Relevant bibliographies by topics / Illinois Standards Achievement Test

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  4. Book chapters
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Academic literature on the topic 'Illinois Standards Achievement Test'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2025

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Journal articles on the topic "Illinois Standards Achievement Test"

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Olszewski-Kubilius, Paula, Saiying Steenbergen-Hu, Dana Thomson, and Rhoda Rosen. "Minority Achievement Gaps in STEM." Gifted Child Quarterly 61, no. 1 (2016): 20–39. http://dx.doi.org/10.1177/0016986216673449.

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This longitudinal study examined the outcomes of Project Excite on reducing minority students’ achievement gaps in STEM over 14 years. Project Excite was designed to provide intensive supplemental enrichment and accelerated programming for high-potential, underrepresented minority students from third through eighth grades to better prepare them for advanced math and science courses in high school. This study compared the performance of Project Excite participants with that of students from their local school districts and the state on the Illinois Standards Achievement Test, the Explore test,
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Raine, Lauren B., John R. Biggan, Carol L. Baym, Brian J. Saliba, Neal J. Cohen, and Charles H. Hillman. "Adolescent Changes in Aerobic Fitness Are Related to Changes in Academic Achievement." Pediatric Exercise Science 30, no. 1 (2018): 106–14. http://dx.doi.org/10.1123/pes.2015-0225.

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There is a growing trend of decreasing physical fitness among adolescents, which may result not only in poorer physical health, but also in poorer academic achievement. Purpose: The purpose of this study was to investigate the changes in aerobic fitness and academic achievement in reading and mathematics during middle school. Methods: This study employed a prospective, longitudinal cross-sectional design. Fifty-two adolescents were followed from sixth grade through eighth grade. In the spring, sixth-, seventh-, and eighth-grade students completed Progressive Aerobic Cardiovascular Endurance Ru
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Janković, Radivoje, and Milivoj Dopsaj. "Sprint running, agility and anaerobic endurance standards for the students at the University of Criminal Investigation and Police Studies." Nauka bezbednost policija, no. 00 (2022): 7. http://dx.doi.org/10.5937/nabepo27-36046.

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Resolving critical incidents can be extremely physically demanding for police officers. Consequently, throughout the selection process, training, and working career, police officers' physical abilities are often assessed with a battery of tests. Research has been conducted with a total sample of 523 students (232 female and 291 male) at the University of Criminal Investigation and Police Studies (UCIPS), with the aim of defining the norms for Linear sprint performance at 20 m (LSP20m), Illinois agility test (IAT) and Shuttle run 300-yard (ShR300y). The homogeneity of the results has been estab
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Ganan, Brian J., Gregory M. Hauser, and Thomas P. Thomas. "A Correlational Study Investigating the Relationship between the Fluidez en La Lectura Oral Lectura (IDEL FLO) and the English portion of the Illinois Standard Achievement Test (ISAT)." Procedia - Social and Behavioral Sciences 197 (July 2015): 2411–16. http://dx.doi.org/10.1016/j.sbspro.2015.07.303.

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Ryu, Jong-Sik, Hae Ryong Chung, Benjamin M. Meador, Yongsuk Seo, and Kyung-O. Kim. "The Associations between Physical Fitness, Complex vs Simple Movement, and Academic Achievement in a Cohort of Fourth Graders." International Journal of Environmental Research and Public Health 18, no. 5 (2021): 2293. http://dx.doi.org/10.3390/ijerph18052293.

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This study analyzed the correlation between elementary school students’ body composition, physical activity, physical fitness, movement ability, and academic achievement. Movements ranged from simple actions to complex movements requiring executive functioning. In total, 110 fourth graders (60 boys, 50 girls) participated in this experiment. Body composition (BMI, % of body fat), physical activity (pedometer), physical fitness (muscular strength, endurance, power, flexibility, and VO2max), and complex movement abilities (Illinois Agility test, soda pop hand test, and soda pop foot test) were m
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Harman, Wm Gregory, Camille Boden, Jeremy Karpenski, and Nicole Muchowicz. "No Child Left Behind: A postmortem for Illinois." education policy analysis archives 24 (April 18, 2016): 48. http://dx.doi.org/10.14507/epaa.24.2186.

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In this study, the outcomes of No Child Left Behind (NCLB), as implemented in Illinois, are evaluated in terms of high school standards testing results between 2003-2013. NCLB was a policy dedicated to closing the gap in schooling outcomes nationally in the space of a decade. There have been few systematic examinations of its macro-level results for those exiting high school, especially considering the attention, time, effort, and money dedicated to its implementation. It has been subsumed into newer reform policies that move forward from the same assumptions and structures without a look back
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Pickering, D. M., and Judith A. Bowey. "Psycholinguistic Performance of Children Varying in Socioeconomic Status and Home-Language Background." Perceptual and Motor Skills 61, no. 3_suppl (1985): 1143–46. http://dx.doi.org/10.2466/pms.1985.61.3f.1143.

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60 second-grade children varying in socioeconomic status and home-language background (30 Greek, 30 English) were administered Raven's Coloured Progressive Matrices, the Peabody Picture Vocabulary Test, the Illinois Test of Psycholinguistic Abilities, and the Neale Analysis of Reading Ability. English verbal deficits were associated with delayed reading achievement only for native English speakers.
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Fitzpatrick, Maria D., and Michael F. Lovenheim. "Early Retirement Incentives and Student Achievement." American Economic Journal: Economic Policy 6, no. 3 (2014): 120–54. http://dx.doi.org/10.1257/pol.6.3.120.

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Early retirement incentives (ERIs) are increasingly prevalent in education as districts seek to close budget gaps by replacing expensive experienced teachers with lower cost newer teachers. Combined with the aging of the teacher workforce, these ERIs are likely to change the composition of teachers dramatically in the coming years. We use exogenous variation from an ERI program in Illinois in the mid-1990s to provide the first evidence in the literature of the effects of large-scale teacher retirements on student achievement. We find the program did not reduce test scores; likely, it increased
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Tucker, Sally C. "One Point Of View: The Next Question." Arithmetic Teacher 40, no. 9 (1993): 496. http://dx.doi.org/10.5951/at.40.9.0496.

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All the mathematics educators I meet are concerned about implementing the curriculum and evaluation standards (NCTM 1989) in classrooms throughout the United States. As an elementary school principal and K- 6 mathematics coordinator in a large rural school district in central Illinois, I am particular! y concerned about the implementation in my own district's classrooms. How should we go about moving teachers and students toward achieving the greatest possible level of understanding and empowerment? I believe that the way we can move toward a higher and higher le vel of achievement is through
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Allensworth, Elaine, Sarah Cashdollar, and Julia Gwynne. "Improvements in Math Instruction and Student Achievement Through Professional Learning Around the Common Core State Standards in Chicago." AERA Open 7 (January 2021): 233285842098687. http://dx.doi.org/10.1177/2332858420986872.

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Existing literature on the impact of Common Core State Standards in Math has shown little benefit, but it has not examined variation in outcomes based on implementation strategies, student subgroups, or outcomes other than test scores. We use a difference-in-differences approach with school fixed effects to compare outcomes in pre- and poststandards years across schools with different levels of participation in professional learning around the standards in the middle grades in Chicago. Postimplementation, there were significantly greater improvements in student reports of standards-aligned ins
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Dissertations / Theses on the topic "Illinois Standards Achievement Test"

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Leaf, Lindsey. "Gender and performance in the mathematics' [sic] sections of the Illinois Standards Achievement Test and the Prairie State Achievement Exam /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131395879.pdf.

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Marlett, Kristy. "Evaluation of year round education : does it increase ISAT reading scores in third and eighth grade students? /." View online, 2007. http://ia301518.us.archive.org/1/items/evaluationofyear00marl/evaluationofyear00marl.pdf.

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Wolfe, Laurie. "Using data from the Idaho Achievement Test as a tool for school improvement /." ProQuest subscription required:, 2005. http://proquest.umi.com/pqdweb?did=1184156701&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Cox, Paul Andrew. "Comparison of Selected Benchmark Testing Methodologies as Predictors of Virginia Standards of Learning Test Scores." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29586.

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This study examined how Math-Curriculum Based Measurement (M-CBM) benchmark assessment scores predict fifth grade math Standards of Learning (SOL) assessment scores.  Three school districts participated in the study by providing student data on math benchmark assessments and fifth grade math SOL assessment scores. Scores were organized and analyzed to determine the level of prediction between the two data sets. The results of the study indicated that M-CBM benchmark assessments were good predictors of fifth grade math SOL assessment scores. A second purpose of the study was to m
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Haas, Matthew Steven. "The Influence of Teaching Methods on Student Achievement on Virginia's End of Course Standards of Learning Test for Algebra I." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/29203.

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Given Virginia's Standards of Learning (SOL)(1995) mandates, Virginia's Algebra I teachers and school leaders should utilize research for teaching methods; further, the relationship between teaching methods and student achievement on Virginia's End of Course SOL Test for Algebra I deserves investigation, since Virginia's students must pass this test to earn verified credit toward high school graduation. Replicating Marcucci's (1980) methodology for meta-analysis, the present study focuses on research with methods for teaching secondary level algebra from 1980 to 2001. From a sample of 34
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Nix, Sharon Javonne. "Science standardized achievement tests the relationship between publishers, textbook completion, admission standards and science test scores of seventh through ninth grade students in FACCS schools /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Thomasson, Victoria Lee. "A Study of the Relationship Between School Climate and Student Performance on the Virginia Standards Of Learning Tests in Elementary Schools." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1810.

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Newquist, Cathy. "The grammatic closure subtest of the ITPA as a screening device." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3708.

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Identification and selection of a speech-language caseload in the school setting can be a challenging task. The initial stages of caseload selection are usually in the form of a screening procedure. Although speech-language information is gathered at that time, information about its relationship to each student's academic status is usually not obtained. Such information would be useful in a setting that requires the provision of special education services to be justified from a basis of academic need.
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Rosales, Ava Dawn Innerarity. "A precollege engineering program’s effects on the grade eight minority students’ attitudes and achievement in science and mathematics." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1061.

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The National Science Board has declared that the production of citizens literate in science, technology, engineering and mathematics (STEM) is at an all time low in the United States. Schools are not sufficiently preparing students to enter and complete postsecondary studies in STEM areas to ensure their global competitiveness and place the economy in the stable standing experienced over the decades The U.S. has been known for its innovation; however, in the changing global climate, countries like India and China are out-producing, out-graduating and becoming the technological centres of the 2
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Uyeno, Russell K. "Assessing the content standards of a large-scale, standards-based test a psychometric validity study of the 2002 Hawaiʻi state assessment grade 8 and grade 10 reading tests /". Thesis, 2004. http://proquest.umi.com/pqdweb?index=0&did=813773731&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233961322&clientId=23440.

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Books on the topic "Illinois Standards Achievement Test"

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Publishing, School Specialty. Illinois Test Prep, Grade 4. School Specialty Publishing, 2006.

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Kaplan, Jerome D. ISAT coach new edition: Mathematics Level E. Triumph Learning, 2006.

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Brenes, Norma. Illinois ISAT coach reading: America's best for student success. Triumph Learning, 2009.

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Johnson, Cynthia. Parent's guide to the ISAT for grade 3. Simon & Schuster, 2000.

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F, Gardner Eric, and Psychological Corporation, eds. Stanford achievement test series. 8th ed. Psychological Corp., Harcourt Brace Jovanovich, 1989.

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Corporation, Psychological, ed. Stanford early school achievement test. 3rd ed. Psychological Corp., Harcourt Brace Jovanovich, 1989.

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Harcourt Brace & Company. Educational Measurement., ed. Stanford achievement test series. Harcourt Brace Educational Measurement, 2004.

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Illinois State Board of Education (1973- ). Prairie State Achievement Examination: Questions and answers for parents of Illinois students. Illinois State Board of Education, 2001.

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Illinois Standards Achievement Test: Sample social science materials. Illinois State Board of Education, 1999.

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Houghton Mifflin Harcourt Publishing Company Staff. Preparing for the Grade 8 Illinois Standards Achievement Test: Mathematics. Houghton Mifflin Harcourt Trade & Reference Publishers, 2009.

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Book chapters on the topic "Illinois Standards Achievement Test"

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Stenner, A. Jackson, Malbert Smith, and Donald S. Burdick. "Toward a Theory of Construct Definition." In Explanatory Models, Unit Standards, and Personalized Learning in Educational Measurement. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3747-7_4.

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AbstractThe process of ascribing meaning to scores produced by a measurement procedure is generally recognized as the most important task in developing an educational or psychological measure, be it an achievement test, interest inventory, or personality scale. This process, which is commonly referred to as construct validation (Cronbach, 1971; Cronbach & Meehl, 1955; ETS, 1979; Messick, 1975, 1980), involves a family of methods and procedures for assessing the degree to which a test measures a trait or theoretical construct.
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Ehsan, Muhammad Mubashir. "International Standardised Tests and Qatar’s Educational Policy Development." In Gulf Studies. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-9667-0_3.

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Abstract Qatar’s education system has evolved over the last two decades, and it envisions itself as a knowledge-based society aligned with Qatar National Vision 2030. Since the early 2000s, Qatar has transitioned towards integrating international standards into its education system. This chapter investigates the significance of international standardised tests for Qatar’s educational policy development. The chapter presents a descriptive analysis based on TIMSS and PISA, and comments regarding Qatar’s global position and its neighbours, namely the United Arab Emirates and Saudi Arabia. Also pr
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Sindelar, Nancy W. "Chapter 3 Aligning Curriculum and Assessments to Standards." In Using Test Data for Student Achievement. Rowman & Littlefield Publishers, 2011. https://doi.org/10.5771/9781607099628-37.

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Welch, Catherine, and Stephen Dunbar. "Key Concerns About Fairness in Testing: Applications of Best Practice in the Development of Large-Scale Achievement Tests." In Fairness in Educational and Psychological Testing: Examining Theoretical, Research, Practice, and Policy Implications of the 2014 Standards. American Educational Research Association, 2022. http://dx.doi.org/10.3102/9780935302967_9.

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This chapter discusses the processes that test developers typically follow to help ensure that tests are fair, offers recommendations for how fairness procedures should be conducted, and suggests approaches and considerations that may improve the processes. These processes incorporate item reviews at multiple stages of test development, including early engagement in the articulation of design features, test specifications, and item development. The chapter also includes a discussion of the empirical methods that are used to investigate fairness issues, such as differential item functioning. Th
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Mehta, Jal. "The Allure of Order: Rationalizing Schools from the Progressives to the Present." In The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.003.0003.

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In late 2001, three months after the September 11 attacks, the No Child Left Behind Act (NCLB) passed both House and Senate with strong bipartisan majorities and was signed by a Republican president. Promising to use the power of the state to ensure that all children were proficient in reading and math by 2014, proponents heralded the act as the greatest piece of federal education legislation since the creation of the original Elementary and Secondary Education Act in 1965. By requiring the states to set high standards, pairing them with assessments that measured whether students were achievin
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Conference papers on the topic "Illinois Standards Achievement Test"

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Smith, Liane, Dragan Milanovic, Chee Hong Lee, and Mike Billingham. "Establishing and Maintaining the Integrity of Wells Used for Sequestration of CO2." In CORROSION 2012. NACE International, 2012. https://doi.org/10.5006/c2012-01376.

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Abstract There is a tendency for the Carbon Capture and Storage (CCS) industry to believe that everything is already known about CO2 injection wells, based upon the petroleum industry’s experience of miscible fluid injection for the purposes of tertiary oil recovery, combined with the general experience of gas re-injection and gas production internationally. In fact, analysis of the technical issues identifies that CO2 injection wells for sequestration may be more challenging in a number of ways, both in the fluids and pressures they must handle and the long term duration for which full well i
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Dudnic, Eugeniu, and Natalia Dudnic. "Anti-doping control in sport." In The International Scientific Congress "Sports. Olimpysm. Health". SOH 2023. 8th Edition. The State University of Physical Education and Sport, 2025. https://doi.org/10.52449/soh23.17.

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Anti-doping control encountered complicated problems, such as obtaining a consensus on the definition of doping, distinguishing doping from legitimate medical treatment, establishing the evidence of a doping case. At the same time, the proposals for solving these problems often conflicted with national or international laws, so that a lack of standardization in the procedures was manifested. In 1990, the Council of Europe adopted the Anti-Doping Convention, in which 28 EU member countries participate. The main achievement of the convention is that it obliges governments to adopt minimum standa
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Reports on the topic "Illinois Standards Achievement Test"

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L51635 Optimizing Techniques for CTOD Testing of Girth Welds in Linepipe. Pipeline Research Council International, Inc. (PRCI), 1991. http://dx.doi.org/10.55274/r0010414.

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Appendix A of the sixteenth edition of API Standard 1104 allows relaxation of the flaw acceptance criteria, as defined in the standard, provided that specified minimum fracture toughness values are achieved (Ref.1). The fracture toughness is measured using the crack tip opening displacement (CTOD) test procedure as described in BS 5762 published by the British Standards Institute. In allowing relaxed defect acceptance criteria, the achievement of a specified CTOD value ensures that the flaws in girth welds will remain stable during installation and service. Thus, despite the presence of flaws,
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