The purpose of this study is to evaluate the implementation and impacts of the Building Assets, Reducing Risks (BARR) model in its first year of implementation in 66 schools across the U.S. and to document scale-up progress during the Investing in Innovation (i3) grant period (2017-2021). The impact evaluation included 21,529 9th grade students…

This investigation addressed the hypothesized effects of the proportional size of a district's special education population on the overall student achievement in selected school districts in Texas. The size of a district's special education population (independent variable) was compared to districts' achievement (dependent variables) in order to…

The purpose of this study is to examine the relationship between virtual school size and student achievement in virtual schools in a southwestern state. Enrollment size and the following areas were studied in an attempt to determine student achievement: STAAR English Language Arts/Reading, STAAR Math, STAAR Science, and STAAR Social Studies…

This annual report provides information for the 2010-11 school year on grade-level retention and student performance in the Texas public school system. Student retention and promotion data are reported with data on the performance of students in Grades 3-10 on the Texas Assessment of Knowledge and Skills (TAKS) reading and mathematics tests. [For…

This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance…

This paper profiles the student subgroup achievement and gap trends in Texas for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Texas showed across-the-board gains--improvements in reading and math at the basic, proficient, and advanced levels for all racial/ethnic subgroups, low-income students, and…

The purpose of this study was to determine if cross-age peer tutoring of fifth graders with learning disabilities and kindergarten students would have an effect on reading attitudes and reading achievement. A tutoring program was designed to meet the literacy needs of fifth grade special education resource students as well as provide enriching…

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

Achieve was asked by the Washington State Academic Achievement and Accountability Commission, Office of the Superintendent for Public Instruction, and the Partnership for Learning to conduct a study of the 10th grade Washington Assessment of Student Learning (WASL). The intent of the study was to compare the content, rigor and passing scores on…

Background: The overall goal of the No Child Left Behind Act (NCLB) of 2001 is to close, by the end of the 2013-2014 academic year, "the achievement gap between high- and low- performing students, especially the achievement gap between minority and non-minority students and, between disadvantaged children and their more advantaged peers"…

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…