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Direct linkDavis, Tanya S. Williams – ProQuest LLC, 2013
The purposes of this study were 1) to examine Ohio Achievement Assessment data in the content areas of Reading, Science and Social Studies between the years of 2004-2010) to determine whether an achievement gap exists within the disability category of Deaf/Hearing Impaired; 2) to determine whether the trends present in the data of normal hearing…
Descriptors: Achievement Tests, Deafness, Hearing Impairments, Partial Hearing
Download full textUS Department of Education, 2011
This report presents the deliberations of the Midwest Regional Advisory Committee (MW RAC), one of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. sections 9601 et. seq.) to assess the educational needs of the region. The committee's report outlines the educational needs across the seven states of Illinois,…
Descriptors: Advisory Committees, Technical Assistance, Educational Needs, Federal Legislation
Center on Education Policy, 2009
This general achievement trends profile includes information that the Center on Education Policy (CEP) and the Human Resources Research Organization (HumRRO) obtained from states from fall 2008 through April 2009. Included herein are: (1) Bullet points summarizing key findings about achievement trends in that state at three performance…
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Educational Legislation
Peer reviewedRegional Educational Laboratory Southeast, 2007
To complement the information gathered on middle school and high school literacy initiatives as reported in "Middle and High School Literacy across the Curriculum" (Task 1.2 Fast Response Project), the Regional Educational Laboratory Southeast (REL-SE) staff conducted a scan of the six southeast states to gather the following information…
Descriptors: Evidence, Primary Education, Literacy, State Policy
Eaton, Carole – T.H.E. Journal, 2005
About two years ago, Ohio's school district, like many other districts nationwide, was beginning to feel the first effects of the No Child Left Behind Act (NCLB). Reading scores at many of Ohio's elementary schools were unacceptably low, and one school in particular--Fairmount Park Elementary School--had been labeled as "in need of…
Descriptors: Federal Legislation, Intervention, Reading Tests, Academic Achievement
Scheid, Karen Filoso – 1974
Ohio's Statewide Needs Assessment is designed to provide baseline data about students' learning in cognitive areas. Over several years, students at various grade levels will be assessed. The areas to be assessed, as well as the grades of the students to be assessed, will be considered and advised upon by the ESEA Title III State Advisory Council.…
Descriptors: Academic Achievement, Educational Assessment, Educational Needs, Educational Objectives
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
