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Direct linkHeilig, Julian Vasquez – American Secondary Education, 2011
No Child Left Behind's mandated high-stakes testing and accountability policies have pervaded districts and schools nationwide. To examine student progress and graduation in the midst of first generation Texas-style accountability, this study tracked individuals in a longitudinal dataset of over 45,000 high school students in the Houston…
Descriptors: Urban Schools, Graduation Rate, Federal Legislation, Economically Disadvantaged
Download full textStanley, Kylie R.; Spradlin, Terry E.; Plucker, Jonathan A. – Center for Evaluation and Education Policy, Indiana University, 2008
Reports consistently demonstrate that the attainment of a high school diploma is not simply of value to the individual student, but that the benefit of a high school diploma is reaped by the graduate's community as well. Most educators readily acknowledge the importance of dropout prevention and the significance of a high school diploma. A…
Descriptors: Cohort Analysis, High School Students, Graduation Rate, Dropout Prevention
Nichols, Sharon L.; Glass, Gene V.; Berliner, David C. – Education Policy Research Unit, 2005
Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…
Descriptors: High Stakes Tests, Standardized Tests, Academic Achievement, Federal Legislation
