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Qatar has recently positioned itself to be a leader in education. Central to the country's efforts is the implementation of reforms to its K-12 education system. Central to the reform initiatives was the development of internationally benchmarked curriculum standards in four subjects: Arabic, English as a foreign language, mathematics, and science. To develop a method of testing student achievement in relation to the curriculum standards, a RAND study team worked with Qatar's Evaluation Institute between 2002 and 2006 to create the Qatar Student Assessment System (QSAS). The core component of

Educational tests and measurements --Qatar. --- Students --Rating of --Qatar. --- Educational tests and measurements --- Students --- Theory & Practice of Education --- Education --- Social Sciences --- Rating of --- Pupils --- School life --- Student life and customs --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Persons --- Psychological tests for children --- Psychometrics --- Examinations --- Psychological tests

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The No Child Left Behind Act of 2001 places a strong emphasis on the use of student achievement test scores to measure school performance, and, throughout the United States, school and district education reform efforts are increasingly focusing on the use of student achievement data to make decisions about curriculum and instruction. To encourage and facilitate data-driven decisionmaking, many states and districts have begun providing staff with information from value-added assessment (VAA) systems-collections of complex statistical techniques that use multiple years of test-score data to try

Educational accountability. --- Educational indicators. --- Educational tests and measurements. --- Educational tests and measurements --- Educational accountability --- Educational indicators --- Theory & Practice of Education --- Education --- Social Sciences --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Rating of

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Why do students have different achievement levels across states? Is math achievement improving across states? Differences in average achievement levels across states are mainly traceable to differing family characteristics. However, students from similar families also score differently across states. These differences are related to differences in resource levels and in how resources are spent. States with high spending per pupil, lower pupil-teacher ratios, higher participation in public prekindergarten and higher reported teacher resources have higher achievement. Disadvantaged children are

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