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Download full textCenter on Education Policy, 2009
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…
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Educational Legislation
Center on Education Policy, 2010
This paper profiles the student subgroup achievement and gap trends in Utah for 2010. Utah implemented new standards and cut scores in math so trend data that include 2009 are not available. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Utah showed across-the-board gains in reading at the basic,…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2009
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…
Descriptors: Federal Legislation, Low Income, American Indians, African American Students
Nichols, Sharon L.; Glass, Gene V.; Berliner, David C. – Education Policy Research Unit, 2005
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…
Descriptors: High Stakes Tests, Standardized Tests, Academic Achievement, Federal Legislation
