Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Using Comprehensive Needs Assessment To Improve Student Achievement, Cathy Stockton, David Gullatt, Dawn Basinger
Using Comprehensive Needs Assessment To Improve Student Achievement, Cathy Stockton, David Gullatt, Dawn Basinger
Essays in Education
This article focuses on the use of a comprehensive needs assessment to improve student achievement. Higher education institutions and P-12 schools should use a comprehensive needs assessment to aid them in improving their students’ achievement in this era of redesign and reform. The authors use their experience as school administrators, college professors, and district assistant team members to explain the needs assessment process.
Socioeconomic Status, Race, Gender, & Retention: Impact On Student Achievement, June Thomas, Cathy Stockton
Socioeconomic Status, Race, Gender, & Retention: Impact On Student Achievement, June Thomas, Cathy Stockton
Essays in Education
The purpose of this article is to discuss the impact of socioeconomic status, race, gender, and retention on student achievement. Increasing attention has been paid to the quality of education in the United States as international reports compare the academic achievement of students in this country with others in the world. Many states are basing promotion of students on state assessments. High stakes testing has lead to higher retention rates in several states. It is everyone’s responsibility to ensure that students who are retained do not drop out of school and therefore get left behind.
It’S Time To Upgrade: Tests And Administration Procedures For The New Millennium, Michael Russell
It’S Time To Upgrade: Tests And Administration Procedures For The New Millennium, Michael Russell
Essays in Education
Increasing use of computers in schools has led to a mis-alignment between the way some students develop skill and knowledge and how they are tested. This paper reviews past research that demonstrates that paper-based tests that require students to produce written responses underestimate the achievement of students who are accustomed to writing on computer. The paper then explores how learning that occurs through other instructional uses of computers is not adequately captured by current testing practices. The paper argues that new approaches should be explored to better measure student learning.