ERIC - Search Results

The Relevance of Learning Progressions for NAEP

Shepard, Lorrie; Daro, Phil; Stancavage, Frances B. – American Institutes for Research, 2013

"Learning progressions" are one of the most important assessment design ideas to be introduced in the past decade. In the United States, several committees of the National Research Council (NRC) have argued for the use of learning progressions as a means to foster both deeper mastery of subject-matter content and higher level reasoning…

Descriptors: National Competency Tests, Educational Assessment, State Standards, Academic Standards

High Standards Help Struggling Students: New Evidence. Charts You Can Trust

Direct link

Clark, Constance; Cookson, Peter W., Jr. – Education Sector, 2012

The Common Core State Standards, adopted by 46 states and the District of Columbia, promise to raise achievement in English and mathematics through rigorous standards that promote deeper learning. But while most policymakers, researchers, and educators have embraced these higher standards, some question the fairness of raising the academic bar on…

Descriptors: Charts, Low Achievement, Comparative Analysis, Academic Standards

Performance of Random Effects Model Estimators under Complex Sampling Designs

Peer reviewed

Direct link

Jia, Yue; Stokes, Lynne; Harris, Ian; Wang, Yan – Journal of Educational and Behavioral Statistics, 2011

In this article, we consider estimation of parameters of random effects models from samples collected via complex multistage designs. Incorporation of sampling weights is one way to reduce estimation bias due to unequal probabilities of selection. Several weighting methods have been proposed in the literature for estimating the parameters of…

Descriptors: Sampling, Computation, Statistical Bias, Statistical Analysis

The Relationship between Time Allocated for Science in Elementary Schools and State Accountability Policies

Peer reviewed

Direct link

Judson, Eugene – Science Education, 2013

In the United States, student achievement results from mathematics and reading are always included in high-stakes accountability calculations. Because of this, it has been argued that other subjects have been minimized due to assessment and accountability policies. In this study, the accountability practices of states were differentiated into…

Descriptors: Science Instruction, Elementary School Students, National Competency Tests, Science Achievement

Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

Peer reviewed
PDF on ERIC

Download full text

López, Francesca; Scanlan, Martin; Gundrum, Becky – Education Policy Analysis Archives, 2013

In this study, we examined the degree to which the requirements in each state's teacher education programs reflect current theory and practice for teachers of ELLs in their coursework, and how these requirements in turn are related to 4th grade Hispanic ELL's reading outcomes on the National Assessment of Educational Progress. We found that…

Descriptors: Teacher Education Programs, Language Teachers, English Language Learners, Theory Practice Relationship

The Nation's Report Card Reading 2013 Trial Urban District Snapshot Report. Atlanta Public Schools. Grade 4, Public Schools

Peer reviewed
PDF on ERIC

Download full text

National Center for Education Statistics, 2013

The National Assessment of Educational Progress (NAEP), in partnership with the National Assessment Governing Board and the Council of the Great City Schools (CGCS), created the Trial Urban District Assessment (TUDA) in 2002 to support the improvement of student achievement in the nation's large urban districts. NAEP TUDA results in mathematics…