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 |
Publication Type
| Information Analyses | 1 |
| Numerical/Quantitative Data | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
Location
| California | 2 |
| Illinois | 2 |
| Kansas | 2 |
| Minnesota | 2 |
| Ohio | 2 |
| South Carolina | 2 |
| Arizona | 1 |
| Arkansas | 1 |
| Colorado | 1 |
| Delaware | 1 |
| Florida | 1 |
| More ▼ | |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
White, Barbara – 1990
This paper provides an overview of some of the issues involved in developing and implementing vocational education effectiveness indicators and systems. The paper first discusses educational effectiveness indicator systems--with the emphasis on "systems" in contrast to individual effectiveness indicators taken alone--and stresses the…
Descriptors: Achievement, Achievement Rating, Evaluation Criteria, Job Placement
Download full textCronin, 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
