The High School Proficiency Assessment was a standardized test that was administered by the New Jersey Department of Education to all New Jersey public high school students in March of their junior year until 2014-2015 when it was replaced by the PARCC. Together with the New Jersey Assessment of Skills and Knowledge, which was administered in grades 3–8, the HSPA was part of a battery of tests used to assess student performance in New Jersey's public schools.
The Florida Comprehensive Assessment Test, or the FCAT/FCAT 2.0, was the standardized test used in the primary and secondary public schools of Florida. First administered statewide in 1998, it replaced the State Student Assessment Test (SSAT) and the High School Competency Test (HSCT). As of the 2014-2015 school year FCAT was replaced in the state of Florida. The Florida Department of Education later implemented the Florida Standards Assessments (FSA) for English Language Arts, Reading, Mathematics and a Writing or typing test. A Comprehensive science test is still used for grades 5 and 8.
The Texas Assessment of Knowledge and Skills (TAKS) was the fourth Texas state standardized test previously used in grade 3-8 and grade 9-11 to assess students' attainment of reading, writing, math, science, and social studies skills required under Texas education standards. It is developed and scored by Pearson Educational Measurement with close supervision by the Texas Education Agency. Though created before the No Child Left Behind Act was passed, it complied with the law. It replaced the previous test, called the Texas Assessment of Academic Skills (TAAS), in 2002.
Arizona's Instrument to Measure Standards (AIMS) was a standardized test administered by the state of Arizona. AIMS was a standards-based assessment aligned with the Arizona Academic Content Standards. In November 2014, the Arizona State Board of Education voted to replace AIMS with a new test called AzMERIT (Arizona's Measurement of Educational Readiness to Inform Teaching).
In New York State, Regents Examinations are statewide standardized examinations in core high school subjects. Students are required to pass these exams to earn a Regents Diploma. To graduate, students are required to have earned appropriate credits in a number of specific subjects by passing year-long or half-year courses, after which they must pass at least five examinations. For higher-achieving students, a Regents with Advanced designation and an Honors designation are also offered. There are also local diploma options.
The Ohio Graduation Test (OGT) is the high school graduation examination given to sophomores in the U.S. state of Ohio. Students must pass all five sections (reading, writing, mathematics, science and social studies) in order to graduate. Students have multiple chances to pass these sections and can still graduate without passing each using the alternative pathway. In 2009, the Ohio legislature passed an education reform bill eliminating the OGT in favor of a new assessment system. The development and transition of replacement began in 2014 and ended in 2022.
The Standards of Learning (SOL) is a public school standardized testing program in the Commonwealth of Virginia. It sets forth learning and achievement expectations for core subjects for grades K-12 in Virginia's Public Schools. The standards represent what many teachers, school administrators, parents, and business and community leaders believe schools should teach and students should learn. The Virginia Department of Education, schools, and school systems routinely receive essential feedback on the effectiveness of implementation and address effective instructional strategies and best practices. The Standards of Learning is supportive of and a direct response to the No Child Left Behind Act, which was signed into law by then-President George W. Bush on January 8, 2002. They address student achievement in four critical areas: (1) English, (2) mathematics, (3) science, and (4) history/social studies. Students are assessed in English and mathematics in grades 3-8 and upon completion of certain high school level courses. Science and history SOL are administered in grades 4, 5, and 8 and at the end of completing high school courses in these respective subjects.
The California Assessment of Student Performance and Progress (CAASPP), known until February 2014 as the Measurement of Academic Performance and Progress (MAPP), measures the performance of students undergoing primary and secondary education in California. In October 2013, it replaced the Standardized Testing and Reporting (STAR) Program.
The California High School Exit Examination (CAHSEE) was an examination created by the California Department of Education, that was previously mandated to administer in high schools statewide in order to graduate. The examination was suspended in 2015, when Governor Jerry Brown signed a bill undoing the decade old requirement. It was originally created by the California Department of Education to improve the academic performance of California high school students, and especially of high school graduates, in the areas of reading, writing, and mathematics. In addition to other graduation requirements, public school students needed to pass the exam before they could receive a high school diploma.
The Minnesota Graduation Standards, also known as the Profile of Learning and the Minnesota Academic Standards, created in 1998, were intended to raise standards of education for Minnesota high school students. The Minnesota Graduation Standards were developed to ensure minimum competence in survival skills for all Minnesota graduates from high school. The standards included two parts: the Minnesota Statewide Assessments and the Minnesota Academic Standards.
The Tennessee Comprehensive Assessment Program (TCAP) is the standardized testing program used in public schools in Tennessee. Tennessee schools administer a comprehensive exam to their students at the end of each school year beginning in the third grade. Tests are intended to reflect what each child learned in the past year of school. The tested areas include reading, language arts, mathematics, science, and social studies. The TCAP currently includes the Achievement Test, the Writing Test, the Competency Test, the Gateway Tests, and the End of Course Tests. The scores are returned at the beginning of the next school year and these scores help schools make instructional decisions. Special education and limited-English proficiency students are included in the testing and may be accommodated with modifications.
The End of Course Test is an academic assessment conducted in many states by the State Board of Education and Island of Bermuda. Georgia, for example, tests from the ninth to twelfth grades, and North Carolina tests for any of the four core class subjects.
Education consists of public and private schools in the U.S. state of Georgia, including the University System of Georgia, Technical College System of Georgia, private colleges, and secondary and primary schools.
American Book Company is a textbook and software publishing company. Its main focus is on standardized test preparation materials. It offers books covering language arts, mathematics, science, and social studies tests. The company also produces transparencies, basic review books, and ACT and SAT preparation books.
The Criterion-Referenced Competency Tests (CRCT) were a set of tests administered at public schools in the state of Georgia that are designed to test the knowledge of first through eighth graders in reading, English/language arts (ELA), and mathematics, and third through eighth graders additionally in science and social studies.
Indiana Statewide Testing for Educational Progress-Plus 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 2009–10 school year it was administered in the spring. All students in grades 3 through 8 and high school sophomores took the ISTEP+ each spring, with language arts and math covered in each test. Additionally, students in grades 4 and 6 were tested in science and 5 and 7 on social studies. The test consisted of two components: a written test and a Multiple-choice test over the same subjects (April). It was replaced by iLearn in 2018.
The Lexile Framework for Reading is an educational tool that uses a measure called a Lexile to match readers with books, articles and other leveled reading resources. Readers and books are assigned a score on the Lexile scale, in which lower scores reflect easier readability for books and lower reading ability for readers. The Lexile framework uses quantitative methods, based on individual words and sentence lengths, rather than qualitative analysis of content to produce scores. Accordingly, the scores for texts do not reflect factors such as multiple levels of meaning or maturity of themes. Hence, the United States Common Core State Standards recommend the use of alternative, qualitative methods for selecting books for students at grade 6 and over. In the US, Lexile measures are reported from reading programs and assessments annually. Thus, about half of U.S. students in grades 3rd through 12th receive a Lexile measure each year. In addition to being used in schools in all 50 states, Lexile measures are also used outside of the United States.
The Rhode Island Department of Education (RIDE) is a state agency in Rhode Island that oversees the elementary and secondary education system from pre-Kindergarten through twelfth grade. It is headquartered in Providence. RIDE works closely with the Rhode Island Office of the Postsecondary Commissioner (RIOPC), the agency charged with overseeing higher education. Together, RIDE and RIOPC aim to provide an aligned, cohesive, and comprehensive education for all students.
