The interplay between sociopolitical forces and economic agendas becomes apparent when one examines the June 28, 2007 United States Supreme Court Decision, Parents Involved In Community Schools v. Seattle School District. In a reversal of the 1954 Brown Decision, the United States Supreme Court ruled that public schools could not use race as a factor when assigning children to public schools. Given demographic shifts, globalization, economic instability, and ideological shifts, the reversal was expected. However, it is essential that policymakers, educators, and other stakeholders consider the impact of attending segregated schools on the achievement gap that continues to exist between minority groups and European Americans attending resegregated neighborhood schools. This book will focus on the test score gaps between African American and European American students. This book analyzes and presents the achievement gaps between these two groups. Additionally, the authors will analyze how changes in school characteristics such as: racial composition; school composition; school expenditures, and, socio economic level of neighborhoods affect achievement gap trends in the Norfolk School District. An examination of the achievement gap trends in an urban school district will serve to better inform public policy and school reform efforts. The specific goals of this book are to describe the achievement gap between minority African-American students and European-American students in the Norfolk school district and to present strategies utilized by urban districts to narrow the gap. One unique feature of this book is that it provides a data-driven research-based analysis of the achievement gap between minority and European-American students.
An up-to-date resource with the latest achievement tests, theories, and evidence-based findings<br> <br> The Second Edition of this critically acclaimed reference features the most up-to-date versions of assessment instruments to measure individual achievement and learning disabilities. The authors' pragmatic approach offers practitioners an innovative, systematic assessment framework that applies Cattell-Horn-Carroll (CHC) cognitive theory and blends cognitive testing and Response-to-Intervention (RTI) methods into one seamless process for diagnosing learning disabilities. Replete with case studies, checklists, and worksheets, this reference assists practitioners in choosing appropriate tests, organizing comprehensive assessments, and interpreting results using a cross-battery approach.<br> * Part One focuses on the evaluation and identification of learning disabilities, particularly from the perspective of IDEA 2004. Current cognitive theory, research, assessment methods, and interpretive techniques are all set forth and reviewed.<br> * Part Two is the "Desk Reference" section. It features descriptions and reviews of the psychometric, theoretical, and qualitative features of more than 50 achievement tests published between 1995 and 2006. Separate chapters are devoted to comprehensive tests of academic achievement and brief screening tests of academic achievement, as well as separate chapters for tests of reading, math, written language, oral language, and phonological processing.<br> * Part Three provides a comprehensive, step-by-step explanation of evaluating suspected learning disabilities according to IDEA 2004 guidelines, using the principles and procedures described in the previous two parts.<br> <br> <br> This reference concludes with fifteen appendices providing practitioners with a host of useful information and tools, including reproducible worksheets, conversion tables, and learning disability resources. Grounded in CHC theory and a cross-battery approach to assessment, this is an essential resource for school psychologists and other practitioners who need to assess learning disabilities.
<b>A complete guide to key intelligence and achievement tests and their effective use</b> <p> The tools used in the assessment process have changed dramatically in recent years. School and clinical psychologists need a comprehensive yet focused resource to which they can turn to learn the basics of key intelligence and achievement tests and how to use them in their assessments of children and adults. With its practical and straightforward presentation, <i>Practitioner's Guide to Assessing Intelligence and Achievement</i> provides that resource. <p> Coedited by two well-known and respected scholars and researchers, Jack Naglieri and Sam Goldstein, the content in this timely book combines traditional and new conceptualizations of intelligence as well as ways to measure achievement. Truly readable and user-friendly, this book provides professionals with a single source from which to examine ability and achievement tests along the same general criteria. <p> Each chapter is written by a leading scholar and test developer and is consistently structured for easy comparison of each test that is examined. Coverage includes: <ul> <li> <p> The theory underlying each test <li> <p> Description of each test <li> <p> Tips for administering and scoring each test <li> <p> Standardization, norms, and reliability of each scale <li> <p> Practical guidance for the use of each test <li> <p> Correspondence of each test to IDEA </ul> <p> A practical tool designed to aid clinical psychologists in understanding the strengths and weaknesses of the various tests presented, <i>Practitioner's Guide to Assessing Intelligence and Achievement</i> provides students and practitioners with the information they need for their practice and testing efforts to be consistent with recent updates in the field and how those assessment instruments relate to changes in the laws that influence test use.
Achieve Global Articles
Achieve Global Books