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This document contains results for 1999-2000 for North Carolina state testing programs. The Grade 3 pretest is a multiple-choice reading and mathematics test administered to students in the first 3 weeks of grade 3. This pretest was administered to more than 102,000 students in the 1999-2000 school year. Results showed that 69.8% of students scored at or above Achievement Level III in reading, and 76.9% scored at or above Achievement Level III on the mathematics pretest. This represented increases for both reading and mathematics. The End-of-Grade tests were developed in alignment with the North Carolina Standard Course of Study. These state-normed tests were administered to more than 580,000 students in grades 3 through 8 at the end of the school year. The percentage of students achieving at Achievement Level 3 or higher continued to grow, from 52.9% in 1992-1993 to an estimated 69.9% in 1999-2000. The North Carolina High School Comprehensive Test in reading and mathematics, administered to students in grades 10, was given to more than 77,000 students in April 2000. Achievement levels for this test increased slightly for reading, and 3.3 percentage points for mathematics from the previous year. End-of-course tests have been developed for 10 courses. Administration of five of these tests was optional, but even so, tests were given to more than 652,000 students at the end of the 1999-2000 school year. Tables present results for each of these tests, providing information by grade, region, subject, and gender, and student subgroups. For each test, descriptions and sample questions are provided, and excerpts from the teacher guides are presented for some tests. An appendix contains a list of North Carolina's charter schools. (Contains 142 tables and 66 figures.) (SLD)

This report uses motivation theory, social and cognitive development theory, and a construct, Definition of Reality (DOR), to explain why the black students of the District of Columbia Public Schools (DCPS) do less well on the Comprehensive Tests of Basic Skills as they progress from elementary school into high school. The report is divided into 8 chapters. Chapter 1 describes the study's purpose, background, and hypotheses, and Chapter 2 discusses its theoretical basis. Chapters 3 through 7 discuss social and cognitive development and the resulting DOR at progressive stages in school. Chapter 8 presents general conclusions. Major findings, it is said, are: (1) As black children mature, they begin to experience and discern the many culturally imposed hostilities of American society. This process engenders a DOR that encourages them to believe they will continue to be powerless, low caste, and discriminated against by white society. (2) By early adolescence, many blacks have learned to adapt to their DOR by giving less time and energy to schoolwork. They believe that academic achievement will neither change their economically subjugated position nor provide them with the benefits that come to high-achieving white children. (3) The declining test scores in the DCPS present a clear profile of lessening motivation as students adapt to the imposed DOR. Improving black academic achievement motivation, it is argued, will depend heavily on initiatives which take place outside of schools: integration and compensatory programs, in themselves, cannot significantly alter the black child's perception of the racial biases of the outside community. (KH)

This document contains results for 1998-1999 for several North Carolina state testing programs. The Grade 3 Pretest is a multiple-choice reading and mathematics test administered to students in the first 3 weeks of third grade. This pretest was administered to more than 101,000 students in the beginning of the 1998-1999 school year. Results show that 67.4% of students scored at or above Achievement Level III in reading, and 74.7% scored at or above Achievement Level III on the mathematics pretest. The End-of-grade tests were developed in alignment with the North Carolina Standard Course of Study. These state-normed tests were administered to more than 569,000 students in grades 3 through 8 at the end of the school year. The percentage of students achieving at Achievement Level III or higher continued to grow, to an estimated 69.1% in 1998-1999. The North Carolina High School Comprehensive Test in reading and mathematics is administered to students in grade 10. Achievement levels continued to rise for this test in 1998-1999. End-of-course tests have been developed for 10 courses. School districts had the option of administering 5 of these tests, and more than 631,000 students took end-of-course tests in the 1998-1999 school year. Comparisons across years are not possible for these new tests. Tables present results for each of the tests, providing information by grade, region, subject, gender, and student subgroups. For each test, descriptions and sample questions are provided, and excerpts from teacher guides are presented for some tests. An appendix contains a list of the state's 61 charter schools. (Contains 126 tables and 9 figures.) (SLD)

This document contains student and school system performance data on North Carolina's grade 3 pretest, end-of-grade tests, high school comprehensive test, and end-of-course tests. Results were generated from tests administered statewide in the 2000-2001 school year. The grade 3 pretest was administered in reading and mathematics, and the end-of-grade tests were given in reading and mathematics in grades 3 through 8. The high school comprehensive test measured reading and mathematics in grade 10, and the end-of-course tests were administered in high school subject areas. State- and system-level results in this document may be used to make grade-to-grade, subject-to-subject, and year-to-year comparisons. In addition to the summary statistics, the document contains disaggregated test results for subgroups for the multiple choice grade 3 pretest, the end-of-grade tests, the high school comprehensive test, and the end-of-course tests. Test results show that 71.1% of students entering third grade scores at or above Achievement Level III on the reading pretest, while 79.2% scored at or about Achievement Level III on the mathematics pretest. Data from 2000-2001 indicate that the percentage of students in grades 3 through 8 performing at Achievement Level III and above continued to grow in both reading and mathematics, from 53.0%in 1992-1993 to 71.7% in 2000-2001. The percent of students achieving at Achievement Level III or above declined slightly for the high school comprehensive test, and comparison figures across the years are not generally available for the end-of-course tests. (Contains 119 tables and 64 figures.) (SLD)

Beginning in the 1992-93 school year, the North Carolina State Board of Education authorized the administration of North Carolina-developed end-of-grade tests aligned with the state's "Standard Course of Study." These curriculum-based tests were administered to over 553,000 students in grades 3 through 8 at the end of the 1997-98 school year. Student performance in reading and mathematics has continued to improve. The Grade 3 Pretest is a reading and mathematics test administered at the beginning of third grade. End-of-course tests were developed for 5 high school subjects and administered to over 394,000 students during the 1997-98 school year. The North Carolina High School Comprehensive Test is a multiple-choice English language arts and mathematics test of competencies the typical student should master by the end of grade 10. High school results have tended to be more consistent than those for the elementary grades. Tables present results for each of these tests, providing information by grade, region, subject, gender, and student subgroups. An appendix contains a list of the state's 35 charter schools. (Contains 110 tables.) (SLD)

The study surveyed the perceptions of selected male public senior secondary students relative to the specialized and comprehensive types of public two year post-secondary schools in Minnesota. Their perceptions of both school related and non-school related factors were determined. Further, the relative importance of these two types of factors, as perceived by the students, was investigated. The survey instrument, used in three schools, measured student perceptions concerning the students' preferred school, attendance patterns, educational program patterns, and school factor and non-school factor importance. The data are analyzed and described separately for the vocational-technical and non-vocational-technical students within each high school. Findings are tabulated and discussed. Appended materials make up three-fourths of the document and include: (1) definitions of terms, school factors and non-school factors, (2) the research instrument, (3) tabulated research data, and (4) publications list. (Author/MW)

This document contains preliminary state-level results for the 2000-2001 North Carolina state testing program. No conclusions about achievement are drawn in this report, although percentages achieving at given Achievement Levels are given for the end-of-grade tests. The Grade 3 Pretest is a multiple-choice reading and mathematics test administered to students in the first 3 weeks of grade 3. This pretest was given to more than 102,000 students in the 2000-2001 school year. The End-of-Grade tests were developed in alignment with the North Carolina Standard Course of Study. These state-normed tests were administered to students in grades 3 through 8 at the end of the school year. The smallest class participating, grade 8, contained approximately 97,000 students. The North Carolina High School Comprehensive Test in reading and mathematics, administered to students in grade 10, was given to more than 80,490 students. Percentages of students at different achievement levels are given. End-of-course tests have been developed for five high school core courses (Algebra; Biology; Economic, Legal, and Political Systems; English I; and U.S. History), and more than 280,000 students took these tests. Optional tests have been developed for other subjects, and tables present results for each of the tests. (Contains 23 tables and 6 figures.) (SLD)

This practicum report describes in detail the efforts of a High School Task Force made up of 21 teachers to establish and operate a model high school as part of a new 4-4-4 educational plan for the Erie, Pennsylvania, schools. The Strong Vincent Comprehensive High School Renewal Site utilized curriculum revision, quarter course offerings, and increased student choice in an effort to improve student learning. The report is organized into eight major sections that describe the Erie Schools and community, discuss the national need for educational reform, examine local educational problems in Erie, describe the High School Task Force and the model high school program, evaluate the impact of the model high school program, and summarize the most significant aspects of the program. The appendix contains a variety of supplementary materials, including a sample of the High School Task Force opinionnaire, the Erie 1972-75 transition plan, the preliminary budget for the High School Task Force, and various planning documents and forms used in the model high school project. (JG)