The Relationship between Lesson Progress in Direct Instruction Programs and Student Test Performance
| dc.contributor.author | Stockard, Jean | |
| dc.date.accessioned | 2023-04-11T21:19:26Z | |
| dc.date.available | 2023-04-11T21:19:26Z | |
| dc.date.issued | 2014-07-17 | |
| dc.description | 65 pages | en_US |
| dc.description.abstract | As the so-called “high stakes” tests have proliferated, students’ performance on state developed and other forms of assessment has become a major concern of school officials. Because the results of these tests often have serious financial and political implications, schools may devote many hours to “test preparation,” hoping that this will increase students’ scores. Yet, policy makers and parents have expressed concern over this practice, suggesting that it can result in invalid measures of student achievement, divert attention from crucial subject matter, and provide less than optimal models for students. Clearly, school officials face a dilemma. They are under intense political and financial pressure to have high test scores. Yet, they also wish to promote their students’ future academic success and provide appropriate behavioral models. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/28164 | |
| dc.language.iso | en | en_US |
| dc.publisher | National Institute for Direct Instruction (NIFDI) | en_US |
| dc.rights | Creative Commons BY-NC-ND 4.0-US | en_US |
| dc.subject | Technical Report | en_US |
| dc.subject | DI Curricula | en_US |
| dc.subject | Reading Mastery Signature Edition (RMSE) | en_US |
| dc.subject | Connecting Math Concepts: Comprehensive Edition (CMCCE) | en_US |
| dc.title | The Relationship between Lesson Progress in Direct Instruction Programs and Student Test Performance | en_US |
| dc.type | Technical Report | en_US |