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An Interview with Raymond Ravaglia : Regarding EPGY (Education Program for Gifted Youth)
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An Interview with Raymond Ravaglia : Regarding EPGY (Education Program for Gifted Youth)
Anti-Alzheimer’s, Foreign-Language Flash Cards, and Crossword-Style Testing — A Practical Option for Baby Boomers and Beyond
National Experts Assess Florida PreK-12 Education
WHAT IS THE REALITY OF SCHOOL COMPETITION?
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 »  Home  »  Authors  »  National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
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» CRESST ANALYSIS OF CALIFORNIA ACCOUNTABILITY PROGRESS REPORT
By National Center for Research on Evaluation, Standards, and Student Testing (CRESST) | Published 09/4/2006 | Accountability , Educational Research | Unrated

Pete Goldschmidt, Christy Kim Boscardin, and Robert Linn
National Center for Research on Evaluation, Standards, and Student Testing
The latest release of the California Academic Performance Index (API) indicates that, overall, California schools demonstrated about an 11-point, 1.6%, improvement over last year. This result is consistent with previously released STAR results.

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» CRESST ANALYSIS OF CALIFORNIA ACCOUNTABILITY PROGRESS REPORT
By National Center for Research on Evaluation, Standards, and Student Testing (CRESST) | Published 09/4/2006 | Accountability , Commentaries and Reports | Unrated
Los Angeles, CA – Researchers at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) released today an analysis of results from the 2005/2006 California’s Accountability Progress
Report.
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» The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late
By National Center for Research on Evaluation, Standards, and Student Testing (CRESST) | Published 05/14/2006 | Early Childhood Learning , Educational Research , Commentaries and Reports | Unrated
This report examines the association between kindergarten enrollment status (e.g., repeating kindergarten or delaying entry into kindergarten) and children’s first grade reading and mathematics achievement. Based on the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), the statistics in brief reports that in the fall of 1998 5 percent of all children in kindergarten were repeating kindergarten and 6 percent were attending kindergarten for the first time even though they were age-eligible to do so a year earlier (i.e., delayed entry).
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