance level, delayed recall performance was severely impaired in one-third of the patients. Compared with patients with low-grade hypothalamic involvement, those with high-grade hypothalamic involvement showed worse performance in executive functions and reduced functional capabilities for daily life actions, indicating lower quality of life. Our findings demonstrate that hypothalamic involvement is related to impairments in memory and executive functioning in patients with childhood craniopharyngioma and indicate that a high grade of hypothalamic involvement is related to worse outcomes. Copyright © 2014 Mosby, Inc. All rights reserved.

College Planning: The Savvy Parent's Guide

ERIC Educational Resources Information Center

Berger, Sandra

2008-01-01

Because college admission has become much more competitive, parents and students need to know that excellent grades and test scores may not be enough to gain placement, especially in highly selective schools. Keep in mind that there are more than 25,000 class valedictorians every year, most with nearly perfect standardized test scores. Also, the…

Effects of Vigorous Intensity Physical Activity on Mathematics Test Performance

ERIC Educational Resources Information Center

Phillips, David S.; Hannon, James C.; Castelli, Darla M.

2015-01-01

The effect of an acute bout of physical activity on academic performance in school-based settings is under researched. The purpose of this study was to examine associations between a single, vigorous (70-85%) bout of physical activity completed during physical education on standardized mathematics test performance among 72, eighth grade students…

The High-Stakes Effects of "Low-Stakes" Testing

ERIC Educational Resources Information Center

Papay, John P.; Murnane, Richard J.; Willett, John B.

2011-01-01

In this paper, the authors examine how information that students receive about their academic performance affects their decisions to enroll in post-secondary education. In particular, they look at one specific piece of data--student performance on the state standardized mathematics test in grades 8 and 10 in Massachusetts. One key feature of such…

Resitting or Compensating a Failed Examination: Does It Affect Subsequent Results?

ERIC Educational Resources Information Center

Arnold, Ivo

2017-01-01

Institutions of higher education commonly employ a conjunctive standard setting strategy, which requires students to resit failed examinations until they pass all tests. An alternative strategy allows students to compensate a failing grade with other test results. This paper uses regression discontinuity design to compare the effect of first-year…

Sex Differences in Prereading Skills in Beginning Kindergarten.

ERIC Educational Resources Information Center

Scheuneman, Janice; Mitchell, Blythe C.

Data collected during the standardization of the 1976 Metropolitan Readiness Tests (MRT) were examined to provide information on sex differences in prereading skills. The MRT are designed for administration either at the beginning of kindergarten or between kindergarten and first grade. Performance on the six subtests and the total test on both…

Physical Education and Its Effect on Elementary Testing Results

ERIC Educational Resources Information Center

Tremarche, Pamela V.; Robinson, Ellyn M.; Graham, Louise B.

2007-01-01

This study was designed to determine the impact of increased quality Physical Education time on Massachusetts Comprehensive Assessment System (MCAS) standardized scores. The MCAS test was given to 311 fourth-grade students in two Southeastern communities in Massachusetts, within a two-month period in April and May of 2001. The participants were…

What's in a Name? Maybe, a Student's Grade!

ERIC Educational Resources Information Center

Vail, Kathleen

2005-01-01

In this article, the author focuses on how names affect children's performance on tests and cites the study of a University of Florida researcher regarding teacher's expectations for children. Economics professor David Figlio says children with unique or unusual sounding names do worse on standardized tests than their siblings who have more…

7 CFR 868.102 - Procedures for establishing and revising grade standards.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 7 2012-01-01 2012-01-01 false Procedures for establishing and revising grade....102 Procedures for establishing and revising grade standards. (a) GIPSA will develop, revise, suspend, or terminate grade standards if it determines that such action is in the public interest. GIPSA...

7 CFR 868.102 - Procedures for establishing and revising grade standards.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 7 2013-01-01 2013-01-01 false Procedures for establishing and revising grade....102 Procedures for establishing and revising grade standards. (a) GIPSA will develop, revise, suspend, or terminate grade standards if it determines that such action is in the public interest. GIPSA...

7 CFR 868.102 - Procedures for establishing and revising grade standards.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 7 2010-01-01 2010-01-01 false Procedures for establishing and revising grade....102 Procedures for establishing and revising grade standards. (a) GIPSA will develop, revise, suspend, or terminate grade standards if it determines that such action is in the public interest. GIPSA...

7 CFR 868.102 - Procedures for establishing and revising grade standards.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 7 2014-01-01 2014-01-01 false Procedures for establishing and revising grade....102 Procedures for establishing and revising grade standards. (a) GIPSA will develop, revise, suspend, or terminate grade standards if it determines that such action is in the public interest. GIPSA...

7 CFR 868.102 - Procedures for establishing and revising grade standards.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 7 2011-01-01 2011-01-01 false Procedures for establishing and revising grade....102 Procedures for establishing and revising grade standards. (a) GIPSA will develop, revise, suspend, or terminate grade standards if it determines that such action is in the public interest. GIPSA...

7 CFR 51.598 - U.S. Grade B.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false U.S. Grade B. 51.598 Section 51.598 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing..., CERTIFICATION, AND STANDARDS) United States Consumer Standards for Celery Stalks Grades § 51.598 U.S. Grade B. U...

7 CFR 51.598 - U.S. Grade B.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false U.S. Grade B. 51.598 Section 51.598 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing..., CERTIFICATION, AND STANDARDS) United States Consumer Standards for Celery Stalks Grades § 51.598 U.S. Grade B. U...

Hardwood log grades and lumber grade yields for factory lumber logs

Treesearch

Leland F. Hanks; Glenn L. Gammon; Robert L. Brisbin; Everette D. Rast

1980-01-01

The USDA Forest Service Standard Grades for Hardwood Factory Lumber Logs are described, and lumber grade yields for 16 species and 2 species groups are presented by log grade and log diameter. The grades enable foresters, log buyers, and log sellers to select and grade those log suitable for conversion into standard factory grade lumber. By using the apropriate lumber...

Schooling as a Lottery: Racial Differences in School Advancement in Urban South Africa†

PubMed Central

Lam, David; Ardington, Cally; Leibbrandt, Murray

2010-01-01

This paper analyzes the large racial differences in progress through secondary school in South Africa. Using recently collected longitudinal data we find that grade advancement is strongly associated with scores on a baseline literacy and numeracy test. In grades 8-11 the effect of these scores on grade progression is much stronger for white and coloured students than for African students, while there is no racial difference in the impact of the scores on passing the nationally standardized grade 12 matriculation exam. We develop a stochastic model of grade repetition that generates predictions consistent with these results. The model predicts that a larger stochastic component in the link between learning and measured performance will generate higher enrollment, higher failure rates, and a weaker link between ability and grade progression. The results suggest that grade progression in African schools is poorly linked to actual ability and learning. The results point to the importance of considering the stochastic component of grade repetition in analyzing school systems with high failure rates. PMID:21499515

The Relationship between the Rigor of a State's Proficiency Standard and Student Achievement in the State

ERIC Educational Resources Information Center

Stoneberg, Bert D.

2015-01-01

The National Center of Education Statistics conducted a mapping study that equated the percentage proficient or above on each state's NCLB reading and mathematics tests in grades 4 and 8 to the NAEP scale. Each "NAEP equivalent score" was labeled according to NAEP's achievement levels and used to compare state proficiency standards and…

Examining the Impact of Art-Based Anchor Charts on Academic Achievement in Language Arts

ERIC Educational Resources Information Center

Fontanez, Kimberly

2017-01-01

The students at 2 middle schools in County SD, NHMS and WMS are not scoring on or above grade level on the information text portion of the English Language Arts (ELA) standardized SC Palmetto Assessment of State Standards (SCPASS) test given annually in South Carolina. The teachers developed and implemented art-based anchor charts to help close…

The Impact of Problem-Based Learning with Computer Simulation on Middle Level Educators' Instructional Practices and Understanding of the Nature of Middle Level Learners

ERIC Educational Resources Information Center

Huelskamp, Lisa M.

2009-01-01

The need for effective teachers is growing while national and state standards are putting ever-increasing demands on teachers and raising expectations for student achievement. Low science and mathematics standardized test scores, particularly in the middle grades, reflect unprepared adolescents, perhaps because of ineffective teaching strategies…

Ecological and personal predictors of science achievement in an urban center

NASA Astrophysics Data System (ADS)

Guidubaldi, John Michael

This study sought to examine selected personal and environmental factors that predict urban students' achievement test scores on the science subject area of the Ohio standardized test. Variables examined were in the general categories of teacher/classroom, student, and parent/home. It assumed that these clusters might add independent variance to a best predictor model, and that discovering relative strength of different predictors might lead to better selection of intervention strategies to improve student performance. This study was conducted in an urban school district and was comprised of teachers and students enrolled in ninth grade science in three of this district's high schools. Consenting teachers (9), students (196), and parents (196) received written surveys with questions designed to examine the predictive power of each variable cluster. Regression analyses were used to determine which factors best correlate with student scores and classroom science grades. Selected factors were then compiled into a best predictive model, predicting success on standardized science tests. Students t tests of gender and racial subgroups confirmed that there were racial differences in OPT scores, and both gender and racial differences in science grades. Additional examinations were therefore conducted for all 12 variables to determine whether gender and race had an impact on the strength of individual variable predictions and on the final best predictor model. Of the 15 original OPT and cluster variable hypotheses, eight showed significant positive relationships that occurred in the expected direction. However, when more broadly based end-of-the-year science class grade was used as a criterion, 13 of the 15 hypotheses showed significant relationships in the expected direction. With both criteria, significant gender and racial differences were observed in the strength of individual predictors and in the composition of best predictor models.

7 CFR 51.1578 - Off-Grade potatoes.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Off-Grade potatoes. 51.1578 Section 51.1578... STANDARDS) United States Consumer Standards for Potatoes Off-Grade § 51.1578 Off-Grade potatoes. Potatoes which fail to meet the requirements of any of the foregoing grades shall be Off-Grade potatoes...

7 CFR 51.304 - Combination grades.

Code of Federal Regulations, 2014 CFR

2014-01-01

..., CERTIFICATION, AND STANDARDS) United States Standards for Grades of Apples Grades § 51.304 Combination grades...) Combinations other than these are not permitted in connection with the U.S. apple grades. When Combination grades are packed, at least 50 percent of the apples in any lot shall meet the requirements of the higher...

7 CFR 51.304 - Combination grades.

Code of Federal Regulations, 2013 CFR

2013-01-01

..., CERTIFICATION, AND STANDARDS) United States Standards for Grades of Apples Grades § 51.304 Combination grades...) Combinations other than these are not permitted in connection with the U.S. apple grades. When Combination grades are packed, at least 50 percent of the apples in any lot shall meet the requirements of the higher...

7 CFR 51.1905 - Off-Grade tomatoes.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Off-Grade tomatoes. 51.1905 Section 51.1905... STANDARDS) United States Consumer Standards for Fresh Tomatoes Off-Grade § 51.1905 Off-Grade tomatoes. Tomatoes which fail to meet the requirements of either of the foregoing grades shall be Off-Grade tomatoes...

7 CFR 51.1578 - Off-Grade potatoes.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Off-Grade potatoes. 51.1578 Section 51.1578... STANDARDS) United States Consumer Standards for Potatoes Off-Grade § 51.1578 Off-Grade potatoes. Potatoes which fail to meet the requirements of any of the foregoing grades shall be Off-Grade potatoes...

7 CFR 51.1578 - Off-Grade potatoes.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Off-Grade potatoes. 51.1578 Section 51.1578... STANDARDS) United States Consumer Standards for Potatoes Off-Grade § 51.1578 Off-Grade potatoes. Potatoes which fail to meet the requirements of any of the foregoing grades shall be Off-Grade potatoes...

Association Between Prenatal Valproate Exposure and Performance on Standardized Language and Mathematics Tests in School-aged Children.

PubMed

Elkjær, Lars Skou; Bech, Bodil Hammer; Sun, Yuelian; Laursen, Thomas Munk; Christensen, Jakob

2018-02-19

Valproate sodium is used for the treatment of epilepsy and other neuropsychiatric disorders in women of childbearing potential. However, there are concerns about impaired cognitive development in children who have been exposed to valproate during pregnancy. To estimate the association between long-term school performance and prenatal exposure to valproate and a number of other antiepileptic drugs (AEDs). In a prospective, population-based cohort study conducted from August 1, 2015, to May 31, 2017, data used in the study were provided by Statistics Denmark on April 15, 2016. All children born alive in Denmark between 1997 and 2006 (n = 656 496) were identified. From this cohort, children who did not participate in the national tests, with presumed coding errors in gestational age and children missing information on their mother's educational level or household income were excluded (n = 177 469) leaving 479 027 children for the analyses. Children were identified and linked across national registers that had information on exposure, covariates, and outcome. The primary outcome was performance in national tests, an academic test taken by students in Danish primary and lower secondary state schools. We assessed performance in Danish and mathematics at different grades among valproate-exposed children and compared their performance with that of unexposed children and children exposed to another AED (lamotrigine). Test scores were standardized to z scores and adjusted for risk factors. Difference in standardized z scores in Danish and mathematics tests among valproate-exposed children compared with unexposed and lamotrigine-exposed children. Of the 656 496 children identified, 479 027 children who participated in the national tests were evaluated, including children exposed to the following AEDs in monotherapy: valproate, 253; phenobarbital, 86; oxcarbazepine, 236; lamotrigine, 396; clonazepam, 188; and carbamazepine, 294. The mean (SD) age of the 244 095 children completing the sixth-grade Danish test was 12.9 (0.39) years; 122 774 (50.3%; 95% CI, 50.1% to 50.5%) were boys and 121 321 (49.7%; 95% CI, 49.5% to 49.9%) were girls. Valproate-exposed children scored worse on the sixth-grade Danish tests (adjusted difference, -0.27 SD; 95% CI, -0.42 to -0.12) and sixth-grade mathematics tests (adjusted difference, -0.33 SD; (95% CI, -0.47 to -0.19) compared with unexposed children and children exposed to lamotrigine (adjusted difference, -0.33 SD; 95% CI, -0.60 to -0.06). Also, children exposed to clonazepam scored worse in the sixth-grade Danish tests (adjusted difference, -0.07 SD; 95% CI, -0.12 to -0.02). Carbamazepine, lamotrigine, phenobarbital, and oxcarbazepine were not linked to poor school performance compared with unexposed children. Maternal use of valproate was associated with a significant decrease in school performance in offspring compared with children unexposed to AEDs and children exposed to lamotrigine. Findings of this study further caution against the use of valproate among women of childbearing potential.

The Benefits of Standards-Based Grading: A Critical Evaluation of Modern Grading Practices

ERIC Educational Resources Information Center

Iamarino, Danielle L.

2014-01-01

This paper explores the methodology and application of an assessment philosophy known as standards-based grading, via a critical comparison of standards-based grading to other assessment philosophies commonly employed at the elementary, secondary, and post-secondary levels of education. Evidenced by examples of increased student engagement and…

7 CFR 51.1177 - U.S. Grade A Juice.

Code of Federal Regulations, 2010 CFR

2010-01-01

... STANDARDS) United States Standards for Grades of Florida Oranges and Tangelos Standards for Internal Quality... 7 Agriculture 2 2010-01-01 2010-01-01 false U.S. Grade A Juice. 51.1177 Section 51.1177 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards...

Easy as 1, 2, 3: Exploring the Implementation of Standards-Based Grading in Wake County Elementary Schools

ERIC Educational Resources Information Center

Paeplow, Colleen Graham

2011-01-01

Wake County Public School System's (WCPSS) 102 elementary schools have implemented standards-based grading. This grading practice is aligned with North Carolina's Student Accountability Standards and the WCPSS Promotion/Intervention policy. Standards-based report cards were designed to reflect student mastery of state standards and provide an…

Cost Comparison of Fundamentals of Laparoscopic Surgery Training Completed With Standard Fundamentals of Laparoscopic Surgery Equipment versus Low-Cost Equipment.

PubMed

Franklin, Brenton R; Placek, Sarah B; Wagner, Mercy D; Haviland, Sarah M; O'Donnell, Mary T; Ritter, E Matthew

Training for the Fundamentals of Laparoscopic Surgery (FLS) skills test can be expensive. Previous work demonstrated that training on an ergonomically different, low-cost platform does not affect FLS skills test outcomes. This study compares the average training cost with standard FLS equipment and medical-grade consumables versus training on a lower cost platform with non-medical-grade consumables. Subjects were prospectively randomized to either the standard FLS training platform (n = 19) with medical-grade consumables (S-FLS), or the low-cost platform (n = 20) with training-grade products (LC-FLS). Both groups trained to proficiency using previously established mastery learning standards on the 5 FLS tasks. The fixed and consumable cost differences were compared. Training occurred in a surgical simulation center. Laparoscopic novice medical student and resident physician health care professionals who had not completed the national FLS proficiency curriculum and who had performed less than 10 laparoscopic cases. The fixed cost of the platform was considerably higher in the S-FLS group (S-FLS, $3360; LC-FLS, $879), and the average consumable training cost was significantly higher for the S-FLS group (S-FLS, $1384.52; LC-FLS, $153.79; p < 0.001). The LC-FLS group had a statistically discernable cost reduction for each consumable (Gauze $9.24 vs. $0.39, p = 0.002; EndoLoop $540.00 vs. $40.60, p < 0.001; extracorporeal suture $216.45 vs. $25.20, p < 0.001; intracorporeal suture $618.83 vs. $87.60, p < 0.001). The annual fixed and consumable cost to train 5 residents is $10,282.60 in the S-FLS group versus $1647.95 in the LC-FLS group. This study shows that the average cost to train a single trainee to proficiency using a lower fixed-cost platform and non-medical-grade equipment results in significant financial savings. A 5-resident program will save approximately $8500 annually. Residency programs should consider adopting this strategy to reduce the cost of FLS training. Published by Elsevier Inc.

Validation of a Detailed Scoring Checklist for Use During Advanced Cardiac Life Support Certification

PubMed Central

McEvoy, Matthew D.; Smalley, Jeremy C.; Nietert, Paul J.; Field, Larry C.; Furse, Cory M.; Blenko, John W.; Cobb, Benjamin G.; Walters, Jenna L.; Pendarvis, Allen; Dalal, Nishita S.; Schaefer, John J.

2012-01-01

Introduction Defining valid, reliable, defensible, and generalizable standards for the evaluation of learner performance is a key issue in assessing both baseline competence and mastery in medical education. However, prior to setting these standards of performance, the reliability of the scores yielding from a grading tool must be assessed. Accordingly, the purpose of this study was to assess the reliability of scores generated from a set of grading checklists used by non-expert raters during simulations of American Heart Association (AHA) MegaCodes. Methods The reliability of scores generated from a detailed set of checklists, when used by four non-expert raters, was tested by grading team leader performance in eight MegaCode scenarios. Videos of the scenarios were reviewed and rated by trained faculty facilitators and by a group of non-expert raters. The videos were reviewed “continuously” and “with pauses.” Two content experts served as the reference standard for grading, and four non-expert raters were used to test the reliability of the checklists. Results Our results demonstrate that non-expert raters are able to produce reliable grades when using the checklists under consideration, demonstrating excellent intra-rater reliability and agreement with a reference standard. The results also demonstrate that non-expert raters can be trained in the proper use of the checklist in a short amount of time, with no discernible learning curve thereafter. Finally, our results show that a single trained rater can achieve reliable scores of team leader performance during AHA MegaCodes when using our checklist in continuous mode, as measures of agreement in total scoring were very strong (Lin’s Concordance Correlation Coefficient = 0.96; Intraclass Correlation Coefficient = 0.97). Discussion We have shown that our checklists can yield reliable scores, are appropriate for use by non-expert raters, and are able to be employed during continuous assessment of team leader performance during the review of a simulated MegaCode. This checklist may be more appropriate for use by Advanced Cardiac Life Support (ACLS) instructors during MegaCode assessments than current tools provided by the AHA. PMID:22863996

7 CFR 810.405 - Special grades and special grade requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Corn Special Grades and Special Grade Requirements § 810.405 Special grades and special grade requirements. (a) Flint corn. Corn that consists of 95 percent or more of flint corn. (b) Flint and dent corn. Corn that consists of a mixture of...

7 CFR 810.405 - Special grades and special grade requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Corn Special Grades and Special Grade Requirements § 810.405 Special grades and special grade requirements. (a) Flint corn. Corn that consists of 95 percent or more of flint corn. (b) Flint and dent corn. Corn that consists of a mixture of...

Depth and breadth: Bridging the gap between scientific inquiry and high-stakes testing with diverse junior high school students

NASA Astrophysics Data System (ADS)

Kang, Jee Sun Emily

This study explored how inquiry-based teaching and learning processes occurred in two teachers' diverse 8th grade Physical Science classrooms in a Program Improvement junior high school within the context of high-stakes standardized testing. Instructors for the courses examined included not only the two 8th grade science teachers, but also graduate fellows from a nearby university. Research was drawn from inquiry-based instruction in science education, the achievement gap, and the high stakes testing movement, as well as situated learning theory to understand how opportunities for inquiry were negotiated within the diverse classroom context. Transcripts of taped class sessions; student work samples; interviews of teachers and students; and scores from the California Standards Test in science were collected and analyzed. Findings indicated that the teachers provided structured inquiry in order to support their students in learning about forces and to prepare them for the standardized test. Teachers also supported students in generating evidence-based explanations, connecting inquiry-based investigations with content on forces, proficiently using science vocabulary, and connecting concepts about forces to their daily lives. Findings from classroom data revealed constraints to student learning: students' limited language proficiency, peer counter culture, and limited time. Supports were evidenced as well: graduate fellows' support during investigations, teachers' guided questioning, standardized test preparation, literacy support, and home-school connections. There was no statistical difference in achievement on the Forces Unit test or science standardized test between classes with graduate fellows and without fellows. There was also no statistical difference in student performance between the two teachers' classrooms, even though their teaching styles were very different. However, there was a strong correlation between students' achievement on the chapter test and their achievement on the Forces portion of the CST. Students' English language proficiency and socioeconomic status were also strongly correlated with their achievement on the standardized test. Notwithstanding the constraints of standardized testing, the teachers had students practice the heart of inquiry -- to connect evidence with explanations and process with content. Engaging in inquiry-based instruction provided a context for students, even English language learners, to demonstrate their knowledge of forces. Students had stronger and more detailed ideas about concepts when they engaged in activities that were tightly connected to the concepts, as well as to their lives and experiences.

7 CFR 51.1176 - U.S. Grade AA Juice (Double A).

Code of Federal Regulations, 2010 CFR

2010-01-01

... STANDARDS) United States Standards for Grades of Florida Oranges and Tangelos Standards for Internal Quality... 7 Agriculture 2 2010-01-01 2010-01-01 false U.S. Grade AA Juice (Double A). 51.1176 Section 51.1176 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards...

78 FR 2946 - United States Standards for Grades of Frozen Vegetables

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-15

... these proposed revisions are: frozen asparagus, frozen lima beans, frozen speckled butter beans, frozen... document. United States Standards for Grades of Frozen Lima Beans Update address for AMS. Change ``U.S... obtain color standards for frozen lima beans. United States Standards for Grades of Frozen Mixed...

Pilot study: EatFit impacts sixth graders' academic performance on achievement of mathematics and english education standards.

PubMed

Shilts, Mical Kay; Lamp, Cathi; Horowitz, Marcel; Townsend, Marilyn S

2009-01-01

Investigate the impact of a nutrition education program on student academic performance as measured by achievement of education standards. Quasi-experimental crossover-controlled study. California Central Valley suburban elementary school (58% qualified for free or reduced-priced lunch). All sixth-grade students (n = 84) in the elementary school clustered in 3 classrooms. 9-lesson intervention with an emphasis on guided goal setting and driven by the Social Cognitive Theory. Multiple-choice survey assessing 5 education standards for sixth-grade mathematics and English at 3 time points: baseline (T1), 5 weeks (T2), and 10 weeks (T3). Repeated measures, paired t test, and analysis of covariance. Changes in total scores were statistically different (P < .05), with treatment scores (T3 - T2) generating more gains. The change scores for 1 English (P < .01) and 2 mathematics standards (P < .05; P < .001) were statistically greater for the treatment period (T3 - T2) compared to the control period (T2 - T1). Using standardized tests, results of this pilot study suggest that EatFit can improve academic performance measured by achievement of specific mathematics and English education standards. Nutrition educators can show school administrators and wellness committee members that this program can positively impact academic performance, concomitant to its primary objective of promoting healthful eating and physical activity.

A Quantitative Study on the Correlation between Grade Span Configuration of Sixth Grade Students in Private Florida Schools and Academic Achievement on Standardized Achievement Scores

ERIC Educational Resources Information Center

Rantin, Deborah

2017-01-01

The applied dissertation was designed to investigate the three models of grade span configurations of sixth grade and the effects grade span configuration has on results of the standardized achievement scores of sixth grade students in private, Florida schools. Studies that have been conducted on sixth grade students and grade span configuration…

CCSSM: Examining the Critical Areas in Grades 5 and 6

ERIC Educational Resources Information Center

Polly, Drew; Orrill, Chandra

2012-01-01

Cognitively demanding tasks are at the heart of the implementation of the Common Core State Standards in Mathematics (CCSSI 2010). As with all the grades, teachers of grades 5 and 6 are challenged to use tasks that simultaneously address the grade-level Standards as well as the Standards for Mathematical Practice (SMP). Cognitively demanding tasks…

Best Practices for Leading a Transition to Standards-Based Grading in Secondary Schools

ERIC Educational Resources Information Center

Carter, Alexander B.

2016-01-01

Educational policy researchers have concluded that if U.S. schools transition from the traditional model of grading and reporting to a uniform standards-based grading and reporting model, students would benefit academically. However, very few middle and high schools in the United States have made the transition to standards-based grading. This…

Beta-Test Data On An Assessment Of Textbook Problem Solving Ability: An Argument For Right/Wrong Grading?

NASA Astrophysics Data System (ADS)

Cummings, Karen; Marx, Jeffrey D.

2010-10-01

We have developed an assessment of students' ability to solve standard textbook style problems and are currently engaged in the validation and revision process. The assessment covers the topics of force and motion, conservation of momentum and conservation of energy at a level consistent with most calculus-based, introductory physics courses. This tool is discussed in more detail in an accompanying paper by Marx and Cummings. [1] Here we present preliminary beta-test data collected at four schools during the 2009/2010 academic year. Data include both pre- and post-instruction results for introductory physics courses as well as results for physics majors in later years. In addition, we present evidence that right/wrong grading may well be a perfectly acceptable grading procedure for a course-level assessment of this type.

Heuristics and NCLB Standardized Tests: A Convenient Lie

ERIC Educational Resources Information Center

Dodge, Arnold

2009-01-01

The No Child Left Behind Act of 2001 requires public schools in the United States to test students in grades 3-8. The author argues that this mandate has been supported by the public, in part, because of the "availability heuristic," a phenomenon which occurs when people assess the probability of an event by the ease with which instances…

The Effects of Specific Reading Interventions on Elementary Students' Test Scores

ERIC Educational Resources Information Center

Griffin, Jacqueline Laverne Meeks

2016-01-01

Many students in third, fourth and fifth grades struggle at the lowest levels of reading proficiency. In fact, fewer than 40% of fourth graders in the United States read at or above the "proficient" level on state standardized tests in 2009 (D'Ardenne, Barnes, Hightower, Lamason, Mason, Patterson, Stephens, Wilson, Smith & Erickson,…

Manual for the USES General Aptitude Test Battery. Section IV: Norms, Specific Occupations.

ERIC Educational Resources Information Center

Manpower Administration (DOL), Washington, DC.

Adult norms are shown as cutting scores for each of the aptitudes judged significant for a given occupation. Tables for converting adult scores to their ninth and tenth grade equivalents are included. The standard error of measurement is reported for each of the nine aptitudes of the General Aptitude Test Battery (GATB): intelligence, verbal…

Students' Struggle with First-Year University Mathematics Courses in Saudi Arabia

ERIC Educational Resources Information Center

Khoshaim, Heba Bakr; Ali, Tasneem

2015-01-01

Universities and colleges at the Kingdom of Saudi Arabia assess new applicants using academic indicators, such as high school grade point average (HSGPA) and the score of a national standardized test (the General Aptitude Test), to ensure that they are academically fit to join the institution. Such criteria have been suggested in previous research…

The Role of Social-Emotional and Social Network Factors in the Relationship Between Academic Achievement and Risky Behaviors.

PubMed

Wong, Mitchell D; Strom, Danielle; Guerrero, Lourdes R; Chung, Paul J; Lopez, Desiree; Arellano, Katherine; Dudovitz, Rebecca N

2017-08-01

We examined whether standardized test scores and grades are related to risky behaviors among low-income minority adolescents and whether social networks and social-emotional factors explained those relationships. We analyzed data from 929 high school students exposed by natural experiment to high- or low-performing academic environments in Los Angeles. We collected information on grade point average (GPA), substance use, sexual behaviors, participation in fights, and carrying a weapon from face-to-face interviews and obtained California math and English standardized test results. Logistic regression and mediation analyses were used to examine the relationship between achievement and risky behaviors. Better GPA and California standardized test scores were strongly associated with lower rates of substance use, high-risk sexual behaviors, and fighting. The unadjusted relative odds of monthly binge drinking was 0.72 (95% confidence interval, 0.56-0.93) for 1 SD increase in standardized test scores and 0.46 (95% confidence interval, 0.29-0.74) for GPA of B- or higher compared with C+ or lower. Most associations disappeared after controlling for social-emotional and social network factors. Averaged across the risky behaviors, mediation analysis revealed social-emotional factors accounted for 33% of the relationship between test scores and risky behaviors and 43% of the relationship between GPA with risky behaviors. Social network characteristics accounted for 31% and 38% of the relationship between behaviors with test scores and GPA, respectively. Demographic factors, parenting, and school characteristics were less important explanatory factors. Social-emotional factors and social network characteristics were the strongest explanatory factors of the achievement-risky behavior relationship and might be important to understanding the relationship between academic achievement and risky behaviors. Published by Elsevier Inc.

Teaching Standard English as a Second Dialect to Primary School Children in Hilo, Hawaii. Volume I of II Volumes. Final Report.

ERIC Educational Resources Information Center

Peterson, Robert O. H.

This document describes a four-year program designed to develop and test a method for teaching standard English to nonstandard dialect speakers in the first four grades of elementary school in Hilo, Hawaii. Chapters in this first volume are (1) Introduction, (2) Project Site and Evaluation Strategy, (3) Instrumentation, (4) Development of Lesson…

7 CFR 51.1578 - Off-Grade potatoes.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Off-Grade potatoes. 51.1578 Section 51.1578... (INSPECTION, CERTIFICATION, AND STANDARDS) United States Consumer Standards for Potatoes Off-Grade § 51.1578 Off-Grade potatoes. Potatoes which fail to meet the requirements of any of the foregoing grades shall...

7 CFR 51.1578 - Off-Grade potatoes.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Off-Grade potatoes. 51.1578 Section 51.1578... (INSPECTION, CERTIFICATION, AND STANDARDS) United States Consumer Standards for Potatoes Off-Grade § 51.1578 Off-Grade potatoes. Potatoes which fail to meet the requirements of any of the foregoing grades shall...

A Phenomenological Study on the Lived Experience of First and Second Year Teachers in Standards-Based Grading Districts

ERIC Educational Resources Information Center

Battistone, William A., Jr.

2017-01-01

Problem: There is an existing cycle of questionable grading practices at the K-12 level. As a result, districts continue to search for innovative methods of evaluating and reporting student progress. One result of this effort has been the adoption of a standards-based grading approach. Research concerning standards-based grading implementation has…

Helping Standards Make the Grade.

ERIC Educational Resources Information Center

Guskey, Thomas R.

2001-01-01

Educators can develop fair and accurate standards-based grading/reporting by switching to criterion-referenced grading practices; using differentiated criteria (denoting product, process, and progress); clarifying the purpose of each reporting tool; and developing a reporting form that identifies standards, facilitates interpretation, and…

Does neighborhood deprivation modify the effect of preterm birth on children's first grade academic performance?

PubMed

Richards, Jennifer L; Chapple-McGruder, Theresa; Williams, Bryan L; Kramer, Michael R

2015-05-01

Children's cognitive development and academic performance are linked to both fetal and early childhood factors, including preterm birth and family socioeconomic status. We evaluated whether the relationship between preterm birth (PTB) and first grade standardized test performance among Georgia public school students was modified by neighborhood deprivation in early childhood. The Georgia Birth to School cohort followed 327,698 children born in Georgia from 1998 to 2002 through to end-of-year first grade standardized tests. Binomial and log-binomial generalized estimating equations were used to estimate risk differences and risk ratios for the associations of both PTB and the Neighborhood Deprivation Index for the census tract in which each child's mother resided at the time of birth with test failure (versus passing). The presence of additive and multiplicative interaction was assessed. PTB was strongly associated with test failure, with increasing risk for earlier gestational ages. There was positive additive interaction between PTB and neighborhood deprivation. The main effect of PTB versus term birth increased risk of mathematics failure: 15.9% (95%CI: 13.3-18.5%) for early, 5.0% (95% CI: 4.1-5.9%) for moderate, and 1.3% (95%CI: 0.9-1.7%) for late preterm. Each 1 standard deviation increase in neighborhood deprivation was associated with 0.6% increased risk of mathematics failure. For children exposed to both PTB and higher neighborhood deprivation, test failure was 4.8%, 1.5%, and 0.8% greater than the sum of two main effects for early, moderate, and late PTB, respectively. Results were similar, but slightly attenuated, for reading and English/language arts. Our results suggest that PTB and neighborhood deprivation additively interact to produce greater risk among doubly exposed children than would be predicted from the sum of the effects of the two exposures. Understanding socioeconomic disparities in the effect of PTB on academic outcomes at school entry is important for targeting of early childhood interventions. Copyright © 2015 Elsevier Ltd. All rights reserved.

NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services

ERIC Educational Resources Information Center

Johnsen, Susan K., Ed.

2012-01-01

The new Pre-K-Grade 12 Gifted Education Programming Standards should be part of every school district's repertoire of standards to ensure that the learning needs of advanced students are being met. "NAGC Pre-K-Grade 12 Gifted Education Programming Standards: A Guide to Planning and Implementing High-Quality Services" details six standards that…

Building A New Kind of Graded-Z Shield for Swift's Burst Alert Telescope

NASA Technical Reports Server (NTRS)

Robinson, David W.

2002-01-01

The Burst Alert Telescope (BAT) on Swift has a graded-Z Shield that closes out the volume between the coded aperture mask and the Cadmium-Zinc-Telluride (CZT) detector array. The purpose of the 37 kilogram shield is to attenuate gamma rays that have not penetrated the coded aperture mask of the BAT instrument and are therefore a major source of noise on the detector array. Unlike previous shields made from plates and panels, this shield consists of multiple layers of thin metal foils (lead, tantalum, tin, and copper) that are stitched together much like standard multi-layer insulation blankets. The shield sections are fastened around BAT, forming a curtain around the instrument aperture. Strength tests were performed to validate and improve the design, and the shield will be vibration tested along with BAT in late 2002. Practical aspects such as the layup design, methods of manufacture, and testing of this new kind of graded-Z Shield are presented.

Transformations of Supercooled Austenite in a Promising High-Strength Steel Grade Under Continuous Cooling Conditions

NASA Astrophysics Data System (ADS)

Maisuradze, M. V.; Ryzhkov, M. A.; Yudin, Yu. V.; Kuklina, A. A.

2017-11-01

Special features of the transformations of supercooled austenite occurring under continuous cooling of a promising high-strength steel grade not standardized in the Russian Federation are determined. A method for evaluating the volume fractions of structure constituents formed in the steel as a result of cooling from 925°C at various constant rates within 0.025 - 75 K/sec is proposed and tested. The results are generalized in the form of a thermokinetic diagram of transformations of supercooled austenite.

7 CFR 51.1406 - Sample for grade or size determination.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., AND STANDARDS) United States Standards for Grades of Pecans in the Shell 1 Sample for Grade Or Size Determination § 51.1406 Sample for grade or size determination. Each sample shall consist of 100 pecans. The...

7 CFR 868.311 - Grades and grade requirements for the class Second Head Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2011 CFR

2011-01-01

... Head Milled Rice. (See also § 868.315.) 868.311 Section 868.311 Agriculture Regulations of the... COMMODITIES United States Standards for Milled Rice Principles Governing Application of Standards § 868.311 Grades and grade requirements for the class Second Head Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.311 - Grades and grade requirements for the class Second Head Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2010 CFR

2010-01-01

... Head Milled Rice. (See also § 868.315.) 868.311 Section 868.311 Agriculture Regulations of the... COMMODITIES United States Standards for Milled Rice Principles Governing Application of Standards § 868.311 Grades and grade requirements for the class Second Head Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.312 - Grade and grade requirements for the class Screenings Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2011 CFR

2011-01-01

... Milled Rice. (See also § 868.315.) 868.312 Section 868.312 Agriculture Regulations of the Department of... United States Standards for Milled Rice Principles Governing Application of Standards § 868.312 Grade and grade requirements for the class Screenings Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.313 - Grades and grade requirements for the class Brewers Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2010 CFR

2010-01-01

... Milled Rice. (See also § 868.315.) 868.313 Section 868.313 Agriculture Regulations of the Department of... United States Standards for Milled Rice Principles Governing Application of Standards § 868.313 Grades and grade requirements for the class Brewers Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.312 - Grade and grade requirements for the class Screenings Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2010 CFR

2010-01-01

... Milled Rice. (See also § 868.315.) 868.312 Section 868.312 Agriculture Regulations of the Department of... United States Standards for Milled Rice Principles Governing Application of Standards § 868.312 Grade and grade requirements for the class Screenings Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.313 - Grades and grade requirements for the class Brewers Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2011 CFR

2011-01-01

... Milled Rice. (See also § 868.315.) 868.313 Section 868.313 Agriculture Regulations of the Department of... United States Standards for Milled Rice Principles Governing Application of Standards § 868.313 Grades and grade requirements for the class Brewers Milled Rice. (See also § 868.315.) Grades, Grade...

Modifying Achievement Test Items: A Theory-Guided and Data-Based Approach for Better Measurement of What Students with Disabilities Know

ERIC Educational Resources Information Center

Kettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.

2009-01-01

Federal regulations allow up to 2% of the student population of a state to achieve proficiency for adequate yearly progress by taking an alternate assessment based on modified academic achievement standards (AA-MAS). Such tests are likely to be easier, but as long as a test is considered a valid measure of grade level content, it is allowable as…

European Respiratory Society guidelines for the diagnosis of primary ciliary dyskinesia.

PubMed

Lucas, Jane S; Barbato, Angelo; Collins, Samuel A; Goutaki, Myrofora; Behan, Laura; Caudri, Daan; Dell, Sharon; Eber, Ernst; Escudier, Estelle; Hirst, Robert A; Hogg, Claire; Jorissen, Mark; Latzin, Philipp; Legendre, Marie; Leigh, Margaret W; Midulla, Fabio; Nielsen, Kim G; Omran, Heymut; Papon, Jean-Francois; Pohunek, Petr; Redfern, Beatrice; Rigau, David; Rindlisbacher, Bernhard; Santamaria, Francesca; Shoemark, Amelia; Snijders, Deborah; Tonia, Thomy; Titieni, Andrea; Walker, Woolf T; Werner, Claudius; Bush, Andrew; Kuehni, Claudia E

2017-01-01

The diagnosis of primary ciliary dyskinesia is often confirmed with standard, albeit complex and expensive, tests. In many cases, however, the diagnosis remains difficult despite the array of sophisticated diagnostic tests. There is no "gold standard" reference test. Hence, a Task Force supported by the European Respiratory Society has developed this guideline to provide evidence-based recommendations on diagnostic testing, especially in light of new developments in such tests, and the need for robust diagnoses of patients who might enter randomised controlled trials of treatments. The guideline is based on pre-defined questions relevant for clinical care, a systematic review of the literature, and assessment of the evidence using the GRADE (Grading of Recommendations, Assessment, Development and Evaluation) approach. It focuses on clinical presentation, nasal nitric oxide, analysis of ciliary beat frequency and pattern by high-speed video-microscopy analysis, transmission electron microscopy, genotyping and immunofluorescence. It then used a modified Delphi survey to develop an algorithm for the use of diagnostic tests to definitively confirm and exclude the diagnosis of primary ciliary dyskinesia; and to provide advice when the diagnosis was not conclusive. Finally, this guideline proposes a set of quality criteria for future research on the validity of diagnostic methods for primary ciliary dyskinesia. Copyright ©ERS 2017.

Introduction to Communication, Grades 6-8 [with CD-ROM]. The Math Process Standards, Grades 6-8 Series

ERIC Educational Resources Information Center

O'Connell, Susan; Croskey, Suzanne G.

2008-01-01

The National Council of Teachers of Mathematics' (NCTM's) Process Standards support teaching that helps students develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every middle grades math teacher the opportunity to explore each standard in depth. The series offers friendly,…

Introduction to Problem Solving, Grades 6-8 [with CD-ROM]. The Math Process Standards, Grades 6-8 Series

ERIC Educational Resources Information Center

Schackow, Joy Bronston; O'Connell, Susan

2008-01-01

The National Council of Teachers of Mathematics' (NCTM's) Process Standards support teaching that helps students develop independent, effective mathematical thinking. The books in the Heinemann Math Process Standards Series give every middle grades math teacher the opportunity to explore each standard in depth. The series offers friendly,…

7 CFR 28.521 - Application of color and leaf grade standards.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Application of color and leaf grade standards. 28.521... Explanatory Terms § 28.521 Application of color and leaf grade standards. American Pima cotton which in color... the color standard irrespective of the leaf content. American Pima cotton which in leaf is within the...

7 CFR 28.521 - Application of color and leaf grade standards.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Application of color and leaf grade standards. 28.521... Explanatory Terms § 28.521 Application of color and leaf grade standards. American Pima cotton which in color... the color standard irrespective of the leaf content. American Pima cotton which in leaf is within the...

7 CFR 28.521 - Application of color and leaf grade standards.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Application of color and leaf grade standards. 28.521... Explanatory Terms § 28.521 Application of color and leaf grade standards. American Pima cotton which in color... the color standard irrespective of the leaf content. American Pima cotton which in leaf is within the...

7 CFR 28.521 - Application of color and leaf grade standards.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Application of color and leaf grade standards. 28.521... Explanatory Terms § 28.521 Application of color and leaf grade standards. American Pima cotton which in color... the color standard irrespective of the leaf content. American Pima cotton which in leaf is within the...

7 CFR 28.521 - Application of color and leaf grade standards.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Application of color and leaf grade standards. 28.521... Explanatory Terms § 28.521 Application of color and leaf grade standards. American Pima cotton which in color... the color standard irrespective of the leaf content. American Pima cotton which in leaf is within the...

Implementation of a Standards-Based Grading Model: A Study of Parent and Teacher Perceptions of Success

ERIC Educational Resources Information Center

Wheeler, Amber D.

2017-01-01

The purpose of this study is to explore the perceptions of parents and teachers regarding the success of a standards-based grading initiative in meeting its goals. Furthermore, findings from this study will be used to inform decisions made in future grade level implementations. Standards-based grading meets all criteria for a problem of practice.…

Academic Performance among Children with Inflammatory Bowel Disease: A Population-Based Study.

PubMed

Singh, Harminder; Nugent, Zoann; Brownell, Marni; Targownik, Laura E; Roos, Leslie L; Bernstein, Charles N

2015-05-01

To determine grade 12 academic performance for children with inflammatory bowel disease (IBD). Children diagnosed with IBD at age<17 years identified from the population-based University of Manitoba IBD Epidemiology Database were matched by age-, sex-, and area of residence to 10 randomly selected controls. Grade 12 educational outcomes (scores on the provincial grade 12 language arts and mathematics standards tests, and enrollment-in-grade-12-by- age-17) were determined by linkage to the province wide Manitoba Education Database. Linear and logistic regression analysis were used to compare the educational outcomes, adjusting for socioeconomic status and comorbidities and evaluate predictors of educational outcomes among children with IBD. Grade 12 educational outcomes among 337 children with IBD were compared with 3093 without IBD. There were no significant differences among the 2 groups in the standardized scores (language arts: P=.31; mathematics: P=.48) or enrollment-in-grade-12-by- age-17 (P=.25). Lower socioeconomic status and diagnosis with mental health problems 6 months prior to and 6 months post-IBD diagnosis were independent predictors of worse educational outcomes. There was no significant effect of age of diagnosis of IBD, type of IBD (ulcerative colitis vs Crohn's disease), use of corticosteroids or immunomodulator agents, hospitalizations, or surgery for IBD. Children with IBD on average achieve similar levels of academic achievement in grade 12 as those without IBD. This study underscores the educational impact of mental health conditions at IBD diagnosis among children. Copyright © 2015 Elsevier Inc. All rights reserved.

A new computer-based Farnsworth Munsell 100-hue test for evaluation of color vision.

PubMed

Ghose, Supriyo; Parmar, Twinkle; Dada, Tanuj; Vanathi, Murugesan; Sharma, Sourabh

2014-08-01

To evaluate a computer-based Farnsworth-Munsell (FM) 100-hue test and compare it with a manual FM 100-hue test in normal and congenital color-deficient individuals. Fifty color defective subjects and 200 normal subjects with a best-corrected visual acuity ≥ 6/12 were compared using a standard manual FM 100-hue test and a computer-based FM 100-hue test under standard operating conditions as recommended by the manufacturer after initial trial testing. Parameters evaluated were total error scores (TES), type of defect and testing time. Pearson's correlation coefficient was used to determine the relationship between the test scores. Cohen's kappa was used to assess agreement of color defect classification between the two tests. A receiver operating characteristic curve was used to determine the optimal cut-off score for the computer-based FM 100-hue test. The mean time was 16 ± 1.5 (range 6-20) min for the manual FM 100-hue test and 7.4 ± 1.4 (range 5-13) min for the computer-based FM 100-hue test, thus reducing testing time to <50 % (p < 0.05). For grading color discrimination, Pearson's correlation coefficient for TES between the two tests was 0.91 (p < 0.001). For color defect classification, Cohen's agreement coefficient was 0.98 (p < 0.01). The computer-based FM 100-hue is an effective and rapid method for detecting, classifying and grading color vision anomalies.

7 CFR 51.598 - U.S. Grade B.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false U.S. Grade B. 51.598 Section 51.598 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing... Consumer Standards for Celery Stalks Grades § 51.598 U.S. Grade B. U.S. Grade B shall consist of stalks of...

7 CFR 51.597 - U.S. Grade A.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false U.S. Grade A. 51.597 Section 51.597 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing... Consumer Standards for Celery Stalks Grades § 51.597 U.S. Grade A. U.S. Grade A shall consist of stalks of...

7 CFR 51.596 - U.S. Grade AA.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false U.S. Grade AA. 51.596 Section 51.596 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing... Consumer Standards for Celery Stalks Grades § 51.596 U.S. Grade AA. U.S. Grade AA shall consist of stalks...

7 CFR 51.596 - U.S. Grade AA.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false U.S. Grade AA. 51.596 Section 51.596 Agriculture Regulations of the Department of Agriculture AGRICULTURAL MARKETING SERVICE (Standards, Inspections, Marketing... Consumer Standards for Celery Stalks Grades § 51.596 U.S. Grade AA. U.S. Grade AA shall consist of stalks...

7 CFR 51.596 - U.S. Grade AA.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false U.S. Grade AA. 51.596 Section 51.596 Agriculture..., CERTIFICATION, AND STANDARDS) United States Consumer Standards for Celery Stalks Grades § 51.596 U.S. Grade AA. U.S. Grade AA shall consist of stalks of celery of similar varietal characteristics, which are well...

7 CFR 51.596 - U.S. Grade AA.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false U.S. Grade AA. 51.596 Section 51.596 Agriculture..., CERTIFICATION, AND STANDARDS) United States Consumer Standards for Celery Stalks Grades § 51.596 U.S. Grade AA. U.S. Grade AA shall consist of stalks of celery of similar varietal characteristics, which are well...

7 CFR 989.702 - Minimum grade standards for packed raisins.

Code of Federal Regulations, 2010 CFR

2010-01-01

... RAISINS PRODUCED FROM GRAPES GROWN IN CALIFORNIA Quality Control § 989.702 Minimum grade standards for... washed with water to assure a wholesome product. (2) Grades. (i) Marketing Order Grade A is a quality of... paragraph. (ii) Marketing Order Grade B is the quality of the Cluster Seedless raisins that have similar...

Pre-operative language ability in patients with presumed low-grade glioma.

PubMed

Antonsson, Malin; Longoni, Francesca; Jakola, Asgeir; Tisell, Magnus; Thordstein, Magnus; Hartelius, Lena

2018-03-01

In patients with low-grade glioma (LGG), language deficits are usually only found and investigated after surgery. Deficits may be present before surgery but to date, studies have yielded varying results regarding the extent of this problem and in what language domains deficits may occur. This study therefore aims to explore the language ability of patients who have recently received a presumptive diagnosis of low-grade glioma, and also to see whether they reported any changes in their language ability before receiving treatment. Twenty-three patients were tested using a comprehensive test battery that consisted of standard aphasia tests and tests of lexical retrieval and high-level language functions. The patients were also asked whether they had noticed any change in their use of language or ability to communicate. The test scores were compared to a matched reference group and to clinical norms. The presumed LGG group performed significantly worse than the reference group on two tests of lexical retrieval. Since five patients after surgery were discovered to have a high-grade glioma, a separate analysis excluding them were performed. These analyses revealed comparable results; however one test of word fluency was no longer significant. Individually, the majority exhibited normal or nearly normal language ability and only a few reported subjective changes in language or ability to communicate. This study shows that patients who have been diagnosed with LGG generally show mild or no language deficits on either objective or subjective assessment.

7 CFR 810.604 - Grades and grade requirements for flaxseed.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Section 810.604 Agriculture Regulations of the Department of Agriculture (Continued) GRAIN INSPECTION, PACKERS AND STOCKYARD ADMINISTRATION (FEDERAL GRAIN INSPECTION SERVICE), DEPARTMENT OF AGRICULTURE OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Flaxseed Grades and Grade...

Phase Separation in Lean Grade Duplex Stainless Steel 2101

DOE PAGES

Garfinkel, D.; Poplawsky, Jonathan D.; Guo, Wei; ...

2015-08-19

The use of duplex stainless steels (DSS) in nuclear power generation systems is limited by thermal instability that leads to embrittlement in the temperature range of 204°C - 538°C. New lean grade alloys, such as 2101, offer the potential to mitigate these effects. Thermal embrittlement was quantified through impact toughness and hardness testing on samples of alloy 2101 after aging at 427°C for various durations (1-10,000 hours). Additionally, atom probe tomography (APT) was utilized in order to observe the kinetics of α-α’ separation and G-phase formation. Mechanical testing and APT data for two other DSS alloys, 2003 and 2205 weremore » used as a reference to 2101. The results show that alloy 2101 exhibits superior performance compared to the standard grade DSS alloy, 2205, but inferior to the lean grade alloy, 2003, in mechanical testing. APT data demonstrates that the degree of α-α’ separation found in alloy 2101 closely resembles that of 2205, and greatly exceeds 2003. Additionally, contrary to what was observed in 2003, 2101 demonstrated G-phase like precipitates after long aging times, though precipitates were not as abundant as was observed in 2205.« less

DOE Office of Scientific and Technical Information (OSTI.GOV)

Sarkaria, Jann N., E-mail: sarkaria.jann@mayo.edu; Galanis, Evanthia; Wu Wenting

Background: The mammalian target of rapamycin (mTOR) functions within the PI3K/Akt signaling pathway as a critical modulator of cell survival. On the basis of promising preclinical data, the safety and tolerability of therapy with the mTOR inhibitor RAD001 in combination with radiation (RT) and temozolomide (TMZ) was evaluated in this Phase I study. Methods and Materials: All patients received weekly oral RAD001 in combination with standard chemoradiotherapy, followed by RAD001 in combination with standard adjuvant temozolomide. RAD001 was dose escalated in cohorts of 6 patients. Dose-limiting toxicities were defined during RAD001 combination therapy with TMZ/RT. Results: Eighteen patients were enrolled,more » with a median follow-up of 8.4 months. Combined therapy was well tolerated at all dose levels, with 1 patient on each dose level experiencing a dose-limiting toxicity: Grade 3 fatigue, Grade 4 hematologic toxicity, and Grade 4 liver dysfunction. Throughout therapy, there were no Grade 5 events, 3 patients experienced Grade 4 toxicities, and 6 patients had Grade 3 toxicities attributable to treatment. On the basis of these results, the recommended Phase II dosage currently being tested is RAD001 70 mg/week in combination with standard chemoradiotherapy. Fluorodeoxyglucose (FDG) positron emission tomography scans also were obtained at baseline and after the second RAD001 dose before the initiation of TMZ/RT; the change in FDG uptake between scans was calculated for each patient. Fourteen patients had stable metabolic disease, and 4 patients had a partial metabolic response. Conclusions: RAD001 in combination with RT/TMZ and adjuvant TMZ was reasonably well tolerated. Changes in tumor metabolism can be detected by FDG positron emission tomography in a subset of patients within days of initiating RAD001 therapy.« less

SOME DIFFERENCES BETWEEN SILENT AND ORAL READING RESPONSES ON A STANDARDIZED READING TEST.

ERIC Educational Resources Information Center

LEIBERT, ROBERT E.

A STUDY DESIGNED TO IDENTIFY SOME OF THE DIFFERENCES BETWEEN THE RESPONSES ON THE GATES ADVANCED PRIMARY READING TEST AND THE KINDS OF RESPONSES OBTAINED FROM AN INFORMAL READING INVENTORY (IRI) IS REPORTED. SUBJECTS WERE 65 THIRD-GRADE PUPILS IN WEST BABYLON, NEW YORK. PUPILS AT THE SAME INSTRUCTIONAL LEVEL SCORED HIGHER IN THE RECOGNITION TEST…

Estimation of the Regression Effect Using a Latent Trait Model.

ERIC Educational Resources Information Center

Quinn, Jimmy L.

A logistic model was used to generate data to serve as a proxy for an immediate retest from item responses to a fourth grade standardized reading comprehension test of 45 items. Assuming that the actual test may be considered a pretest and the proxy data may be considered a retest, the effect of regression was investigated using a percentage of…

A Correlational Study of the Tennessee Formative Assessment Program (TFAP) to the Tennessee Comprehensive Assessment Program (TCAP) on Fifth Grade Reading/Language Arts

ERIC Educational Resources Information Center

Williams, Tina R.

2009-01-01

The approach of high-stakes testing and accountability of student learning has resulted in an increase of ongoing assessments and continual instructional adjustments by teachers to achieve maximum student performance on standardized tests. According to Black and Wiliam (1998a), formative assessments can produce significant learning gains by…