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) | 1 |
Descriptor
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
| Numerical/Quantitative Data | 1 |
Education Level
| Elementary Secondary Education | 2 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 10 | 1 |
| Grade 12 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 8 | 1 |
| Primary Education | 1 |
Audience
Location
| Hawaii | 2 |
| Alabama | 1 |
| Arizona | 1 |
| Arkansas | 1 |
| California | 1 |
| Connecticut | 1 |
| Georgia | 1 |
| Kentucky | 1 |
| Louisiana | 1 |
| Maine | 1 |
| Maryland | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 2 |
Assessments and Surveys
| National Assessment of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkSingh, Malkeet – Journal of Educational Research, 2015
Closing the achievement gap in public education is a worthy goal that has been included as a top priority in the No Child Left Behind Act of 2001 (2002). This study analyzed the most salient predictors at the student and school levels to identify their long-term impact on mathematics achievement from the elementary grades to high school. The…
Descriptors: Socioeconomic Influences, Achievement Gap, Public Education, Mathematics Achievement
Download full textNichols, 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
