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You searched for subject:(standardized test scores). Showing records 1 – 30 of 31 total matches.

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Liberty University

1. Travillian, Melissa Clark. The Effects of the Graduation Coach on the Attendance and Math and Reading Georgia Criterion Referenced Competency Test Scores of At-Risk Students in a North Georgia Middle School.

Degree: 2010, Liberty University

 Until graduation coaches were added to all Georgia high schools for the 2006-2007 school year, the state of Georgia had one of the lowest graduation… (more)

Subjects/Keywords: at-risk students; attendance; graduation coach; math standardized test scores; middle school; reading standardized test scores; Education, Secondary

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APA (6th Edition):

Travillian, M. C. (2010). The Effects of the Graduation Coach on the Attendance and Math and Reading Georgia Criterion Referenced Competency Test Scores of At-Risk Students in a North Georgia Middle School. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/348

Chicago Manual of Style (16th Edition):

Travillian, Melissa Clark. “The Effects of the Graduation Coach on the Attendance and Math and Reading Georgia Criterion Referenced Competency Test Scores of At-Risk Students in a North Georgia Middle School.” 2010. Doctoral Dissertation, Liberty University. Accessed October 24, 2019. http://digitalcommons.liberty.edu/doctoral/348.

MLA Handbook (7th Edition):

Travillian, Melissa Clark. “The Effects of the Graduation Coach on the Attendance and Math and Reading Georgia Criterion Referenced Competency Test Scores of At-Risk Students in a North Georgia Middle School.” 2010. Web. 24 Oct 2019.

Vancouver:

Travillian MC. The Effects of the Graduation Coach on the Attendance and Math and Reading Georgia Criterion Referenced Competency Test Scores of At-Risk Students in a North Georgia Middle School. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2019 Oct 24]. Available from: http://digitalcommons.liberty.edu/doctoral/348.

Council of Science Editors:

Travillian MC. The Effects of the Graduation Coach on the Attendance and Math and Reading Georgia Criterion Referenced Competency Test Scores of At-Risk Students in a North Georgia Middle School. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/348


California State University – Sacramento

2. Sterling, Doris Lavona. Increasing academic achievment through looping.

Degree: MA, Education (Curriculum and Instruction, 2011, California State University – Sacramento

 Looping is the practice of a teacher staying with the same group of students for two or more years. This thesis examines the effect looping… (more)

Subjects/Keywords: Multi-year; School reform model; Intermediate grades; Increased standardized test scores

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APA (6th Edition):

Sterling, D. L. (2011). Increasing academic achievment through looping. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1163

Chicago Manual of Style (16th Edition):

Sterling, Doris Lavona. “Increasing academic achievment through looping.” 2011. Masters Thesis, California State University – Sacramento. Accessed October 24, 2019. http://hdl.handle.net/10211.9/1163.

MLA Handbook (7th Edition):

Sterling, Doris Lavona. “Increasing academic achievment through looping.” 2011. Web. 24 Oct 2019.

Vancouver:

Sterling DL. Increasing academic achievment through looping. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Oct 24]. Available from: http://hdl.handle.net/10211.9/1163.

Council of Science Editors:

Sterling DL. Increasing academic achievment through looping. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1163


Utah State University

3. Fugate, Mary Eleanor. Schools That Serve Military Children: A Comparison ot the Standardized Test Scores in the DoDea School System Versus the Civilian School System.

Degree: MS, Sociology, Social Work, and Anthropology, 2014, Utah State University

  There are an estimated 1.2 million children with one or both parents enlisted in military service. These children are more geographically mobile than civilian… (more)

Subjects/Keywords: Schools; Military Children; Standardized Test Scores; DoDEA; School System; Sociology

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APA (6th Edition):

Fugate, M. E. (2014). Schools That Serve Military Children: A Comparison ot the Standardized Test Scores in the DoDea School System Versus the Civilian School System. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/3326

Chicago Manual of Style (16th Edition):

Fugate, Mary Eleanor. “Schools That Serve Military Children: A Comparison ot the Standardized Test Scores in the DoDea School System Versus the Civilian School System.” 2014. Masters Thesis, Utah State University. Accessed October 24, 2019. https://digitalcommons.usu.edu/etd/3326.

MLA Handbook (7th Edition):

Fugate, Mary Eleanor. “Schools That Serve Military Children: A Comparison ot the Standardized Test Scores in the DoDea School System Versus the Civilian School System.” 2014. Web. 24 Oct 2019.

Vancouver:

Fugate ME. Schools That Serve Military Children: A Comparison ot the Standardized Test Scores in the DoDea School System Versus the Civilian School System. [Internet] [Masters thesis]. Utah State University; 2014. [cited 2019 Oct 24]. Available from: https://digitalcommons.usu.edu/etd/3326.

Council of Science Editors:

Fugate ME. Schools That Serve Military Children: A Comparison ot the Standardized Test Scores in the DoDea School System Versus the Civilian School System. [Masters Thesis]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/3326


Michigan Technological University

4. Babb, Jake. IMPACT OF PRACTICAL EDUCATION NETWORK ON STUDENTS AND TEACHERS IN THE GHANAIAN JUNIOR HIGH SCHOOL CLASSROOM.

Degree: MS, Department of Cognitive and Learning Sciences, 2019, Michigan Technological University

  The Ghanaian education system has a pervasive teacher-centered pedagogy, lack or absence of laboratory materials, poor-quality teacher training, and minimal support systems for teachers.… (more)

Subjects/Keywords: inquiry-based science; attitudes towards science; standardized test scores

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APA (6th Edition):

Babb, J. (2019). IMPACT OF PRACTICAL EDUCATION NETWORK ON STUDENTS AND TEACHERS IN THE GHANAIAN JUNIOR HIGH SCHOOL CLASSROOM. (Masters Thesis). Michigan Technological University. Retrieved from https://digitalcommons.mtu.edu/etdr/775

Chicago Manual of Style (16th Edition):

Babb, Jake. “IMPACT OF PRACTICAL EDUCATION NETWORK ON STUDENTS AND TEACHERS IN THE GHANAIAN JUNIOR HIGH SCHOOL CLASSROOM.” 2019. Masters Thesis, Michigan Technological University. Accessed October 24, 2019. https://digitalcommons.mtu.edu/etdr/775.

MLA Handbook (7th Edition):

Babb, Jake. “IMPACT OF PRACTICAL EDUCATION NETWORK ON STUDENTS AND TEACHERS IN THE GHANAIAN JUNIOR HIGH SCHOOL CLASSROOM.” 2019. Web. 24 Oct 2019.

Vancouver:

Babb J. IMPACT OF PRACTICAL EDUCATION NETWORK ON STUDENTS AND TEACHERS IN THE GHANAIAN JUNIOR HIGH SCHOOL CLASSROOM. [Internet] [Masters thesis]. Michigan Technological University; 2019. [cited 2019 Oct 24]. Available from: https://digitalcommons.mtu.edu/etdr/775.

Council of Science Editors:

Babb J. IMPACT OF PRACTICAL EDUCATION NETWORK ON STUDENTS AND TEACHERS IN THE GHANAIAN JUNIOR HIGH SCHOOL CLASSROOM. [Masters Thesis]. Michigan Technological University; 2019. Available from: https://digitalcommons.mtu.edu/etdr/775


Temple University

5. Mendrinos, Niki. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.

Degree: 2014, Temple University

Educational Administration

Ed.D.

Standardized tests such as the SAT and ACT claim to predict students' success in college. Colleges and universities place a considerable emphasis… (more)

Subjects/Keywords: Educational administration;

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APA (6th Edition):

Mendrinos, N. (2014). BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,305470

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mendrinos, Niki. “BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.” 2014. Thesis, Temple University. Accessed October 24, 2019. http://digital.library.temple.edu/u?/p245801coll10,305470.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mendrinos, Niki. “BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS.” 2014. Web. 24 Oct 2019.

Vancouver:

Mendrinos N. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. [Internet] [Thesis]. Temple University; 2014. [cited 2019 Oct 24]. Available from: http://digital.library.temple.edu/u?/p245801coll10,305470.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mendrinos N. BEYOND THE SAT/ACT: AN EXAMINATION OF NON-COGNITIVE FACTORS THAT CONTRIBUTE TO STUDENTS' COLLEGE SUCCESS. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,305470

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Seton Hall University

6. Darnall, Byron E. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  The purpose of this study was to determine which combination of 15 community demographic factors account for the most amount of variance and can… (more)

Subjects/Keywords: standardized test scores; poverty; demographic factors; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Darnall, B. E. (2015). The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2075

Chicago Manual of Style (16th Edition):

Darnall, Byron E. “The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.” 2015. Doctoral Dissertation, Seton Hall University. Accessed October 24, 2019. http://scholarship.shu.edu/dissertations/2075.

MLA Handbook (7th Edition):

Darnall, Byron E. “The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores.” 2015. Web. 24 Oct 2019.

Vancouver:

Darnall BE. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Oct 24]. Available from: http://scholarship.shu.edu/dissertations/2075.

Council of Science Editors:

Darnall BE. The Value of Iowa School District Community Demographic Data in Explaining School District ITBS/ITED 3rd and 11th Grade Language Arts and Mathematics Scores. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2075


University of South Carolina

7. H. Morrison, Anna. Integrating Literacy Strategies In The Biology Classroom: Using A Generative Vocabulary Matrix To Improve Standardized Test Scores.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This dissertation focuses on the development and implementation of an action research study that seeks to determine the impact of integrating literacy strategies in… (more)

Subjects/Keywords: Curriculum and Instruction; Integrating; Biology Classroom; Generative; Vocabulary Matrix; Standardized Test Scores

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APA (6th Edition):

H. Morrison, A. (2018). Integrating Literacy Strategies In The Biology Classroom: Using A Generative Vocabulary Matrix To Improve Standardized Test Scores. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5022

Chicago Manual of Style (16th Edition):

H. Morrison, Anna. “Integrating Literacy Strategies In The Biology Classroom: Using A Generative Vocabulary Matrix To Improve Standardized Test Scores.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 24, 2019. https://scholarcommons.sc.edu/etd/5022.

MLA Handbook (7th Edition):

H. Morrison, Anna. “Integrating Literacy Strategies In The Biology Classroom: Using A Generative Vocabulary Matrix To Improve Standardized Test Scores.” 2018. Web. 24 Oct 2019.

Vancouver:

H. Morrison A. Integrating Literacy Strategies In The Biology Classroom: Using A Generative Vocabulary Matrix To Improve Standardized Test Scores. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Oct 24]. Available from: https://scholarcommons.sc.edu/etd/5022.

Council of Science Editors:

H. Morrison A. Integrating Literacy Strategies In The Biology Classroom: Using A Generative Vocabulary Matrix To Improve Standardized Test Scores. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5022


Arizona State University

8. Vagi, Robert. A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit.

Degree: Educational Leadership and Policy Studies, 2017, Arizona State University

 Teacher mobility is a policy issue that affects students and school across the country. Despite a long-standing body of research related to teacher mobility, relatively… (more)

Subjects/Keywords: Education policy; Educational administration; Person-environment fit; Standardized test scores; Teacher mobility; Teacher-school fit

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APA (6th Edition):

Vagi, R. (2017). A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/44083

Chicago Manual of Style (16th Edition):

Vagi, Robert. “A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit.” 2017. Doctoral Dissertation, Arizona State University. Accessed October 24, 2019. http://repository.asu.edu/items/44083.

MLA Handbook (7th Edition):

Vagi, Robert. “A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit.” 2017. Web. 24 Oct 2019.

Vancouver:

Vagi R. A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Oct 24]. Available from: http://repository.asu.edu/items/44083.

Council of Science Editors:

Vagi R. A Closer Look at Teacher-Principal Pairings and Teacher Mobility: Testing a Model of Teacher-School Fit. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/44083


Texas State University – San Marcos

9. Watkins, Ryan S. The Cognitive Effects of Gendered Language on Memory in College Students: Implications for Standardized Testing.

Degree: MA, Psychological Research, 2018, Texas State University – San Marcos

 This study aims to investigate the influence of gendered language on memory retention of material in a reading passage that is comparable to those used… (more)

Subjects/Keywords: Gender; Language; Standardized; Test; Scores; Traditional; Transcendent; Attitudes; Language and languages – Sex differences; Psycholinguistics

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APA (6th Edition):

Watkins, R. S. (2018). The Cognitive Effects of Gendered Language on Memory in College Students: Implications for Standardized Testing. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7421

Chicago Manual of Style (16th Edition):

Watkins, Ryan S. “The Cognitive Effects of Gendered Language on Memory in College Students: Implications for Standardized Testing.” 2018. Masters Thesis, Texas State University – San Marcos. Accessed October 24, 2019. https://digital.library.txstate.edu/handle/10877/7421.

MLA Handbook (7th Edition):

Watkins, Ryan S. “The Cognitive Effects of Gendered Language on Memory in College Students: Implications for Standardized Testing.” 2018. Web. 24 Oct 2019.

Vancouver:

Watkins RS. The Cognitive Effects of Gendered Language on Memory in College Students: Implications for Standardized Testing. [Internet] [Masters thesis]. Texas State University – San Marcos; 2018. [cited 2019 Oct 24]. Available from: https://digital.library.txstate.edu/handle/10877/7421.

Council of Science Editors:

Watkins RS. The Cognitive Effects of Gendered Language on Memory in College Students: Implications for Standardized Testing. [Masters Thesis]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7421


California State University – Sacramento

10. Salling, Katharine A. Measuring the impact of supplemental educational services on academic achievement.

Degree: M.P.P.A., Public Policy and Administration, 2012, California State University – Sacramento

 This thesis examines the Supplemental Educational Services (SES) component of the No Child Left Behind Act of 2001 (NCLB) and focuses on the effect of… (more)

Subjects/Keywords: No Child Left Behind Act; SES; Tutoring; Education; Linear regression analysis; Annual yearly progress; Standardized test scores

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APA (6th Edition):

Salling, K. A. (2012). Measuring the impact of supplemental educational services on academic achievement. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1787

Chicago Manual of Style (16th Edition):

Salling, Katharine A. “Measuring the impact of supplemental educational services on academic achievement.” 2012. Masters Thesis, California State University – Sacramento. Accessed October 24, 2019. http://hdl.handle.net/10211.9/1787.

MLA Handbook (7th Edition):

Salling, Katharine A. “Measuring the impact of supplemental educational services on academic achievement.” 2012. Web. 24 Oct 2019.

Vancouver:

Salling KA. Measuring the impact of supplemental educational services on academic achievement. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2019 Oct 24]. Available from: http://hdl.handle.net/10211.9/1787.

Council of Science Editors:

Salling KA. Measuring the impact of supplemental educational services on academic achievement. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1787


University of South Carolina

11. Pratt, Virginia G. Beyond Standardized Test Scores: The Use of Culturally and Linguistically Responsive Pedagogy to Improve Access to Gifted Programming for Hispanic Students.

Degree: Doctor of Education in Curriculum and Instruction, Educational Studies, 2019, University of South Carolina

  The purpose of this mixed-methods action research study was to explore how expanding curriculum in a gifted and talented English/ Language Arts (ELA) class… (more)

Subjects/Keywords: Curriculum and Instruction; curriculum; English class; Language Arts class; Hispanic; book clubs. standardized test; scores; gifted programming

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APA (6th Edition):

Pratt, V. G. (2019). Beyond Standardized Test Scores: The Use of Culturally and Linguistically Responsive Pedagogy to Improve Access to Gifted Programming for Hispanic Students. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5185

Chicago Manual of Style (16th Edition):

Pratt, Virginia G. “Beyond Standardized Test Scores: The Use of Culturally and Linguistically Responsive Pedagogy to Improve Access to Gifted Programming for Hispanic Students.” 2019. Doctoral Dissertation, University of South Carolina. Accessed October 24, 2019. https://scholarcommons.sc.edu/etd/5185.

MLA Handbook (7th Edition):

Pratt, Virginia G. “Beyond Standardized Test Scores: The Use of Culturally and Linguistically Responsive Pedagogy to Improve Access to Gifted Programming for Hispanic Students.” 2019. Web. 24 Oct 2019.

Vancouver:

Pratt VG. Beyond Standardized Test Scores: The Use of Culturally and Linguistically Responsive Pedagogy to Improve Access to Gifted Programming for Hispanic Students. [Internet] [Doctoral dissertation]. University of South Carolina; 2019. [cited 2019 Oct 24]. Available from: https://scholarcommons.sc.edu/etd/5185.

Council of Science Editors:

Pratt VG. Beyond Standardized Test Scores: The Use of Culturally and Linguistically Responsive Pedagogy to Improve Access to Gifted Programming for Hispanic Students. [Doctoral Dissertation]. University of South Carolina; 2019. Available from: https://scholarcommons.sc.edu/etd/5185


University of Houston

12. Markowitz, Eliz A. Personality Characteristics and the Nature of Standardized Test Score Interventions.

Degree: Curriculum and Instruction, Department of, 2017, University of Houston

 While standardized tests (STs) intend to measure student achievement, the success of the test preparation industry calls the claim into question. The goal of test(more)

Subjects/Keywords: standardized testing; standardized tests; standardized test scores; score improvement; test-preparation industry; test-preparation techniques; technique-based intervention; content-based intervention; personality characteristics; lower-level thinking skills; higher-level thinking skills

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APA (6th Edition):

Markowitz, E. A. (2017). Personality Characteristics and the Nature of Standardized Test Score Interventions. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1873

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Markowitz, Eliz A. “Personality Characteristics and the Nature of Standardized Test Score Interventions.” 2017. Thesis, University of Houston. Accessed October 24, 2019. http://hdl.handle.net/10657/1873.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Markowitz, Eliz A. “Personality Characteristics and the Nature of Standardized Test Score Interventions.” 2017. Web. 24 Oct 2019.

Vancouver:

Markowitz EA. Personality Characteristics and the Nature of Standardized Test Score Interventions. [Internet] [Thesis]. University of Houston; 2017. [cited 2019 Oct 24]. Available from: http://hdl.handle.net/10657/1873.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Markowitz EA. Personality Characteristics and the Nature of Standardized Test Score Interventions. [Thesis]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1873

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Commonwealth University

13. Kilmer, Theresa. A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?.

Degree: PhD, Educational Leadership, 2013, Virginia Commonwealth University

 This study was conducted to determine the effectiveness of alternative middle school programs utilizing a longitudinal, mixed methods design and was driven by research questions… (more)

Subjects/Keywords: alternative education; high school preparedness; alternative program effectiveness; student opinions; discipline; attendance; standardized test scores; two years after alternative middle school; Education; Educational Leadership

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APA (6th Edition):

Kilmer, T. (2013). A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2959

Chicago Manual of Style (16th Edition):

Kilmer, Theresa. “A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?.” 2013. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 24, 2019. https://scholarscompass.vcu.edu/etd/2959.

MLA Handbook (7th Edition):

Kilmer, Theresa. “A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?.” 2013. Web. 24 Oct 2019.

Vancouver:

Kilmer T. A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2013. [cited 2019 Oct 24]. Available from: https://scholarscompass.vcu.edu/etd/2959.

Council of Science Editors:

Kilmer T. A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?. [Doctoral Dissertation]. Virginia Commonwealth University; 2013. Available from: https://scholarscompass.vcu.edu/etd/2959


University of Florida

14. Callovi, John. The Effects of No Child Left Behind on Standardized Test Scores in Florida.

Degree: 2012, University of Florida

 No Child Left Behind (NCLB) legislation altered the way public education operates and it is critical that the legislation is objectively analyzed to help guide… (more)

Subjects/Keywords: Class size; Education; Education legislation; Funding; Parent education; Schools; Standardized tests; Students; Teachers; Test scores; Educational tests and measurements; No Child Left Behind Act of 2001 (United States); Teaching

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APA (6th Edition):

Callovi, J. (2012). The Effects of No Child Left Behind on Standardized Test Scores in Florida. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00059859

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Callovi, John. “The Effects of No Child Left Behind on Standardized Test Scores in Florida.” 2012. Thesis, University of Florida. Accessed October 24, 2019. http://ufdc.ufl.edu/AA00059859.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Callovi, John. “The Effects of No Child Left Behind on Standardized Test Scores in Florida.” 2012. Web. 24 Oct 2019.

Vancouver:

Callovi J. The Effects of No Child Left Behind on Standardized Test Scores in Florida. [Internet] [Thesis]. University of Florida; 2012. [cited 2019 Oct 24]. Available from: http://ufdc.ufl.edu/AA00059859.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Callovi J. The Effects of No Child Left Behind on Standardized Test Scores in Florida. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/AA00059859

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Marietta College

15. Miranda, Collins M. The Relationship of Selected Admission and Program Variables and the Success of Marietta College Physician Assistant Student Performance on the Physician Assistant National Certification Examination.

Degree: MEd, Education, 2006, Marietta College

 The U.S. Bureau of Labor and Statistics has reported that the physician assistant profession will increase by 50% between the years 2004 – 2014. Because… (more)

Subjects/Keywords: Physician Assistant National Certification Examination (PANCE) Performance; Student Demographics; Graduate Record Examination (GRE) Scores; Standardized Test Scores; Grade Point Average (GPA)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Miranda, C. M. (2006). The Relationship of Selected Admission and Program Variables and the Success of Marietta College Physician Assistant Student Performance on the Physician Assistant National Certification Examination. (Masters Thesis). Marietta College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=marietta1144851787

Chicago Manual of Style (16th Edition):

Miranda, Collins M. “The Relationship of Selected Admission and Program Variables and the Success of Marietta College Physician Assistant Student Performance on the Physician Assistant National Certification Examination.” 2006. Masters Thesis, Marietta College. Accessed October 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1144851787.

MLA Handbook (7th Edition):

Miranda, Collins M. “The Relationship of Selected Admission and Program Variables and the Success of Marietta College Physician Assistant Student Performance on the Physician Assistant National Certification Examination.” 2006. Web. 24 Oct 2019.

Vancouver:

Miranda CM. The Relationship of Selected Admission and Program Variables and the Success of Marietta College Physician Assistant Student Performance on the Physician Assistant National Certification Examination. [Internet] [Masters thesis]. Marietta College; 2006. [cited 2019 Oct 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1144851787.

Council of Science Editors:

Miranda CM. The Relationship of Selected Admission and Program Variables and the Success of Marietta College Physician Assistant Student Performance on the Physician Assistant National Certification Examination. [Masters Thesis]. Marietta College; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1144851787


SUNY College at Brockport

16. Keating, Gayle W. Behavior and Long-Term Out-of-School Suspension – The Correlation to Low Sixth Grade Reading Scores.

Degree: MSEd, Education and Human Development, 2001, SUNY College at Brockport

  Thirty-three ninth and tenth grade regular education students were randomly selected from an alternative high school in Rochester, New York. Many of the subjects… (more)

Subjects/Keywords: Out-of-school suspension; reading scores; disciplinary action; standardized reading test scores; student performance; Education; Language and Literacy Education; Secondary Education

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APA (6th Edition):

Keating, G. W. (2001). Behavior and Long-Term Out-of-School Suspension – The Correlation to Low Sixth Grade Reading Scores. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1051

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Keating, Gayle W. “Behavior and Long-Term Out-of-School Suspension – The Correlation to Low Sixth Grade Reading Scores.” 2001. Thesis, SUNY College at Brockport. Accessed October 24, 2019. https://digitalcommons.brockport.edu/ehd_theses/1051.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Keating, Gayle W. “Behavior and Long-Term Out-of-School Suspension – The Correlation to Low Sixth Grade Reading Scores.” 2001. Web. 24 Oct 2019.

Vancouver:

Keating GW. Behavior and Long-Term Out-of-School Suspension – The Correlation to Low Sixth Grade Reading Scores. [Internet] [Thesis]. SUNY College at Brockport; 2001. [cited 2019 Oct 24]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1051.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Keating GW. Behavior and Long-Term Out-of-School Suspension – The Correlation to Low Sixth Grade Reading Scores. [Thesis]. SUNY College at Brockport; 2001. Available from: https://digitalcommons.brockport.edu/ehd_theses/1051

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Merritt, Brent Ross. CSCOPE's effect on Texas' state mandated standardized test scores in mathematics.

Degree: Curriculum and Instruction., 2011, Baylor University

 The purpose of the study was to examine standardized test scores of school districts in the state of Texas that have implemented CSCOPE, a popular… (more)

Subjects/Keywords: CSCOPE.; Standardized test scores.; Texas school districts.; Texas Assessment of Knowledge and Skills (TAKS); Mathematics.

…affected standardized test scores. The overarching 2 research problem statement follows: Is… …Purpose of the Study The purpose of the study was to examine standardized test scores of school… …products affect standardized test scores in the state of Texas. The current culture of public… …standardized test scores at an all-time high, educators must ensure that the curriculum they are… …reliance on standardized tests scores to determine whether or not a school district was… 

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APA (6th Edition):

Merritt, B. R. (2011). CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8231

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Merritt, Brent Ross. “CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. ” 2011. Thesis, Baylor University. Accessed October 24, 2019. http://hdl.handle.net/2104/8231.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Merritt, Brent Ross. “CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. ” 2011. Web. 24 Oct 2019.

Vancouver:

Merritt BR. CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. [Internet] [Thesis]. Baylor University; 2011. [cited 2019 Oct 24]. Available from: http://hdl.handle.net/2104/8231.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Merritt BR. CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. [Thesis]. Baylor University; 2011. Available from: http://hdl.handle.net/2104/8231

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

18. Underhill, Janna L. The Robustness of Kernel Equating as Non-Normality Occurs under the Equivalent Groups Design.

Degree: PhD, Research and Evaluation Methodology - Human Development and Organizational Studies in Education, 2014, University of Florida

Subjects/Keywords: Bandwidth; Data smoothing; Gaussian distributions; Kurtosis; Population distributions; Sample size; Simulations; Skewed distribution; Standardized tests; Test scores; equating; kernel

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APA (6th Edition):

Underhill, J. L. (2014). The Robustness of Kernel Equating as Non-Normality Occurs under the Equivalent Groups Design. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047060

Chicago Manual of Style (16th Edition):

Underhill, Janna L. “The Robustness of Kernel Equating as Non-Normality Occurs under the Equivalent Groups Design.” 2014. Doctoral Dissertation, University of Florida. Accessed October 24, 2019. http://ufdc.ufl.edu/UFE0047060.

MLA Handbook (7th Edition):

Underhill, Janna L. “The Robustness of Kernel Equating as Non-Normality Occurs under the Equivalent Groups Design.” 2014. Web. 24 Oct 2019.

Vancouver:

Underhill JL. The Robustness of Kernel Equating as Non-Normality Occurs under the Equivalent Groups Design. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Oct 24]. Available from: http://ufdc.ufl.edu/UFE0047060.

Council of Science Editors:

Underhill JL. The Robustness of Kernel Equating as Non-Normality Occurs under the Equivalent Groups Design. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047060


University of Florida

19. Isbell, Victor Kenneth, 1947-. Student placement in entry level courses of reading, writing, and mathematics in community colleges.

Degree: 1988, University of Florida

Subjects/Keywords: Assets; College mathematics; College students; Colleges; Community colleges; High school students; Maps; Mathematics; Standardized tests; Test scores

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APA (6th Edition):

Isbell, Victor Kenneth, 1. (1988). Student placement in entry level courses of reading, writing, and mathematics in community colleges. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00026493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Isbell, Victor Kenneth, 1947-. “Student placement in entry level courses of reading, writing, and mathematics in community colleges.” 1988. Thesis, University of Florida. Accessed October 24, 2019. http://ufdc.ufl.edu/AA00026493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Isbell, Victor Kenneth, 1947-. “Student placement in entry level courses of reading, writing, and mathematics in community colleges.” 1988. Web. 24 Oct 2019.

Vancouver:

Isbell, Victor Kenneth 1. Student placement in entry level courses of reading, writing, and mathematics in community colleges. [Internet] [Thesis]. University of Florida; 1988. [cited 2019 Oct 24]. Available from: http://ufdc.ufl.edu/AA00026493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Isbell, Victor Kenneth 1. Student placement in entry level courses of reading, writing, and mathematics in community colleges. [Thesis]. University of Florida; 1988. Available from: http://ufdc.ufl.edu/AA00026493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

20. Koehler, Kurt. Lateral Dominance and Second Grade Reading Performance.

Degree: MSEd, Education and Human Development, 1994, SUNY College at Brockport

  The purpose of this study was to discover if second grade students having a unilateral dominance will be academically higher in reading than their… (more)

Subjects/Keywords: T-test; lateral dominance; reading; reading success; standardized reading scores; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Koehler, K. (1994). Lateral Dominance and Second Grade Reading Performance. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/803

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Koehler, Kurt. “Lateral Dominance and Second Grade Reading Performance.” 1994. Thesis, SUNY College at Brockport. Accessed October 24, 2019. https://digitalcommons.brockport.edu/ehd_theses/803.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Koehler, Kurt. “Lateral Dominance and Second Grade Reading Performance.” 1994. Web. 24 Oct 2019.

Vancouver:

Koehler K. Lateral Dominance and Second Grade Reading Performance. [Internet] [Thesis]. SUNY College at Brockport; 1994. [cited 2019 Oct 24]. Available from: https://digitalcommons.brockport.edu/ehd_theses/803.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Koehler K. Lateral Dominance and Second Grade Reading Performance. [Thesis]. SUNY College at Brockport; 1994. Available from: https://digitalcommons.brockport.edu/ehd_theses/803

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

21. Laniak, Gina M. A Study of the Correlation Between Sixth Grade Students' Attitudes Toward Reading and Their Performance on a Standardized Test.

Degree: MSEd, Education and Human Development, 1998, SUNY College at Brockport

  The purpose of this study was to determine if there is a statistically significant correlation between sixth grade students' attitudes toward reading and their… (more)

Subjects/Keywords: DRP; reading proficiency; student attitude; standardized test scores; student motivation; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Laniak, G. M. (1998). A Study of the Correlation Between Sixth Grade Students' Attitudes Toward Reading and Their Performance on a Standardized Test. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/807

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Laniak, Gina M. “A Study of the Correlation Between Sixth Grade Students' Attitudes Toward Reading and Their Performance on a Standardized Test.” 1998. Thesis, SUNY College at Brockport. Accessed October 24, 2019. https://digitalcommons.brockport.edu/ehd_theses/807.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Laniak, Gina M. “A Study of the Correlation Between Sixth Grade Students' Attitudes Toward Reading and Their Performance on a Standardized Test.” 1998. Web. 24 Oct 2019.

Vancouver:

Laniak GM. A Study of the Correlation Between Sixth Grade Students' Attitudes Toward Reading and Their Performance on a Standardized Test. [Internet] [Thesis]. SUNY College at Brockport; 1998. [cited 2019 Oct 24]. Available from: https://digitalcommons.brockport.edu/ehd_theses/807.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Laniak GM. A Study of the Correlation Between Sixth Grade Students' Attitudes Toward Reading and Their Performance on a Standardized Test. [Thesis]. SUNY College at Brockport; 1998. Available from: https://digitalcommons.brockport.edu/ehd_theses/807

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

22. Hage, Diane La Spada. The Relationship Among Children’s Reading Achievement, Parental Attitudes Towards Reading, and Parental Reading Habits.

Degree: MSEd, Education and Human Development, 1987, SUNY College at Brockport

  The purpose of this study was to investigate the relationships among children's reading achievement, parental attitudes towards reading, and parental reading habits. Fifty-seven students… (more)

Subjects/Keywords: Reading attitudes; parental involvement; standardized test scores; parent child relationship; reading achievement; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Hage, D. L. S. (1987). The Relationship Among Children’s Reading Achievement, Parental Attitudes Towards Reading, and Parental Reading Habits. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/808

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hage, Diane La Spada. “The Relationship Among Children’s Reading Achievement, Parental Attitudes Towards Reading, and Parental Reading Habits.” 1987. Thesis, SUNY College at Brockport. Accessed October 24, 2019. https://digitalcommons.brockport.edu/ehd_theses/808.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hage, Diane La Spada. “The Relationship Among Children’s Reading Achievement, Parental Attitudes Towards Reading, and Parental Reading Habits.” 1987. Web. 24 Oct 2019.

Vancouver:

Hage DLS. The Relationship Among Children’s Reading Achievement, Parental Attitudes Towards Reading, and Parental Reading Habits. [Internet] [Thesis]. SUNY College at Brockport; 1987. [cited 2019 Oct 24]. Available from: https://digitalcommons.brockport.edu/ehd_theses/808.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hage DLS. The Relationship Among Children’s Reading Achievement, Parental Attitudes Towards Reading, and Parental Reading Habits. [Thesis]. SUNY College at Brockport; 1987. Available from: https://digitalcommons.brockport.edu/ehd_theses/808

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

23. Lustumbo, Tonya M. The Correlation of Reading Outside School and Reading Proficiency.

Degree: MSEd, Education and Human Development, 1993, SUNY College at Brockport

  The purpose of this study was to investigate the relationship between time spent reading outside of school and reading proficiency, as measured by the… (more)

Subjects/Keywords: Reading proficiency; standardized test scores; reading achievement; Book-It!; reading comprehension; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Lustumbo, T. M. (1993). The Correlation of Reading Outside School and Reading Proficiency. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/810

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lustumbo, Tonya M. “The Correlation of Reading Outside School and Reading Proficiency.” 1993. Thesis, SUNY College at Brockport. Accessed October 24, 2019. https://digitalcommons.brockport.edu/ehd_theses/810.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lustumbo, Tonya M. “The Correlation of Reading Outside School and Reading Proficiency.” 1993. Web. 24 Oct 2019.

Vancouver:

Lustumbo TM. The Correlation of Reading Outside School and Reading Proficiency. [Internet] [Thesis]. SUNY College at Brockport; 1993. [cited 2019 Oct 24]. Available from: https://digitalcommons.brockport.edu/ehd_theses/810.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lustumbo TM. The Correlation of Reading Outside School and Reading Proficiency. [Thesis]. SUNY College at Brockport; 1993. Available from: https://digitalcommons.brockport.edu/ehd_theses/810

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


SUNY College at Brockport

24. Watt, Wendy Tarbox. The Long Term Effects of the Reading Intervention Program, an Early Intervention Program Similar to Reading Recovery.

Degree: MSEd, Education and Human Development, 1998, SUNY College at Brockport

  During the 1995-1997 school years, 35 students were identified at Holmes Road School (in Greece, NY) as being in the lowest 20% of their… (more)

Subjects/Keywords: Reading recovery; Reading Intervention Program; reading comprehension; standardized test scores; literacy skills; reading instruction; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Watt, W. T. (1998). The Long Term Effects of the Reading Intervention Program, an Early Intervention Program Similar to Reading Recovery. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/858

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Watt, Wendy Tarbox. “The Long Term Effects of the Reading Intervention Program, an Early Intervention Program Similar to Reading Recovery.” 1998. Thesis, SUNY College at Brockport. Accessed October 24, 2019. https://digitalcommons.brockport.edu/ehd_theses/858.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Watt, Wendy Tarbox. “The Long Term Effects of the Reading Intervention Program, an Early Intervention Program Similar to Reading Recovery.” 1998. Web. 24 Oct 2019.

Vancouver:

Watt WT. The Long Term Effects of the Reading Intervention Program, an Early Intervention Program Similar to Reading Recovery. [Internet] [Thesis]. SUNY College at Brockport; 1998. [cited 2019 Oct 24]. Available from: https://digitalcommons.brockport.edu/ehd_theses/858.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Watt WT. The Long Term Effects of the Reading Intervention Program, an Early Intervention Program Similar to Reading Recovery. [Thesis]. SUNY College at Brockport; 1998. Available from: https://digitalcommons.brockport.edu/ehd_theses/858

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Arizona

25. Glennon, Sara Denise. Juvenile Delinquency, IDEA Disability, and School Drop Out in High School Students .

Degree: 2009, University of Arizona

 Over the past 10-15 years, the epidemiological research literature on juvenile delinquency has suggested that there is an over-representation of males and Hispanics within the… (more)

Subjects/Keywords: adjudication; high school students; IDEA disability; juvenile delinquency; school drop out; standardized test scores

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APA (6th Edition):

Glennon, S. D. (2009). Juvenile Delinquency, IDEA Disability, and School Drop Out in High School Students . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195884

Chicago Manual of Style (16th Edition):

Glennon, Sara Denise. “Juvenile Delinquency, IDEA Disability, and School Drop Out in High School Students .” 2009. Doctoral Dissertation, University of Arizona. Accessed October 24, 2019. http://hdl.handle.net/10150/195884.

MLA Handbook (7th Edition):

Glennon, Sara Denise. “Juvenile Delinquency, IDEA Disability, and School Drop Out in High School Students .” 2009. Web. 24 Oct 2019.

Vancouver:

Glennon SD. Juvenile Delinquency, IDEA Disability, and School Drop Out in High School Students . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Oct 24]. Available from: http://hdl.handle.net/10150/195884.

Council of Science Editors:

Glennon SD. Juvenile Delinquency, IDEA Disability, and School Drop Out in High School Students . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/195884

26. Phillips, Annie Pearl. Experimental Investigation of the Relation Between Intelligence Quotients, English Scores, Reading Scores, and English Marks at N.T.S.T.C.; and a Suggestion for the Use of These Instruments in Predicting Academic Success in English.

Degree: 1945, North Texas State Teachers College

"The problem here is to determine the scholastic prediction in English at the college freshman level by means of the correlation coefficients of the following test scores and marks at North Texas State Teachers College..." – 1. Advisors/Committee Members: Dougherty, James Henry, 1901-, Shook, Bessie.

Subjects/Keywords: academic success; standardized test scores; college freshmen; North Texas State Teachers College  – History.; University of North Texas  – History.; Intelligence levels.; Academic achievement.

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APA (6th Edition):

Phillips, A. P. (1945). Experimental Investigation of the Relation Between Intelligence Quotients, English Scores, Reading Scores, and English Marks at N.T.S.T.C.; and a Suggestion for the Use of These Instruments in Predicting Academic Success in English. (Thesis). North Texas State Teachers College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc663541/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Phillips, Annie Pearl. “Experimental Investigation of the Relation Between Intelligence Quotients, English Scores, Reading Scores, and English Marks at N.T.S.T.C.; and a Suggestion for the Use of These Instruments in Predicting Academic Success in English.” 1945. Thesis, North Texas State Teachers College. Accessed October 24, 2019. https://digital.library.unt.edu/ark:/67531/metadc663541/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Phillips, Annie Pearl. “Experimental Investigation of the Relation Between Intelligence Quotients, English Scores, Reading Scores, and English Marks at N.T.S.T.C.; and a Suggestion for the Use of These Instruments in Predicting Academic Success in English.” 1945. Web. 24 Oct 2019.

Vancouver:

Phillips AP. Experimental Investigation of the Relation Between Intelligence Quotients, English Scores, Reading Scores, and English Marks at N.T.S.T.C.; and a Suggestion for the Use of These Instruments in Predicting Academic Success in English. [Internet] [Thesis]. North Texas State Teachers College; 1945. [cited 2019 Oct 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc663541/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Phillips AP. Experimental Investigation of the Relation Between Intelligence Quotients, English Scores, Reading Scores, and English Marks at N.T.S.T.C.; and a Suggestion for the Use of These Instruments in Predicting Academic Success in English. [Thesis]. North Texas State Teachers College; 1945. Available from: https://digital.library.unt.edu/ark:/67531/metadc663541/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Woolford-Singh, Ann. An Examination of Relationships of Reading and Writing Self-Efficacy Beliefs, Standardized Placement Test Scores, and Diverse Community College Students' Perceptions of Those Relationships.

Degree: PhD, 2004, Old Dominion University

  Social cognitive theory explains the role that one's level of confidence plays in the accomplishment of a specific task. According to Bandura (1982, 1995),… (more)

Subjects/Keywords: Language; literature and linguistics; Beliefs; Community college students; Placement test scores; Reading; Self-efficacy; Standardized tests;

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APA (6th Edition):

Woolford-Singh, A. (2004). An Examination of Relationships of Reading and Writing Self-Efficacy Beliefs, Standardized Placement Test Scores, and Diverse Community College Students' Perceptions of Those Relationships. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780496083527 ; https://digitalcommons.odu.edu/urbanservices_education_etds/68

Chicago Manual of Style (16th Edition):

Woolford-Singh, Ann. “An Examination of Relationships of Reading and Writing Self-Efficacy Beliefs, Standardized Placement Test Scores, and Diverse Community College Students' Perceptions of Those Relationships.” 2004. Doctoral Dissertation, Old Dominion University. Accessed October 24, 2019. 9780496083527 ; https://digitalcommons.odu.edu/urbanservices_education_etds/68.

MLA Handbook (7th Edition):

Woolford-Singh, Ann. “An Examination of Relationships of Reading and Writing Self-Efficacy Beliefs, Standardized Placement Test Scores, and Diverse Community College Students' Perceptions of Those Relationships.” 2004. Web. 24 Oct 2019.

Vancouver:

Woolford-Singh A. An Examination of Relationships of Reading and Writing Self-Efficacy Beliefs, Standardized Placement Test Scores, and Diverse Community College Students' Perceptions of Those Relationships. [Internet] [Doctoral dissertation]. Old Dominion University; 2004. [cited 2019 Oct 24]. Available from: 9780496083527 ; https://digitalcommons.odu.edu/urbanservices_education_etds/68.

Council of Science Editors:

Woolford-Singh A. An Examination of Relationships of Reading and Writing Self-Efficacy Beliefs, Standardized Placement Test Scores, and Diverse Community College Students' Perceptions of Those Relationships. [Doctoral Dissertation]. Old Dominion University; 2004. Available from: 9780496083527 ; https://digitalcommons.odu.edu/urbanservices_education_etds/68

28. Harris, Robert Vernon. Use of standardized test scores to predict success in a computer applications course.

Degree: PhD, Leadership and Foundations, 2014, Mississippi State University

  In this educational study, the research problem was that each semester a variable number of community college students are unable to complete an introductory… (more)

Subjects/Keywords: standardized test scores; ACT scores; computer applications course; predicting student success; community college; Mississippi community college; logistic regression; success versus non-success; course failure

…15 Use of Standardized Test Scores Studies… …college system. Relevant case studies that examined the use of standardized test scores such as… …equivalency diploma, or GED. (p. 1) 17 Use of Standardized Test Scores Studies In… …extreme standardized test scores has been very low (less than 5%) over the period of… …suggests standardized test scores do not work for ESL placement of the majority of international… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Harris, R. V. (2014). Use of standardized test scores to predict success in a computer applications course. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-02262014-233509/ ;

Chicago Manual of Style (16th Edition):

Harris, Robert Vernon. “Use of standardized test scores to predict success in a computer applications course.” 2014. Doctoral Dissertation, Mississippi State University. Accessed October 24, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-02262014-233509/ ;.

MLA Handbook (7th Edition):

Harris, Robert Vernon. “Use of standardized test scores to predict success in a computer applications course.” 2014. Web. 24 Oct 2019.

Vancouver:

Harris RV. Use of standardized test scores to predict success in a computer applications course. [Internet] [Doctoral dissertation]. Mississippi State University; 2014. [cited 2019 Oct 24]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-02262014-233509/ ;.

Council of Science Editors:

Harris RV. Use of standardized test scores to predict success in a computer applications course. [Doctoral Dissertation]. Mississippi State University; 2014. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-02262014-233509/ ;


University of Central Florida

29. Underwood, Marilyn. The Relationship Of 10th-grade District Progress Monitoring Assessment Scores To Florida Comprehensive Assessment Test Scores In Reading And Mathematics For 2008-2009.

Degree: 2010, University of Central Florida

 The focus of this research was to investigate the use of a district created formative benchmark assessment in reading to predict student achievement for 10th-grade… (more)

Subjects/Keywords: assessment; formative assessment; progress monitoring; FCAT; Florida Comprehensive Assessment Test; reading; mathematics; predict achievement; benchmark assessment; high school; secondary school; tenth grade; administrative best practices; administrative strategies; data teams; collaborative teams; culture; professional development; correlation of reading to mathematics assessment scores; accountability; principal practices; principal best practices; subgroups; standardized test; leadership; effective leadership strategies; reading proficiency; reading proficiency as an indicator of academic achievement; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Underwood, M. (2010). The Relationship Of 10th-grade District Progress Monitoring Assessment Scores To Florida Comprehensive Assessment Test Scores In Reading And Mathematics For 2008-2009. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4247

Chicago Manual of Style (16th Edition):

Underwood, Marilyn. “The Relationship Of 10th-grade District Progress Monitoring Assessment Scores To Florida Comprehensive Assessment Test Scores In Reading And Mathematics For 2008-2009.” 2010. Doctoral Dissertation, University of Central Florida. Accessed October 24, 2019. https://stars.library.ucf.edu/etd/4247.

MLA Handbook (7th Edition):

Underwood, Marilyn. “The Relationship Of 10th-grade District Progress Monitoring Assessment Scores To Florida Comprehensive Assessment Test Scores In Reading And Mathematics For 2008-2009.” 2010. Web. 24 Oct 2019.

Vancouver:

Underwood M. The Relationship Of 10th-grade District Progress Monitoring Assessment Scores To Florida Comprehensive Assessment Test Scores In Reading And Mathematics For 2008-2009. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2019 Oct 24]. Available from: https://stars.library.ucf.edu/etd/4247.

Council of Science Editors:

Underwood M. The Relationship Of 10th-grade District Progress Monitoring Assessment Scores To Florida Comprehensive Assessment Test Scores In Reading And Mathematics For 2008-2009. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: https://stars.library.ucf.edu/etd/4247


University of Florida

30. Blackmer, Gregory Winslow, 1947-. The contribution made to student achievement by the degree of cognitive style match between peer tutors and students.

Degree: 1980, University of Florida

Subjects/Keywords: Academic achievement; Cognitive style; College students; High school students; Standardized tests; Students; Teachers; Test scores; Tutorials; Tutoring; Academic achievement; Cognitive styles; Curriculum and Instruction thesis Ph. D; Peer teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Blackmer, Gregory Winslow, 1. (1980). The contribution made to student achievement by the degree of cognitive style match between peer tutors and students. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00056905

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Blackmer, Gregory Winslow, 1947-. “The contribution made to student achievement by the degree of cognitive style match between peer tutors and students.” 1980. Thesis, University of Florida. Accessed October 24, 2019. http://ufdc.ufl.edu/AA00056905.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Blackmer, Gregory Winslow, 1947-. “The contribution made to student achievement by the degree of cognitive style match between peer tutors and students.” 1980. Web. 24 Oct 2019.

Vancouver:

Blackmer, Gregory Winslow 1. The contribution made to student achievement by the degree of cognitive style match between peer tutors and students. [Internet] [Thesis]. University of Florida; 1980. [cited 2019 Oct 24]. Available from: http://ufdc.ufl.edu/AA00056905.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Blackmer, Gregory Winslow 1. The contribution made to student achievement by the degree of cognitive style match between peer tutors and students. [Thesis]. University of Florida; 1980. Available from: http://ufdc.ufl.edu/AA00056905

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

[1] [2]

.