STEM education was a systematic teaching and/or learning process in the STEM fields and a positive correlation existed between STEM education, and the economic prosperity and power of a nation in the globalized world. In recent years, rising concerns have emerged about American STEM education. Many stakeholders wondered that whether the nation has…

Since at least the enactment of No Child Left Behind in 2002, standardized test scores have served as the primary measures of public school effectiveness. Yet, such scores fail to measure the ultimate goal of education: maximizing happiness. This exploratory analysis assesses nation level associations between test scores and happiness, controlling…

The No Child Left Behind Act (NCLB)'s emphasis of reading, language arts, and mathematics (RLA&M) and its de-emphasis of science has been a source of great concern among educators. Through an objectivist and constructionist framework, this study explored the unforeseen effects of the NCLB on public science education among Title I (TI) and…

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…

As part of a pilot program, the researchers sought to develop an instrument that would effectively measure the nature awareness of students. With this information, the researchers correlated nature awareness scores and science averages. According to Salomon and Perkins' theory of transfer, experiences in one situation can influence experiences in…

The No Child Left Behind (NCLB) Act requires states to measure the adequate yearly progress (AYP) of each public school and local educational agency (LEA) and to hold schools and LEAs accountable for failing to make AYP. Although it is required that science be assessed in at least three grades, the achievement results from science examinations are…

This report uses international benchmarking as a common metric to examine and compare what students are expected to learn in some states with what students are expected to learn in other states. The performance standards in each state were compared with the international benchmarks used in two international assessments, and it was assumed that…

When do item adaptations veer from their intent and, instead of increasing access, modify the construct being measured? This study analyzed early elementary student achievement data from a statewide field test containing both standard and adapted science items. Four student groups were included in this analysis: English language learners, students…

Although only results from mathematics and reading assessments are required to be used when Adequate Yearly Progress (AYP) of schools is calculated, some states have elected to include science achievement results either in their AYP calculations or as part of a separate dual accountability system. This study examined 2009 National Assessment for…

Little research currently examines language instruction educational programs (LIEPs) in states with a more recent growth of the Latino English learner population. To meet this need, the authors examined the content each of the state LIEPs, focusing chiefly on the extent to which the types of language support, as well as the stipulations associated…

In this article, the author describes how middle schools can prepare young people for the challenges and opportunities of the 21st century. Integrating 21st century skills deliberately and systematically into middle school education will empower educators to accomplish many of the elusive goals they have tried to reach for years. Twenty-first…

Although the federal No Child Left Behind (NCLB) Act requires that classroom teachers be highly qualified, the assumption that achieving the highly qualified endorsement equates to teacher effectiveness in the classroom is unverified. The purpose of this study was to compare the effect of teacher qualification, as defined by the NCLB Act and…

How well students perform on standardized tests can affect their educational paths and the rest of their lives. In addition, students' performances on state assessments will affect their schools due to the No Child Left Behind Act. For English language learners (ELLs), the success on tests may be diminished due to their inability to completely…

This policy research document is intended for Arkansas policymakers to use when examining possible changes to the Arkansas state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a head start in determining where they…

Current educational policy highlights the important role that assessment can play in improving education. State standards and the assessments that are aligned with them establish targets for learning and promote school accountability for helping all students succeed; at the same time, feedback from assessment results is expected to provide …