School of Education | University of Wisconsin–Madison
Authors: Andrew T. Roach, Stephen N. Elliott, Norman L. Webb March 2003, 62 pp. Abstract: The primary purpose of the investigation was to determine the extent to which Pearson correlations between the importance ratings of WAA items by the WAA Leadership Team (N = 10) and (a) the rates of WAA item applicability (i.e., the …
Authors: Stephen N. Elliott, Ann M. Marquart January 2003, 25 pp. Abstract: The purpose of this investigation was to examine the effect of a commonly used testing accommodation — extended time — on the performance of students with disabilities, students educationally at risk in math, and students without disabilities. Eighth-grade students (N = 69) completed …
Author: Norman L. Webb April 2002, 19 pp. Abstract: This is a report of ongoing work in Milwaukee Public Schools (MPS) in the area of assessment literacy. Increased mandates from both the state and the district, and MPS’s decentralization of assessment functions to schools, have placed greater demands on teachers and principals to implement and …
Author: Sarah Mason April 2002, 9 pp. Abstract: This two-year project, funded by the Joyce Foundation, was a collaboration of the Wisconsin Center for Education Research with UCLA’s National Center for Research on Evaluation, Standards, and Student Testing (CRESST) and the Milwaukee Public Schools (MPS). The project was designed to increase the capacity of six …
Author: Christopher A. Thorn April 2002, 13 pp. Abstract: Systemic efforts to implement data-based decision making at the school and classroom level face several challenges. First, most data available within district information systems are limited to what has been deemed important for the operational needs of schools and the district. Second, educational organizations have little …
Authors: Stephen N. Elliott, Ryan J. Kettler, Brian C. McKevitt April 2002, 21 pp. Abstract: The inclusion of students with disabilities in assessment is deemed critical to improve the quality of educational opportunities for these students and to provide meaningful and useful information about students’ performance to the schools and communities where they are educated. …
“Five-year-old boys with summer birthdays are rarely ready for kindergarten. They should spend another year at home or in nursery school.” You often hear that statement. But the suggestion is unsubstantiated by research, according to UW–Madison Education Professor Elizabeth Graue and Lehigh University’s James DiPerna. Their study challenges conventional wisdom about the value of redshirting and …