Not exact matches
In 1984, Conservative Education Secretary Sir Keith Joseph decided to proceed with a merger, on the premise that the new qualifications should be based on general and subject - specific criteria approved
by himself; that the O
Level exam boards should take responsibility for carrying forward the O
Level A to C
grade standards into the new
scale, while the CSE boards should do the same for
grades D to G, which were to be based on CSE
grades 2 to 5 respectively; and that most subjects should be examined through tiered papers focusing on different parts of the
grade scale, ensuring that each
grade reflected «positive achievement» on appropriate tasks, rather than degrees of failure.
In 2005 — 06, depending on the
grade, a student's math
scale score had to rise
by an average of 32 points to go from the top of the Performance
Level 1 range («failing» or not meeting learning standards) to the bottom of the Performance
Level 3 range («proficient» or meeting learning standards).
The assessment itself was first given in 1969, but the underlying political compromises meant that (a) students were tested
by age, not
grade level; (b) results were reported either as percentages of test takers getting individual questions right or (starting in 1984) on a psychometric
scale that included no benchmarks, standards, or «cut points»; and (c) the «units of analysis» were the entire country and four big regions but not individual states, let alone districts or schools.
Each school district shall develop and maintain on file a uniform process
by which the district determines whether to offer AIS during the 2015 - 2016 school year to students who scored above a
scale score specified in subclause (3) of this clause but below
level 3 / proficient on a
grade 3 - 8 English language arts or mathematics State assessment in 2014 - 2015, and shall no later than November 1, 2015 either post to its website or distribute to parents in writing a description of such process;
In fact, the largest positive change for a state in any tested subject area and
grade level was a +10 change in
scale score
by California in eighth
grade reading.
A base amount of funding is determined for every student in the district and this is then boosted depending on factors such as
grade and poverty
levels, academic achievement, whether they are learning English, and certain disabilities, on a
scale set
by the school board.