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Direct linkElliott, Stephen N.; Kurz, Alexander; Tindal, Gerald; Yel, Nedim – Remedial and Special Education, 2017
We examined instructional processes in classrooms where students with and without disabilities received mathematics instruction to understand the relationship among key instructional process variables and achievement as measured by interim and end-of-year summative assessments. Teachers (N = 78) completed instructional logs daily and administered…
Descriptors: Mathematics Instruction, Mathematics Achievement, Summative Evaluation, Special Education
National Center for Education Statistics, 2013
Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…
Descriptors: National Surveys, Educational Indicators, Educational Assessment, Reading Achievement
National Center for Education Statistics, 2013
Results from the 2013 NAEP assessments show fourth- and eighth-graders making progress in mathematics and reading. Nationally representative samples of more than 376,000 fourth-graders and 341,000 eighth-graders were assessed in either mathematics or reading in 2013. Results are reported for public and private school students in the nation, and…
Descriptors: National Surveys, Educational Indicators, Educational Assessment, Mathematics Achievement
Heineke, Amy J.; Cameron, Quanna – Education and Urban Society, 2013
This qualitative study explored Teach for America (TFA) alumni teachers' discourse on Arizona language policy, conducted with eight teachers in the Phoenix metropolitan area who received their professional teacher preparation from TFA, a national organization that uses alternative paths to certification to place teachers in low-income schools.…
Descriptors: Achievement Gap, State Policy, Alternative Teacher Certification, Disadvantaged Schools
Park, Maki; O'Toole, Anna; Katsiaficas, Caitlin – Migration Policy Institute, 2017
This fact sheet provides demographic information for the young Dual Language Learner (DLL) population in Arizona, based on Migration Policy Institute (MPI) analysis of U.S. Census Bureau American Community Survey (ACS) data pooled over the 2011-15 period. DLLs, defined as children ages 8 and under with at least one parent who speaks a language…
Descriptors: English (Second Language), Second Language Learning, Limited English Speaking, Preschool Children
Levy, Lauren Anne – ProQuest LLC, 2010
The achievement gap between at-risk students and their peers is an issue that has plagued the United States for decades. Although this statement is true, many high-need schools are achieving at or above the same standards as their more advantaged counterparts. Principal leadership plays a significant role in the academic achievement of students…
Descriptors: Achievement Gap, Academic Achievement, At Risk Students, Leadership Effectiveness
National Center for Education Statistics, 2011
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to…
Descriptors: Achievement Gap, Comparative Analysis, Economic Status, Educational Assessment
National Center for Education Statistics, 2011
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other…
Descriptors: Achievement Gains, Achievement Gap, Comparative Analysis, Economic Status
Garcy, Anthony M. – Journal of Education for Students Placed at Risk, 2009
This study investigated the relationship between health conditions suffered over time and student scores on the Stanford Achievement Test 9 in Yuma County, Arizona, public grade schools. The majority of children in Yuma County were of Hispanic origin. The poverty and low income status of most of these children placed them at greater risk for…
Descriptors: Low Income Groups, Injuries, Mathematics Achievement, Achievement Tests
National Center for Education Statistics, 2010
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2009 to other…
Descriptors: Achievement Gains, Achievement Gap, Comparative Analysis, Educational Assessment
Center on Education Policy, 2011
This paper profiles Arizona's test score trends through 2008-09. In 2005, the mean scale score on the state 4th grade reading test was 478 for non-Title I students and 445 for Title I students. In 2008, the mean scale score in 4th grade reading was 477 for non-title I students and 450 for title I students. Between 2005 and 2008, the mean scale…
Descriptors: Achievement Gains, Academic Achievement, Achievement Gap, Achievement Rating
Grigg, W.; Moran, R.; Kuang, M. – National Center for Education Statistics, 2010
The National Indian Education Study (NIES) is administered as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow more in-depth reporting on the achievement and experiences of American Indian/Alaska Native (AI/AN) students. It fulfills a mandate of Executive Order 13336 issued in 2004 calling for closer…
Descriptors: American Indians, Alaska Natives, American Indian Education, National Competency Tests
Center on Education Policy, 2010
In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Arizona students showed mostly gains in reading at the basic, proficient, and advanced levels for racial/ethnic subgroups, low income students, and boys and girls. In math, there were gains at all three achievement levels in grade 8 for these subgroups.…
Descriptors: Achievement Gap, Achievement Gains, Reading Achievement, Mathematics Achievement
Center on Education Policy, 2009
This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…
Descriptors: Federal Legislation, Low Income, American Indians, African American Students
