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
Source
| Thomas B. Fordham Institute | 1 |
Author
| Adkins, Deborah | 1 |
| Cronin, John | 1 |
| Dahlin, Michael | 1 |
| Forster, Greg | 1 |
| Greene, Jay P. | 1 |
| Kingsbury, G. Gage | 1 |
| Winters, Marcus A. | 1 |
Publication Type
| Reports - Research | 2 |
| Numerical/Quantitative Data | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
Location
| Colorado | 2 |
| Illinois | 2 |
| Kansas | 2 |
| Massachusetts | 2 |
| Ohio | 2 |
| Arizona | 1 |
| California | 1 |
| Delaware | 1 |
| Florida | 1 |
| Idaho | 1 |
| Indiana | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 2 |
Assessments and Surveys
What Works Clearinghouse Rating
Download full textGreene, Jay P.; Winters, Marcus A.; Forster, Greg – 2003
Many states have implemented high-stakes testing since the enactment of the No Child Left Behind Act of 2001. Yet the question remains whether high-stakes tests effectively measure student proficiency. This report describes a study that compared results on high-stakes tests with results on other standardized tests not used for accountability…
Descriptors: Academic Achievement, Accountability, Achievement Gains, Educational Assessment
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
