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
| Adkins, Deborah | 1 |
| Cronin, John | 1 |
| Dahlin, Michael | 1 |
| Jackson, Stephen | 1 |
| Kingsbury, G. Gage | 1 |
| Remer, Casey | 1 |
Publication Type
| Numerical/Quantitative Data | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
| Policymakers | 1 |
Location
| Colorado | 2 |
| Massachusetts | 2 |
| Michigan | 2 |
| New Jersey | 2 |
| Rhode Island | 2 |
| Washington | 2 |
| Wisconsin | 2 |
| Arizona | 1 |
| California | 1 |
| Connecticut | 1 |
| Delaware | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 2 |
| Race to the Top | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Download full textJackson, Stephen; Remer, Casey – Hunt Institute, 2014
Until recently, states focused on ensuring the presence of a "highly qualified teacher" in every classroom. Under the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), known as No Child Left Behind (NCLB), this title described a teacher holding at least a bachelor's degree and the appropriate state license and…
Descriptors: Best Practices, Teacher Evaluation, Educational Opportunities, Teacher Qualifications
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
