Publication Date
In 2025 | 0 |
Since 2024 | 21 |
Since 2021 (last 5 years) | 66 |
Since 2016 (last 10 years) | 183 |
Since 2006 (last 20 years) | 212 |
Descriptor
Source
Author
Tindal, Gerald | 8 |
Nese, Joseph F. T. | 7 |
Schulte, Ann C. | 7 |
Elliott, Stephen N. | 5 |
McNeish, Daniel | 5 |
Stevens, Joseph J. | 5 |
Yel, Nedim | 5 |
Anderson, Daniel | 4 |
Grimm, Kevin J. | 3 |
Harring, Jeffrey R. | 3 |
Koedel, Cory | 3 |
More ▼ |
Publication Type
Education Level
Audience
Teachers | 4 |
Administrators | 3 |
Researchers | 2 |
Media Staff | 1 |
Parents | 1 |
Policymakers | 1 |
Practitioners | 1 |
Students | 1 |
Location
California | 8 |
Florida | 7 |
New York | 7 |
North Carolina | 7 |
Oregon | 7 |
Tennessee | 6 |
Massachusetts | 5 |
Australia | 4 |
Georgia | 4 |
Indiana | 4 |
United States | 4 |
More ▼ |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 6 |
Elementary and Secondary… | 3 |
Every Student Succeeds Act… | 3 |
Race to the Top | 2 |
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards with or without Reservations | 1 |
Codding, Robin S.; Mercer, Sterett; Connell, James; Fiorello, Catherine; Kleinert, Whitney – School Psychology Review, 2016
There is a paucity of evidence supporting the use of curriculum-based mathematics measures (M-CBMs) at the middle school level, which makes data-based decisions challenging for school professionals. The purpose of this study was to examine the relationships among three existing M-CBM indices: (a) basic facts, (b) concepts/application, and (c)…
Descriptors: Curriculum Based Assessment, Mathematics Tests, Middle School Students, Mathematical Concepts
Smith, Malbert, III; Williamson, Gary L. – State Education Standard, 2016
Although debate about the adoption and implementation of the Common Core State Standards (CCSS) has been extensive, there is unanimity on the importance of college and career readiness standards. If statewide assessments are not aligned to the workplace and college requirements of reading and comprehending more complex text, then states will keep…
Descriptors: Alignment (Education), Elementary Secondary Education, Postsecondary Education, College Readiness
Izsák, Andrew; Beckmann, Sybilla; Bradshaw, Laine – North American Chapter of the International Group for the Psychology of Mathematics Education, 2016
The present study extends recent advances coordinating research on cognition and psychometric modeling around fractions. Recent research has demonstrated that the Diagnosing Teachers' Multiplicative Reasoning Fractions survey provides information about distinct components necessary for reasoning in terms of quantities when solving fraction…
Descriptors: Thinking Skills, Growth Models, Outcome Measures, Preservice Teachers
Ottley, Jennifer R.; Piasta, Shayne B.; Mauck, Susan A.; O'Connell, Ann; Weber-Mayrer, Melissa; Justice, Laura M. – Grantee Submission, 2015
Professional development (PD) can enhance educators' knowledge and beliefs, but research has yet to determine the nature and extent of such change. This study examined the patterns and predictors of change in knowledge and beliefs for early childhood educators participating in state-implemented PD. Results from a longitudinal piecewise growth…
Descriptors: Early Childhood Education, Preschool Teachers, Teacher Characteristics, Beliefs
Dumas, Denis G.; McNeish, Daniel M. – Educational Researcher, 2017
Single-timepoint educational measurement practices are capable of assessing student ability at the time of testing but are not designed to be informative of student capacity for developing in any particular academic domain, despite commonly being used in such a manner. For this reason, such measurement practice systematically underestimates the…
Descriptors: Measurement Techniques, Student Evaluation, Evaluation Methods, Testing
Baird, Matthew D.; Pane, John F. – Educational Researcher, 2019
Evaluators report effects of education initiatives as standardized effect sizes, a scale that has merits but obscures interpretation of the effects' practical importance. Consequently, educators and policymakers seek more readily interpretable translations of evaluation results. One popular metric is the number of years of learning necessary to…
Descriptors: Outcomes of Education, Program Evaluation, Educational Policy, Evaluators
Conn, Daniel R. – Curriculum and Teaching Dialogue, 2016
Through educational connoisseurship and criticism, this study explores how labels based on standardized student growth affect a rural school in Colorado. While the educators express intentions to help their students to demonstrate academic growth and achievement, they also have concerns that focusing on growth might compromise the well being of…
Descriptors: Academic Achievement, Growth Models, Rural Schools, Achievement Gains
Guglielmi, R. Sergio; Brekke, Nancy – Journal of Educational Psychology, 2018
Math proficiency is a strong predictor of postsecondary attainment, yet cross-national comparative assessments show that U.S. students consistently score below many of their peers, especially those in East Asia. Similar math achievement disparities exist across ethnic/racial groups within the U.S., where Asian American students routinely…
Descriptors: Mathematics Achievement, Educational Attainment, Postsecondary Education, Predictor Variables
Schmitt, Lisa; Hutchins, Shaun – Online Submission, 2016
This report provides an overview of the process used to derive a school's growth level and summarizes 2015 math and reading/ELA growth levels for all AISD elementary, middle and high schools. Additionally, longitudinal data are provided for each school level.
Descriptors: School Districts, Academic Achievement, Elementary School Students, Middle School Students
Nese, Joseph F. T.; Stevens, Joseph J.; Schulte, Ann C.; Tindal, Gerald; Elliott, Stephen N. – Journal of Special Education, 2017
Our purpose was to examine different approaches to modeling the time-varying nature of exceptionality classification. Using longitudinal data from one state's mathematics achievement test for 28,829 students in Grades 3 to 8, we describe the reclassification rate within special education and between general and special education, and compare four…
Descriptors: Classification, Achievement Gains, Special Needs Students, Mathematics Achievement
Rubin, Beth C. – National Education Policy Center, 2017
The No Child Left Behind Act (NCLB) was signed into law in 2001, fueled by bipartisan concern about the standardized test scores of U.S. students in comparison with their international cohort and dissatisfaction with gaps in achievement between certain student groups--low income, English-language learners, special education, and students of…
Descriptors: Educational Legislation, Federal Legislation, Standardized Tests, High Stakes Tests
Herrera, Sarah; Zhou, Chengfu; Petscher, Yaacov – Regional Educational Laboratory Southeast, 2017
The 2001 authorization of the No Child Left Behind Act and its standards and accountability requirements generated interest among state education agencies in Florida, Mississippi, and North Carolina, which are served by the Regional Educational Laboratory Southeast, in monitoring changes in student reading and math proficiency at the school level.…
Descriptors: Reading Achievement, Mathematics Achievement, Trend Analysis, Achievement Gap
Tyndorf, Darryl; Glass, Chris R. – Journal of International Education and Leadership, 2016
Numerous microeconomic studies demonstrate the significant individual returns to tertiary education; however, little empirical evidence exists regarding the effects of higher education massification and diversification agendas on long-term macroeconomic growth. The researchers used the Uzawa-Lucas endogenous growth model to tertiary education…
Descriptors: Economic Development, Developing Nations, Developed Nations, Macroeconomics
Petrilli, Michael J.; Griffith, David; Wright, Brandon L. – Thomas B. Fordham Institute, 2016
A companion piece to "High Stakes for High Achievers: State Accountability in the Age of ESSA," this report appraises states' current (or planned) accountability systems as they affect high-achieving students in high school. They were examined and rated based on whether they incorporate under the Every Student Succeeds Act (ESSA) the…
Descriptors: High Stakes Tests, Accountability, State Regulation, State Standards
Reeger, Adam; Gaasedelen, Owen; Welch, Catherine; Dunbar, Stephen – AERA Online Paper Repository, 2016
Student Growth Percentiles (SGPs) are increasingly being used in evaluations of teacher effectiveness. This study investigates two properties of SGPs: 1) SGP sensitivity to reference group characteristics such as sample size, free and reduced lunch (FRL) status, and English language learner (ELL) status; and 2) variation in score changes across…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Accountability, Sample Size