This paper examines the results of the study of the Project CRISS efficacy in fostering reading comprehension in grade 9 students. Project CRISS is based on the belief that teachers can become more effective when trained in a standardized method of presenting reading comprehension strategies that eventually are internalized by the students. The comprehension strategies themselves provide an intellectual framework that aims to foster reading comprehension. The study consisted of a randomized trial with pre- and post-treatment measurement of reading comprehension abilities.
This study compares high school English language learners and non-English language learners performance on content assessments. The study also examined the performance of high school English language learner students in grades 10 and 11 on the Utah Academic Language Proficiency Assessment (UALPA), and on the English language arts and mathematics content assessments administered under the Utah Performance Assessment System for Students (U-PASS).
This study reviews the alignment of ACT and the American Diploma Project (ADP) national college readiness standards with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR). The study assessed alignment based on both content and cognitive complexity. Findings reveal that the majority of the content in the ACT and ADP standards sets is also in the TEKS ELAR standards, and that the TEKS ELAR standards requires greater cognitive complexity than the ACT and the ADP.
This paper examines readiness assessments and transition curricula in all 50-states and Washington, D.C.
The U.S. Department of Education has released a blog, Progress: Teachers, Leaders and Students Transforming Education, which highlights promising practices, lessons learned, and resources related to implementing K-12 reforms. The blog was developed to provide educators, parents, leaders, and stakeholders with information on how state and local K-12 leaders across the country are implementing education reforms.
This report describes the key findings of a national survey of state approaches to college and career readiness. The survey sought to answer four basic questions: how do states define career readiness; how is career readiness assessed; how do states use these assessments; and what other issues do states face related to assessing students for career readiness?
This brief discusses competency education from classroom practice to assessment and accountability. KnowledgeWorks suggests that competency-based learning is critical to the achievement of college and career readiness and success among high school students.