Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 5 |
Descriptor
Source
| Education Policy Research Unit | 2 |
| Thomas B. Fordham Institute | 2 |
| Center on Education Policy | 1 |
| Federal Reserve Bank of Boston | 1 |
| US Department of Education | 1 |
Author
| Berliner, David C. | 2 |
| Glass, Gene V. | 2 |
| Nichols, Sharon L. | 2 |
| Bradbury, Katharine | 1 |
| Cronin, John | 1 |
| Dahlin, Michael | 1 |
| McCahon, Donna | 1 |
| Xiang, Yun | 1 |
Publication Type
| Numerical/Quantitative Data | 3 |
| Reports - Evaluative | 3 |
| Reports - Research | 2 |
| Reports - Descriptive | 1 |
Education Level
| Grade 4 | 7 |
| Grade 8 | 7 |
| Elementary Secondary Education | 6 |
| Elementary Education | 4 |
| Grade 3 | 3 |
| Grade 5 | 3 |
| Grade 6 | 3 |
| Grade 7 | 3 |
| Middle Schools | 3 |
| High Schools | 2 |
| Secondary Education | 2 |
| More ▼ | |
Audience
Location
| Maine | 7 |
| Massachusetts | 4 |
| Rhode Island | 4 |
| Arizona | 3 |
| Connecticut | 3 |
| Georgia | 3 |
| New Mexico | 3 |
| South Carolina | 3 |
| Texas | 3 |
| Wyoming | 3 |
| Alabama | 2 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 6 |
Assessments and Surveys
| National Assessment of… | 3 |
| Connecticut Mastery Testing… | 1 |
What Works Clearinghouse Rating
Download full textBradbury, Katharine – Federal Reserve Bank of Boston, 2021
Test-score data show that both low-income and racial-minority children score lower, on average, on states' elementary-school accountability tests compared with higher-income children or white children. This report explores the relationship between racial and socioeconomic test-score gaps in New England metropolitan areas and two factors associated…
Descriptors: Tests, Scores, Geographic Regions, Metropolitan Areas
US Department of Education, 2008
Six years after passage of No Child Left Behind and midway to the nation's goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and…
Descriptors: Educational Quality, Advanced Placement, Graduation Rate, Federal Legislation
Thomas B. Fordham Institute, 2009
The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…
Descriptors: Federal Legislation, Educational Improvement, Educational Indicators, Federal Programs
Cronin, John; Dahlin, Michael; Xiang, Yun; McCahon, Donna – Thomas B. Fordham Institute, 2009
The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states have leeway to: (1) Craft their own academic standards, select their own tests, and define…
Descriptors: Federal Legislation, Educational Improvement, Educational Indicators, Federal Programs
Center on Education Policy, 2009
This year the Center on Education Policy (CEP) 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…
Descriptors: Federal Legislation, Low Income, American Indians, African American Students
Nichols, Sharon L.; Glass, Gene V.; Berliner, David C. – Education Policy Research Unit, 2005
This paper presents the appendices to the "High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act" report. It contains the following appendices: (1) Example of Context for Assessing State-Level Stakes Sheet--Connecticut; (2) Example of Completed Rewards and Sanctions Worksheet--Connecticut; (3) Directions…
Descriptors: High Stakes Tests, Standardized Tests, Academic Achievement, Federal Legislation
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
