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Direct linkAnakaren Lopez – ProQuest LLC, 2023
This research study investigates the impact of the rapid transition from paper-based to online administration of the State of Texas Assessments of Academic Readiness (STAAR) exams on student performance in a South Texas school district. The transition, mandated by House Bill 3261, presented Texas public schools with a tight timeline for adapting…
Descriptors: Achievement Tests, Electronic Learning, Computer Assisted Testing, Scores
Download full textAmerican Enterprise Institute, 2021
In this statement to the Rhode Island State Legislature, Ian Rowe presents a case for education equality. He acknowledges that America is not perfect, but there is a need to confront the inequities faced united rather than divided. In preparing for this testimony, he pulled 8th grade NAEP reading proficiency scores for Rhode Island students since…
Descriptors: State Legislation, Equal Education, National Competency Tests, Racial Segregation
Skinner, Rebecca R. – Congressional Research Service, 2018
Assessing the achievement of students in elementary and secondary schools and the nation's educational progress is fundamental to informing education policy approaches. Congressional interest in this area includes and extends beyond the annual assessments administered by states to comply with the educational accountability requirements of Title…
Descriptors: National Competency Tests, Achievement Tests, Mathematics Achievement, Mathematics Tests
Texas Education Agency, 2023
This annual report provides information for the 2021-22 school year on grade-level retention and student performance in the Texas public school system. Student retention and promotion data are reported with data on the performance of students in Grades 3-8 on the State of Texas Assessments of Academic Readiness (STAAR) reading and mathematics…
Descriptors: Elementary Secondary Education, Public Schools, Grade Repetition, Academic Achievement
Texas Education Agency, 2022
This annual report provides information for the 2020-21 school year on grade-level retention and student performance in the Texas public school system. Student retention and promotion data are reported with data on the performance of students in Grades 3-8 on the State of Texas Assessments of Academic Readiness (STAAR) reading and mathematics…
Descriptors: Elementary Secondary Education, Public Schools, Grade Repetition, Academic Achievement
Peer reviewedSpees, Lisa P.; Potochnick, Stephanie; Perreira, Krista M. – Education Policy Analysis Archives, 2016
The dramatic growth and dispersal of immigrant families has changed the face of public education at a time when states are experiencing increased school accountability pressures under the No Child Left Behind Act and its recent successor, the Every Student Succeeds Act. Of particular concern is how these demographic shifts affect the academic…
Descriptors: Academic Achievement, Immigrants, Limited English Speaking, Educational Assessment
Nese, Joseph F. T.; Tindal, Gerald; Stevens, Joseph J.; Elliott, Stephen N. – Education Policy Analysis Archives, 2015
The stakes of large-scale testing programs have grown considerably in the past decade with the enactment of the No Child Left Behind (NCLB) and Race To The Top (RTTT) legislations. A significant component of NCLB has been required reporting of annual yearly progress (AYP) of student subgroups disaggregated by sex, special education status, English…
Descriptors: Achievement Tests, Educational Legislation, Federal Legislation, Measurement
National Assessment Governing Board, 2015
As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in…
Descriptors: Reading Skills, Critical Reading, National Competency Tests, Elementary Secondary Education
Lauen, Douglas Lee; Gaddis, S. Michael – Educational Evaluation and Policy Analysis, 2012
The theory of action behind the No Child Left Behind Act of 2001 is that "shining a light" on subgroup performance will increase reading and math test scores for minority and disadvantaged students. Using a panel of all students in Grades 3 through 8 in North Carolina from 2000 to 2008 (N = 1.7 million students in 1,800 schools), the…
Descriptors: Accountability, Federal Legislation, Educational Legislation, Academic Achievement
Johnstone, Christopher J.; Thurlow, Martha L. – Journal of Special Education, 2012
This article reports on findings from a review of statewide large-scale test blueprints. The qualitative and descriptive numerical review of themes found in state blueprints provides information on trends in statewide reading assessments. These trends are then set against the backdrop of testing accommodations for students with disabilities.…
Descriptors: Testing Accommodations, Student Evaluation, Phonemic Awareness, Disabilities
Singh, Malkeet – Educational Research and Evaluation, 2013
Eliminating inequity in public education is a central goal of the No Child left Behind (NCLB) act. Controlling for 3rd-grade performance, the impact of English language learner (ELL) status, socioeconomic status (SES), and special education (SPED) status on a cohort's reading performance was investigated from elementary to high school through a…
Descriptors: Reading Tests, Educational Assessment, Measurement, Longitudinal Studies
Hawkins, Donnita – ProQuest LLC, 2012
Over the last 37 years, the Individualized Education Program (IEP) has been the guiding document that outlines the needs of a student who receives special education services. Washington State utilizes an IEP Review form as the means to determine if an IEP has been properly written and formulated. This information partially fulfills the Federal…
Descriptors: Individualized Education Programs, Middle School Students, Learning Disabilities, Academic Achievement
Kettler, Ryan J. – Journal of Psychoeducational Assessment, 2011
The final regulations of the "No Child Left Behind" Act (U.S. Department of Education, 2007a, 2007b) indicate that a small group of students with disabilities can be counted as proficient through an alternate assessment based on modified academic achievement standards. This new policy gives individualized education program teams the…
Descriptors: Alternative Assessment, Computer Assisted Testing, Disabilities, Testing Accommodations
Chapa, Marisa; Galvan-De Leon, Vanessa; Solis, Judith; Mundy, Marie-Anne – Research in Higher Education Journal, 2014
During the 79th Texas Legislature, the bill "Advancement of College Readiness in Curriculum" was passed (THECB). As a response to this, high schools and colleges have combined forming an early college high school. The result of this union was a program that condensed the time it took to complete both the high school diploma and up to two…
Descriptors: College Readiness, High School Students, College Preparation, State Legislation
National Assessment Governing Board, 2012
As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in…
Descriptors: Reading Achievement, National Competency Tests, Reading Comprehension, Grade 4
