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Download full textLane, Suzanne – ETS Research Report Series, 2020
The impetus for test-based accountability systems is to improve the educational opportunities afforded to all students so as to improve their learning; therefore, integral to the validity argument of these systems is the appraisal of test-based inferences and decisions in terms of their consequences. Both positive and negative consequences of…
Descriptors: Accountability, Achievement Tests, Test Results, Educational Legislation
Legters, Nettie; Parise, Leigh; Rappaport, Shelley – MDRC, 2013
Researchers from MDRC and Johns Hopkins University partnered with Florida's Broward County Public Schools (BCPS) in 2009 to launch an independent evaluation of the district's initiative to implement Ninth Grade Academies (NGAs) in every district high school. An NGA is a self-contained learning community for ninth-graders that operates as a school…
Descriptors: Career Academies, Grade 9, Program Implementation, High Schools
Tennessee Higher Education Commission, 2014
The "Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee" complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and…
Descriptors: Access to Education, College Admission, Elementary Secondary Education, Graduation
Vranek, Jennifer – Achieve, Inc., 2008
Measures that Matter was a joint effort by Achieve and The Education Trust to provide strategic and technical assistance to states in creating college- and career-ready assessment and accountability systems that ensure that all students graduate from high school ready to succeed. States face lots of questions and choices--and, frankly,…
Descriptors: State Policy, Educational Change, High Schools, Educational Assessment
Allensworth, Elaine; Correa, Macarena; Ponisciak, Steve – Consortium on Chicago School Research, 2008
The majority of Chicago Public Schools (CPS) students are not attaining the ACT scores they are aiming for, which they need to qualify for scholarships and college acceptance. This report looks at the reasons behind students' low performance and what matters for doing well on this test. CPS students are highly motivated to do well on the ACT, and…
Descriptors: College Bound Students, Test Coaching, Standards, Educational Change
