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IC §§20-30-1-1; 20-30-5-1, -4, and -5. Nonpublic high schools that voluntarily seek state accreditation must provide a course on constitutions of Indiana and the United States that discusses the historical, political, civic, sociological, economical, and philosophical aspects. IC §20-30-5-2. Nonpublic, non-accredited, and non-approved ...
the Indiana Statewide Testing for Educational Progress (ISTEP) program, this manual details the ISTEP program, a broad-based achievement testing plan providing Indiana schools with a means of assessing their overall educational programs. The manual is divided into the following seven chapters: (1) "Overview of Indiana Statewide
To assist administrators, teachers, and other school personnel in understanding and implementing the various components of the Indiana Statewide Testing for Educational Progress (ISTEP) program, this manual details the ISTEP program, a broad-based achievement testing plan providing Indiana schools with a means of assessing their overall educational programs.
Indiana Statewide Testing for Educational Progress-Plus (usually referred to simply as ISTEP or ISTEP+) was an annual No Child Left Behind test designed by the Indiana Department of Education to measure students' mastery of basic skills, particularly reading, writing, and mathematics. Before 2009 it was administered in the fall; beginning the ...
The U.S. Department of Education’s (Department) Office of Non-Public Education (ONPE) updated this non-regulatory guidance to provide the nonpublic school community as well as state and local educational agencies (SEAs and LEAs) with information about some federal education benefits and services available to private school students, teachers ...
test scores (IS. EP).2. Achievement GapThe achievement gap is one of the most controversial. ssues in U.S. education. The achievement gap refers to the disparities in standardized test scores between African American, Latino, White students and students fro. high and low SES group. The achievement gap across racial/ethnic groups and social ...
Nine years of results on 4.2 million of Indiana's Indiana Statewide Testing for Educational Progress (ISTEP) mathematics (math) exams (grades 3-10) taken after the implementation of No Child Left Behind have been used to determine gender gaps and their associated trends.
Whether placing middle school aged children with special needs in inclusive classrooms in the middle school setting is an effective practice is the research question guiding this work. A program evaluation was used to determine effectiveness by examining same student test score data in math and English from 2005 through 2007. The 2007 test scores