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Dissertations / Theses on the topic 'Ohio Achievement Tests'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Miklavic, Rebecca Jane. "Third grade students' three-year test result deficiencies on the Ohio Achievement Test in Reading." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1242332201.

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2

Kotler, Ruth M. "Student Achievement in Ohio Charter Schools: A Comparative and Longitudinal Study." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336060460.

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3

Kilpatrick, Quentin K. "School Districts and Academic Achievement: Socio-Economic Structure and Social Reproduction in Ohio." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1338996607.

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4

Guidubaldi, John Michael. "Ecological and Personal Predictors of Science Achievement in an Urban Center." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1227381213.

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5

Warnimont, Chad. "The Relationship Between Students’ Performance On The Cognitive Abilities Test (Cogat) And The Fourth And Fifth Grade Reading And Math Achievement Tests In Ohio." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276715905.

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6

AULT, MARK CHARLES. "THE EFFECTS OF A STANDARDS-BASED MATHEMATICS PROGRAM ON STUDENT ACHIEVEMENT AT A SUBURBAN PUBLIC MIDDLE SCHOOL IN THE MIDWEST." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1145582253.

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7

Wargacki, Jennine Elise. "High-Stakes Testing and the Gender Gap: A Study of Fourth Grade Reading Performance on the Ohio Achievement Test." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1206065793.

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8

Ellis, Joann Almyra. "District Level Achievement Gap Between the Distribution of Caucasian and African American District Means on the 2003/2004 Ohio 4th Grade Reading Proficiency Exam." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853965.

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9

Piotrowski, Deborah. "The Effects of Kindergarten Entrance Age and Gender on Students’ Performance on the Ohio Third Grade Reading Achievement Assessment." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1293829127.

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10

Craig, Thomas R. "The Utility of Standardized Achievement Test Scores as a Predictor of Geographic Knowledge and Abilities in Undergraduates at an Urban Ohio University." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1213040235.

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11

Johnson, Brent E. "Comparing Achievement between Traditional Public Schools and Charter Schools within the Big Eight Urban School Districts in Ohio." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1311693290.

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12

von, der Embse Nathaniel Paul. "HIGH STAKES TESTING, SOCIO-ECONOMIC CLASS, AND TEST ANXIETY: OPPORTUNITIES FOR IMPACT." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1214510534.

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13

Greene, Carie Cseak. "Third Grade Teachers’ Experiences in Preparing for and Interacting with the Ohio Achievement Assessment: A Hermeneutic Phenomenological Study of the Effects of the 2001 No Child Left Behind Act." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310138535.

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14

Soska, Paul J. III. "Use of Rasch Rating Scale Modeling to Develop and Validate a Measure of District-Level Characteristics and Practices Identified to Improve Instruction and Increase Student Achievement." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1354832016.

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15

Deubel, Patricia M. "Mathematics Software and Achievement on the Ohio Ninth Grade Proficiency Test." NSUWorks, 2000. http://nsuworks.nova.edu/gscis_etd/485.

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Mathematics has been the most difficult part of the Ohio Ninth Grade Proficiency Test (ONGPT) for students to pass. Although the current test measures achievement of basic skills that should have been acquired during the K-8 experience, students, for the most part, have not mastered objectives tested on the exam to the degree needed to pass. At the present time there is no general consensus or recommendations among schools within the Ohio Department of Education's Urban Schools Initiative about the use and effectiveness of software to help students pass that test. This dissertation examined that issue. Grade 8 mathematics, special education, and proficiency intervention teachers (N =113) in 35 middle schools across 13 mid-sized districts in the Urban Schools Initiative were surveyed. The survey addressed teacher beliefs on individual and organizational factors related to class time software use, what software was used, how it was used, and software's instructional and technical merit for proficiency test preparation. Research on standardized exams and the ONGPT, mathematics achievement and educational technology, learning from software, and factors relating to teacher technology beliefs and use supported the design of the survey instrument and shed light on expected outcomes of the study. Results indicated that administrative support, teacher instructional style, their perceived priority of learning about computers and software, computer availability and access, technical assistance, and software quality were significant factors affecting teachers' decisions to use technology in their instruction. The occasional use of software during class time had a significant negative impact on students passing the test. Software's impact on passing the test was positively significant for students who had not used software during c1asstime, but had used it in a proficiency intervention class that met in addition to their regular math class. The study includes information for over 50 mathematics software titles and determined guidelines for valuable software. Implications of results are discussed.
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16

Micheli, Aubrey. "Value-Added and Curriculum-based Measurement to Evaluate Student Growth." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1273887704.

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17

Wiblin, James Howard. "The Relationship Between Automotive Service Excellence Certification and Ohio Vocational Education Achievement Test Scores." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392025460.

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18

Hollinger, Jamie L. "The relationship between students' reading performance on diagnostic assessments and the Third Grade Reading Achievement Test in Ohio." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1255983678.

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19

Merkle, Erich R. "Predicting urban elementary student success and passage on Ohio's high-stakes achievement measures using DIBELS Oral Reading Fluency and informal Math Concepts and Applications: An exploratory study employing hierarchical linear modeling." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1285945471.

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20

BROWN, JONATHAN DALE. "CONTINUOUS IMPROVEMENT PROCESS IN RESPONSE TO AN ACADEMIC WATCH RATING." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022193926.

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21

Antestenis, Gwendolen K. "An Examination of the Effects of Students SES, School Funding, and Teaching Resources on Test Scores Among Ohio High School Students." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1175781770.

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