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Download full textCenter on Standards and Assessments Implementation, 2017
This report provides a summary of the 17 Every Student Succeeds Act (ESSA) plans submitted by May 31, 2017 to the U.S. Department of Education. The purpose of this report is to provide an at-a-glance look at how states articulated decisions related to standards, assessment, accountability, and instruction of English learners in their submitted…
Descriptors: English Language Learners, Elementary Secondary Education, Educational Legislation, Federal Legislation
Center on Standards and Assessments Implementation, 2015
This memorandum provides a summary of the indicators of college- and career-readiness used in nine states: Arizona, Florida, Illinois, Nevada, New York, Oregon, Pennsylvania, Texas, and Utah. This scan was conducted at the request of the California Comprehensive Center, and focuses on data from states' Elementary and Secondary Education Act (ESEA)…
Descriptors: College Readiness, Career Readiness, Educational Indicators, Elementary Secondary Education
Snipes, Jason; Finkelstein, Neal – Regional Educational Laboratory West, 2015
Four years of math in high school, with a strong foundation in algebra that builds from middle school, is key to higher education access. Therefore, ensuring that middle and high school students succeed in math--and in algebra in particular--is an important issue for policy and practice. This research brief examines three recent Regional…
Descriptors: Algebra, Educational Policy, Educational Practices, Middle School Students
US Department of Education, 2011
During a four-week period (May 23, 2011-June 21, 2011), the Western Regional Advisory Committee (RAC) held a series of public meetings to solicit input and deliberate on key educational needs facing the four states in the region--Arizona, California, Nevada, and Utah. A two-day, face-to-face, public meeting was held May 23-24, 2011 in Arlington,…
Descriptors: Achievement Gap, State Standards, Advisory Committees, Needs Assessment
Peer reviewed
Direct linkKettler, Ryan J.; Elliott, Stephen N.; Beddow, Peter A.; Compton, Elizabeth; McGrath, Dawn; Kaase, Kristopher J.; Bruen, Charles; Ford, Lisa; Hinton, Kent – Exceptional Children, 2010
This study featured validity evidence for scores from states' alternate assessments of alternate academic achievement standards (AA-AASs). It evaluated students from 6 states who were eligible for an AA-AAS concurrently with measures of academic competence and adaptive behavior. The investigators also assessed students with disabilities who were…
Descriptors: Multitrait Multimethod Techniques, Academic Achievement, Achievement Tests, Adjustment (to Environment)
Cronin, John; Dahlin, Michael; Adkins, Deborah; Kingsbury, G. Gage – Thomas B. Fordham Institute, 2007
At the heart of the No Child Left Behind Act (NCLB) is the call for all students to be "proficient" in reading and mathematics by 2014. Yet the law expects each state to define proficiency as it sees fit and design its own tests. This study investigated three research questions related to this policy: (1) How consistent are various…
Descriptors: Federal Legislation, Mathematics Tests, Test Validity, Reading Tests
