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
| Cronin, John | 3 |
| Dahlin, Michael | 2 |
| Adkins, Deborah | 1 |
| Kingsbury, G. Gage | 1 |
| McCahon, Donna | 1 |
| Xiang, Yun | 1 |
Publication Type
| Numerical/Quantitative Data | 2 |
| Reports - Evaluative | 2 |
| Reports - Research | 1 |
Education Level
| Elementary Secondary Education | 2 |
| Grade 3 | 2 |
| Grade 5 | 2 |
| Grade 8 | 2 |
| Elementary Education | 1 |
| Grade 4 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Middle Schools | 1 |
Audience
Location
| Minnesota | 3 |
| Arizona | 2 |
| California | 2 |
| Colorado | 2 |
| Delaware | 2 |
| Idaho | 2 |
| Illinois | 2 |
| Indiana | 2 |
| Kansas | 2 |
| Maine | 2 |
| Massachusetts | 2 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 2 |
Assessments and Surveys
| Minnesota Comprehensive… | 1 |
What Works Clearinghouse Rating
Download full textCronin, John; Dahlin, Michael; Xiang, Yun; McCahon, Donna – Thomas B. Fordham Institute, 2009
The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states have leeway to: (1) Craft their own academic standards, select their own tests, and define…
Descriptors: Federal Legislation, Educational Improvement, Educational Indicators, Federal Programs
Direct linkCronin, John – Northwest Evaluation Association, 2004
Recently the Northwest Evaluation Association (NWEA) completed a project to connect the scale of the MCA and BST with NWEA's RIT scale. Six Minnesota systems participated in the study, using test information from a group of over 13,000 students enrolled in third, fifth, and eighth grades who took these Minnesota Assessments and NWEA tests in the…
Descriptors: Grade 3, Student Evaluation, Grade 5, Grade 8
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
