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) | 2 |
Descriptor
Author
| Abrams, Lisa | 1 |
| Adkins, Deborah | 1 |
| Clarke, Marguerite | 1 |
| Cronin, John | 1 |
| Dahlin, Michael | 1 |
| Kingsbury, G. Gage | 1 |
| Li, Jie | 1 |
| Miao, Jing | 1 |
| Rhoades, Kathleen | 1 |
| Shore, Arnold | 1 |
Publication Type
| Numerical/Quantitative Data | 2 |
| Reports - Research | 2 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Secondary Education | 1 |
| Grade 10 | 1 |
| Grade 9 | 1 |
| High Schools | 1 |
Audience
Location
| Massachusetts | 3 |
| Kansas | 2 |
| Michigan | 2 |
| Arizona | 1 |
| California | 1 |
| Colorado | 1 |
| Delaware | 1 |
| Idaho | 1 |
| Illinois | 1 |
| Indiana | 1 |
| Maine | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Massachusetts Comprehensive… | 1 |
What Works Clearinghouse Rating
Download full textMassachusetts Department of Education, 2007
In spring 2007, four Massachusetts Comprehensive Assessment System (MCAS) Science and Technology/Engineering (STE) operational tests were introduced at the high school level (grades 9 and 10): Biology, Chemistry, Introductory Physics, and Technology/Engineering. Over 100,000 Massachusetts public high school students in grades 9 and 10 participated…
Descriptors: Grades (Scholastic), Physics, Chemistry, Biology
Clarke, Marguerite; Shore, Arnold; Rhoades, Kathleen; Abrams, Lisa; Miao, Jing; Li, Jie – 2003
The goal of this study was to identify the effects of state-level standards-based reform on teaching and learning, paying particular attention to the state test and associated stakes. On-site interviews were conducted with 360 educators (elementary, middle, and high school teachers) in 3 states (120 in each state) attaching different stakes to the…
Descriptors: Academic Achievement, Educational Change, Educational Practices, Elementary Secondary Education
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
