Thesis (M.Ed.)--Kutztown State College, 1965. / Source: Masters Abstracts International, Volume: 45-06, page: 2770. Typescript. Includes bibliographical references (leaves [57]-60)

The purpose of this mixed-method study was to explore the instructional changes in first grade classrooms and reading progress of first grade students in relation to implementation of standards-based report cards (SBRC). The goal of this study, conducted in a suburban Texas school district, was to determine whether there was a statistically significant difference in reading progress between students enrolled in first grade classrooms in which traditional report cards were used in comparison to comparable classrooms in which SBRCs were used. Additionally, the instructional practices of teachers were examined to determine the types of changes that took place as the district moved from traditional report cards to SBRCs. A total of 709 students and 15 teachers were involved in the study. The study revealed that there was no statistically significant difference between the reading growth of students assessed in SBRC classrooms and those assessed with traditional report cards. There were, however, significant differences in instructional practices employed by teachers in SBRC classrooms. These changes in practice included instructing with a greater degree of focus on specific objectives to be taught, more closely following the district’s scope and sequence, greater communication regarding the grading criteria and methods used for reporting progress, use of the most recent achievement data when determining grades (in comparison to averaging of grades during a reporting period), and a greater awareness of students’ specific abilities.

The purpose of this study is to make an evaluation of the type of reports on pupil progress made by a selected number of elementary schools in Texas to determine the extent to which the reports meet criteria for reporting grade progress to parents.

Thesis (Ed. D.)--University of Toronto, 2005.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 106-112).

A review of British Columbia’s legislation and annual reports from the Ministries responsible for K-12 education in BC has found six different purposes of the report card over time. They include: teacher accountability; assisting the child to evaluate growth; encouragement of parents to co-operate with the teacher; improvement of home and school relationship; easy comparison of students to each other and to standards; and transferability of student achievement information. Four teachers interviewed identified the purpose of the report card as communicating to parents what their child is doing in the classroom and they are using e-portfolios to do so. They found that e-portfolios can allow for more personalized reporting for teachers and students and can address many of the legislated purposes of the report card but do not easily address comparison of students to each other and to standards or transferability of student achievement information. / Graduate / 0515 / 0520 / sbeloin@uvic.ca

Thesis (M.Ed.)--Kutztown State College, 1964. / Source: Masters Abstracts International, Volume: 45-06, page: 2770. Typescript. Includes bibliographical references (leaves [55]-56)

In this study, the writer has attempted to judge the effects of different types of report cards upon the accuracy of the teachers' grades of South Park Elementary School. The data used in this study, is located in Beaumont, Texas.

The problem is to examine and analyze the methods used for reporting pupil progress in the elementary schools; to give evidence of the significant changes underlying the concepts of educational achievement; and to give consideration to the basic principles involved in order to develop a desirable method.

The problem of this study is to evaluate methods of reporting pupils' school progress to parents and to discover trends in reporting which are revealed in educational literature and school practice.