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Grading New York: Accountability and Student Proficiency in America's Largest School District
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Winters, Marcus A.; Cowen, Joshua M. – Educational Evaluation and Policy Analysis, 2012
This article uses a regression discontinuity approach to study the influence of New York City's school grading policy on student math and English language arts (ELA) achievement. We find evidence that students in schools receiving a failing grade realized positive effects in English in the 1st year of sanction, but we find no statistically…
Descriptors: Urban Schools, School Districts, Grading, School Effectiveness
A Closer Look at the Student Achievement Trends in the District of Columbia between 2006-07 and 2012-13. CALDER Working Paper No. 119
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Özek, Umut – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2014
In this paper, we present a closer look at the student achievement trends in the District of Columbia between 2006-07 and 2012-13. We have three main conclusions. First, we find that overall, math scores in the District have improved. The improvements in reading scores during this time frame, however, were primarily limited to the first year after…
Descriptors: Academic Achievement, Educational Trends, Urban Schools, Achievement Gains
Midwestern Magic: Iowa's Statewide Initiative Engages Teachers, Encourages Leadership, and Energizes Student Learning
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Carmichael, Dana L.; Martens, Rita Penney – Journal of Staff Development, 2012
"This is the piece that's been missing." This reaction is common among educators engaged in AIW Iowa, an initiative that engages teachers and administrators in professional learning communities that are improving student achievement, increasing student engagement, and building a schoolwide professional culture focused on improving…
Descriptors: Academic Achievement, Learner Engagement, Measurement, Elementary Secondary Education
Using Growth Rate of Reading Fluency to Predict Performance on Statewide Achievement Tests
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Hinkle, Rachelle Whittaker – ProQuest LLC, 2011
Federal legislation has prescribed the increased use of statewide achievement tests as the culmination of a student's knowledge and ability at the end of a grade level; however, schools need to be able to predict those who are at-risk of performing poorly on these high-stakes tests. Three studies served to identify a means of predicting statewide…
Descriptors: Reading Fluency, Federal Legislation, High Stakes Tests, Prediction
The English Language Arts (ELA) Exam and Academic Achievement: Is There a Relationship? Predictive Validity of Statewide Measures
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Mazza, Lynn – ProQuest LLC, 2010
The No Child Left Behind Act is a mandate from the federal government for education to increase student performance and school accountability. As a result of this mandate, many states have issued the use of high-stakes standardized tests as a means of monitoring schools' accountability. New York State administers the English Language Arts (ELA)…
Descriptors: Intervention, Federal Legislation, Language Arts, Standardized Tests
Nebraska STARS: Achieving Results
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Roschewski, Pat; Isernhagen, Jody; Dappen, Leon – Phi Delta Kappan, 2006
In 2000, the state of Nebraska passed legislation requiring the assessment of student performance on content standards, but its requirements were very different from those of any other state. Nebraska created what has come to be known as STARS (School-based Teacher-led Assessment and Reporting System). Under STARS, each of Nebraska's nearly 500…
Descriptors: Student Evaluation, State Standards, Outcomes of Education, Accountability