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
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
Audience
Location
| Kansas | 2 |
| Ohio | 2 |
| Colorado | 1 |
| Georgia | 1 |
| Iowa | 1 |
| Maryland | 1 |
| Minnesota | 1 |
| Nevada | 1 |
| New York | 1 |
| Oklahoma | 1 |
| South Dakota | 1 |
| More ▼ | |
Laws, Policies, & Programs
| Elementary and Secondary… | 1 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKelley, Elizabeth S.; Goldstein, Howard – Journal of Early Intervention, 2014
This article highlights the development process and data-driven decisions that characterized a 5-year iterative process of development and evaluation of a Tier 2 early language curriculum, "Story Friends." This curriculum was specifically designed to be effective and feasible for high fidelity implementation in preschool settings.…
Descriptors: Curriculum Development, Curriculum Evaluation, Preschool Curriculum, Response to Intervention
Download full textDunlap, Allison – Mid-continent Research for Education and Learning (McREL), 2011
As the deadline set forth by No Child Left Behind approaches, it is clear that the goal of proficiency in English language arts and mathematics for all students by 2014 will not be met. As a result, the U.S. Department of Education has offered states the option of applying for flexibility on parts of the law. This policy brief outlines those…
Descriptors: Federal Legislation, Educational Legislation, Language Arts, Mathematics Achievement
