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
Publication Type
| Reports - Evaluative | 2 |
| Journal Articles | 1 |
| Numerical/Quantitative Data | 1 |
| Reports - Research | 1 |
Education Level
| Grade 6 | 3 |
| Grade 7 | 3 |
| Grade 8 | 3 |
| Elementary Education | 2 |
| Grade 9 | 2 |
| High Schools | 2 |
| Middle Schools | 2 |
| Secondary Education | 2 |
| Elementary Secondary Education | 1 |
| Grade 10 | 1 |
| Grade 11 | 1 |
| More ▼ | |
Audience
Location
| Oklahoma | 3 |
| Texas | 2 |
| California | 1 |
| Connecticut | 1 |
| Kansas | 1 |
| Louisiana | 1 |
| Maryland | 1 |
| Nebraska | 1 |
| North Carolina | 1 |
| North Dakota | 1 |
| Ohio | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textWhat Works Clearinghouse, 2010
"Saxon Math" is a textbook series covering grades K-12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. The series is aligned with standards of the National Council of Teachers of Mathematics (NCTM) and various states, and can be…
Descriptors: Quasiexperimental Design, Middle Schools, Intervention, Textbooks
Albus, Deb; Lazarus, Sheryl S.; Thurlow, Martha L.; Cormier, Damien – National Center on Educational Outcomes, University of Minnesota, 2009
In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…
Descriptors: Federal Legislation, Educational Objectives, Outcomes of Education, Academic Achievement
Direct linkThompson, Carla J. – Research in Education, 2009
For almost two decades proponents of educational reform have advocated the use of standards-based education in maths and science classrooms for improving teacher practices, increasing student learning, and raising the quality of maths and science instruction. This study empirically examined the impact of specific standards-based teacher…
Descriptors: Science Achievement, Program Effectiveness, Multiple Regression Analysis, Educational Change
