Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Center on Education Policy | 2 |
| Thomas B. Fordham Institute | 2 |
| Journal of Education and… | 1 |
| Regional Educational… | 1 |
Author
| Barrat, Vanessa X. | 1 |
| Brown, Carolyn A. | 1 |
| Crane, Eric W. | 1 |
| Cronin, John | 1 |
| Dahlin, Michael | 1 |
| Di Tillio, Caterina | 1 |
| Huang, Min | 1 |
| McCahon, Donna | 1 |
| Xiang, Yun | 1 |
Publication Type
| Reports - Evaluative | 4 |
| Numerical/Quantitative Data | 2 |
| Reports - Research | 2 |
| Journal Articles | 1 |
Education Level
| Elementary Education | 4 |
| Elementary Secondary Education | 4 |
| Grade 4 | 4 |
| Grade 8 | 4 |
| Middle Schools | 3 |
| Grade 3 | 2 |
| Grade 5 | 2 |
| Grade 6 | 2 |
| Grade 7 | 2 |
| High Schools | 2 |
| Secondary Education | 2 |
| More ▼ | |
Audience
Location
| Arizona | 6 |
| California | 1 |
| Colorado | 1 |
| Delaware | 1 |
| Florida | 1 |
| Georgia | 1 |
| Idaho | 1 |
| Illinois | 1 |
| Indiana | 1 |
| Kansas | 1 |
| Maine | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 5 |
| Elementary and Secondary… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textBrown, Carolyn A.; Di Tillio, Caterina – Journal of Education and Learning, 2013
While disproportionality in discipline referrals and discipline action has been fairly well established among African American students in the United States, especially males in urban school districts, little research has looked at disproportionality among American Indian and Latino students. This paper uses a large dataset from the State of…
Descriptors: Disproportionate Representation, Hispanic American Students, American Indian Students, Discipline
Crane, Eric W.; Huang, Min; Barrat, Vanessa X. – Regional Educational Laboratory West, 2011
This technical brief examines the 2008/09 reading and math proficiency levels among subgroups of Arizona public school students defined by students' race/ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non-English language learner students), disability status…
Descriptors: High Schools, Race, Charter Schools, Middle Schools
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
Thomas B. Fordham Institute, 2009
The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…
Descriptors: Federal Legislation, Educational Improvement, Educational Indicators, Federal Programs
Cronin, John; Dahlin, Michael; Xiang, Yun; McCahon, Donna – Thomas B. Fordham Institute, 2009
The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states have leeway to: (1) Craft their own academic standards, select their own tests, and define…
Descriptors: Federal Legislation, Educational Improvement, Educational Indicators, Federal Programs
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
