Ga-CRCT Georgia’s Criterion-Referenced Competency Test

Apr 30th, 2015
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Strayer University
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This paper is an analysis of the Georgia Criterion-Referenced Competency Test which is also known as the CRCT. First, a brief description of the CRCT and the breakdown of student performance in categories are discussed. A review of a report completed by Donald and Sharon Livingston is discussed as well as a review by Cassandra Cole about the impact of No Child Left Behind (NCLB) on the inclusion of students with disabilities.

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Applicability of Standards: Georgia's Criterion-Referenced Competency TestDeondra C. RiversStrayer UniversityAbstractThis paper is an analysis of the Georgia Criterion-Referenced Competency Test which is also known as the CRCT. First, a brief description of the CRCT and the breakdown of student performance in categories are discussed. A review of a report completed by Donald and Sharon Livingston is discussed as well as a review by Cassandra Cole about the impact of No Child Left Behind (NCLB) on the inclusion of students with disabilities. The Georgia Criterion-Referenced Competency Test was first introduced during the academic school term of 2000. Reading, English, Language Arts and Mathematics are the four core areas that are assessed in the first thru the eighth grades. Students in the third thru the eighth grades are also required to take the social studies and science tests. The CRCT is designed to determine how well students obtain the skills and knowledge described in the Georgia Performance Standards (GPS). The scores from the test are used to identify the strengths and weaknesses of the students in relation to the performance standards and to measure the quality of education in the state of Georgia. The scores also give information on the academic achievement on the student, class, school, system, and state levels, (Georgia Department of Education, 2010). Accommodations are arranged for special needs students and for first and second grade stude

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