Perushek, BarbaraFleischman, William ANaslund, Daniel2021-03-182021-03-182003D2003-2https://hdl.handle.net/11299/219115Current practices in the teaching of English do not often employ empirical data to help assess student achievement. Rather, teachers are left to rely on subjective measures such as portfolios, essays, and anecdotal assessments. At the same time, however, graduation standards and school accountability point to the need for objective, concrete measurement of English study and learning. Moreover, the data generated from state tests are far too global to benefit the specific student in a specific classroom. This four-year, longitudinal study connects empirical results with performance assessment and achievement in the English classroom. THe project originated from within the communications department at Independent School District #94 (CLoquet, MN) as a way for teachers to measure student skills against standards set for themselves and students. Four years of test data indicate overall student improvement and confirm current teaching strategies.Center for Community and Regional Research (CCRR)University of Minnesota DuluthCloqueteducationevaluationstestingReport