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
Publication Type
| Reports - Descriptive | 2 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Preschool Education | 1 |
Audience
| Policymakers | 1 |
Location
| Connecticut | 2 |
| Massachusetts | 2 |
| North Carolina | 2 |
| Tennessee | 2 |
| Wisconsin | 2 |
| Alabama | 1 |
| California | 1 |
| Colorado | 1 |
| Florida | 1 |
| Georgia | 1 |
| Kentucky | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
| Race to the Top | 1 |
Assessments and Surveys
| Praxis Series | 1 |
What Works Clearinghouse Rating
Download full textRowland, Julie – Education Commission of the States, 2015
Ensuring that students are reading proficiently by third grade is a key component of keeping students on track to graduate high school and pursue college and careers. Because of the magnitude of this academic milestone, states typically pursue policies that promote early identification and intervention for struggling readers. However, teachers are…
Descriptors: Educational Trends, Teacher Certification, Reading Instruction, Teacher Competency Testing
Jackson, 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
