The progress measures in mathematics and reading were correlated but lower than expected. The correlations between the pretest and posttests were substantial but lower than expected. Females did better than males at every level in mathematics and reading. General education students usually did better than their special education peers, especially in the later grades. The progress of each grade level was assessed and it was less than had been expected. However, they added little to the central question of the relationship between teacher performance and student progress except that the teachers’ Samoan Reading Test result was a suppressor variable that enhanced the measured relationship between teaching performance and mathematics achievement. The tests constructed as part of the project were found to be reliable and valid. Measures of English vocabulary, Samoan vocabulary and reading comprehension in Samoan were also taken using tests constructed for that purpose. This measure was related to ratings of videos of teacher classroom performance. The total score differentials were used as a measure of progress. The Standards Based Assessment tests used for reporting progress or lack thereof to the USDOE was administered in September 2011 and again in May 2012. Educational outcomes in American Samoa were reviewed and shown to be below expectations.
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