Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Abedi, Jamal | 1 |
| Chudowsky, Naomi | 1 |
| Chudowsky, Victor | 1 |
| Kober, Nancy | 1 |
| O'Conner, Rosemarie | 1 |
| Tung, Stephanie | 1 |
Publication Type
| Reports - Evaluative | 3 |
| Numerical/Quantitative Data | 2 |
Education Level
| Elementary Secondary Education | 3 |
| Grade 10 | 3 |
| Grade 4 | 3 |
| Grade 8 | 3 |
| Elementary Education | 2 |
| High Schools | 2 |
| Secondary Education | 2 |
| Grade 11 | 1 |
| Grade 3 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| More ▼ | |
Audience
Location
| District of Columbia | 3 |
| United States | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 2 |
Assessments and Surveys
| National Assessment of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textO'Conner, Rosemarie; Abedi, Jamal; Tung, Stephanie – Regional Educational Laboratory Mid-Atlantic, 2012
This study describes English language learner (ELL) student enrollment trends between 2002/03 and 2008/09 and achievement trends between 2006/07 and 2008/09 in the District of Columbia. Two research questions guide this study: (1) How did the enrollment of ELL students in District of Columbia public schools change between 2002/03 and 2008/09?; and…
Descriptors: Academic Achievement, Achievement Gap, Comparative Analysis, Educational Indicators
Kober, Nancy; Chudowsky, Naomi; Chudowsky, Victor – Center on Education Policy, 2010
After eight years of implementing the federal No Child Left Behind Act (NCLB) and other school reforms, how much progress have states, school districts, and schools made in raising achievement for students from all backgrounds and closing achievement gaps based on race, ethnicity, income, and gender? To help answer this question, the Center on…
Descriptors: Income, Federal Legislation, American Indians, Academic Achievement
Center on Education Policy, 2010
The District's demographics are such that achievement trends could only be determined for African American, male and female, and low income subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Washington, DC students showed gains in both reading and math at the basic, proficient, and advanced levels…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
