Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 4 |
Descriptor
Source
Education Policy Research Unit | 2 |
Southern Regional Education… | 2 |
ETS Research Report Series | 1 |
Exceptional Children | 1 |
Author
Berliner, David C. | 2 |
Glass, Gene V. | 2 |
Nichols, Sharon L. | 2 |
Bejar, Isaac I. | 1 |
Deane, Paul | 1 |
Farkas, George | 1 |
Hillemeier, Marianne M. | 1 |
Johnston, Lisa, Ed. | 1 |
Lawless, René R. | 1 |
Li, Chen | 1 |
Mitchell, Cynthia | 1 |
More ▼ |
Publication Type
Reports - Descriptive | 3 |
Reports - Research | 3 |
Journal Articles | 2 |
Numerical/Quantitative Data | 1 |
Education Level
Grade 8 | 6 |
Grade 4 | 4 |
Middle Schools | 4 |
Elementary Education | 3 |
Junior High Schools | 3 |
Elementary Secondary Education | 2 |
Secondary Education | 2 |
Grade 10 | 1 |
Grade 12 | 1 |
Grade 7 | 1 |
High Schools | 1 |
More ▼ |
Audience
Location
Alabama | 6 |
Arkansas | 6 |
Georgia | 6 |
Tennessee | 6 |
Kentucky | 5 |
Louisiana | 5 |
Mississippi | 5 |
North Carolina | 5 |
South Carolina | 5 |
Texas | 5 |
Virginia | 5 |
More ▼ |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 4 |
Assessments and Surveys
National Assessment of… | 3 |
Connecticut Mastery Testing… | 1 |
What Works Clearinghouse Rating
Morgan, Paul L.; Woods, Adrienne D.; Wang, Yangyang; Hillemeier, Marianne M.; Farkas, George; Mitchell, Cynthia – Exceptional Children, 2020
Whether students of color are more or less likely to be identified as having disabilities than similarly situated students who are White in U.S. states with histories of de jure and de facto racial segregation is currently unknown. Unadjusted analyses of large samples of students attending elementary and middle schools in the U.S. South yielded…
Descriptors: Racial Segregation, Geographic Regions, Special Education, Minority Group Students
Deane, Paul; Lawless, René R.; Li, Chen; Sabatini, John; Bejar, Isaac I.; O'Reilly, Tenaha – ETS Research Report Series, 2014
We expect that word knowledge accumulates gradually. This article draws on earlier approaches to assessing depth, but focuses on one dimension: richness of semantic knowledge. We present results from a study in which three distinct item types were developed at three levels of depth: knowledge of common usage patterns, knowledge of broad topical…
Descriptors: Vocabulary, Test Items, Language Tests, Semantics
Richard, Alan, Ed.; Johnston, Lisa, Ed. – Southern Regional Education Board (SREB), 2009
Nearly 7,000 students drop out of the nation's public high schools each school day, and 3,000 of them are in the Southern Regional Education Board (SREB) states. Altogether, an estimated 1.3 million teenagers in the United States abandon high school each year without earning a diploma. In 1,700 of the nation's high schools, less than 60 percent of…
Descriptors: High Schools, Graduation Rate, Graduation, Academic Achievement
Southern Regional Education Board (SREB), 2006
SREB states were among the first in the nation to set comprehensive state academic standards for K-12 schools. Setting these initial standards was only part of the job. Getting these standards right and keeping them right may be the most important task facing public education today. If state standards are too low, many public school graduates will…
Descriptors: State Standards, Academic Standards, Public Education, National Competency Tests
Nichols, Sharon L.; Glass, Gene V.; Berliner, David C. – Education Policy Research Unit, 2005
This paper presents the appendices to the "High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act" report. It contains the following appendices: (1) Example of Context for Assessing State-Level Stakes Sheet--Connecticut; (2) Example of Completed Rewards and Sanctions Worksheet--Connecticut; (3) Directions…
Descriptors: High Stakes Tests, Standardized Tests, Academic Achievement, Federal Legislation
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