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  • All fields: testing
(157 results)



Display: 20

    • Students show cattle

    • Branch Agricultural College (Cedar City, Utah); Southern Utah University -- History
    • Students show cattle raised on the BAC farm. Livestock feeding and breeding experiments were underway, as well as testing several varieties of crops for use in Southern Utah. The BAC farm was built in 1914.
    • Domestic Science Class

    • Branch Agricultural College (Cedar City, Utah); Southern Utah University -- History
    • Domestic Science Class testing recipes. Left to right, Front row: ? Haslem, ?, Lila Higbee, Anita Thorley, ?, Ann Cox; Second row: Melba Reeve, Lillian Urie, ?, Lydia Matheson, Claire Bennion, ? Jones, ?, ?; Third row: Leona Armstrong, :, Lillian...
    • Page 409

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    • 1. Should the El Escalante Hotel be used by the City to house and display the G . R. Parry Collection a s a Museum? 2 . Should it be sold outright? Captain Lundberg, from the Air Force Special Weapons Center in New Mexico, requested permission to...
    • Page 435

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    • Oct. 14, 1976.. .City Manager informed the Council that last Sunday a major water line broke in the Highland Drive area. Residents asked to meet with the Council in order to help them solve their problems. (Soil subsidence in the northeast section...
    • Page 87

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    • with quaking aspen poles, a pole corral for the cows, and two adjacent pens for the calves. T h e cows grazed the pul~lic domain during the day, whilr the calves were kept in the pasture. Each afternoon the cows were rounded up and hrought to the...
    • Page 7

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    • Chapter 2 Literature Review The purpose of this study was to examine iPads and their effect on writing in the secondary Language Arts classroom. This literature review looks at why schools may hold onto traditional methods of writing instead of...
    • Page 2

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    • iii Table of Contents List of Tables ..................................................................................................................................v List of Figures...
    • Page 9

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    • 3 14% of White adults (Fry, 2010). As a result of the increased legislation and awareness to the achievement gap, Yearly ProgressPro™, a progress-monitoring instrument, is being implemented to help close it. This computer-administered program...
    • Page 10

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    • 4 receives assistance through Title 1 funds. Currently, there are 754 students who attend Cherry Hill; 72% of these students are native English speakers while 28% are ELLs. Purpose of the Study The purpose of this thesis was (a) to compare the...
    • Page 11

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    • 5 Definition of Terms Definitions of terms relevant to this study include the following:  Achievement gap: The disparity in academic achievement between different groups of students, especially groups defined by race/ethnicity, disability,...
    • Page 14

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    • 8 school accountability was targeted. Since that time, national policies have relied on testing as the primary method for districts and states to reform teaching. The National Achievement Gap Students with limited English proficiency, ethnic...
    • Page 18

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    • 12 yearly progress. NCLB requires that ELLs be included in state yearly assessments for accountability purposes. Reasonable accommodations must be made for assessments administered to these students. Each state sets their own model for identifying...
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    • 13 Researchers from the Northwest Evaluation Association (NWEA) examined the levels of academic achievement by comparing how 14 different states set proficiency levels for both math and reading tests. The researchers determined that what is...
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    • 14 Even though there are problems with the current standardized testing program, other problems would likely surface without the use of them. Some of the possible consequences of eliminating standardized testing would be that high schools would...
    • Page 22

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    • 16 adaptive assessment known as Measure of Academic Progress (MAP). When the student correctly answers questions, they become increasingly difficult. When the student answers the questions incorrectly, the questions become easier (McCall et al.,...
    • Page 23

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    • 17 can help educators guide instruction for all of the students in their charge. Assessments should be useful, meaningful, informative, and educative. They must capture and communicate judgments about student work and show students how to be better...
    • Page 28

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    • 22 final status. It also frequently assesses progress so that slope of improvement can be quantified to indicate rate of improvement. The data produces accurate and meaningful information about levels of performance and rates of...
    • Page 29

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    • 23 in language arts and math. There are 30 math assessment questions and 25 language arts assessment questions. Students can see their score at the end of each assessment. Test items were developed and analyzed by university educational...
    • Page 30

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    • 24 past 10 years confirm the positive effects on students’ mathematics, spelling, and reading achievement when educators depend on CBM progress monitoring to assist them in their instruction (Fuchs & Fuchs, 2004). The senior product manager for...

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