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Grant, S. G., Ed. – IAP - Information Age Publishing, Inc., 2006
Measuring History complements the cases presented in Wise Social Studies Practices (Yeager & Davis, 2005). Yeager and Davis highlight the rich and ambitious teaching that can occur in the broad context of state-level testing. In this book, the chapter authors and I bring the particular state history tests more to the fore and examine how…
Descriptors: Teacher Characteristics, High Stakes Tests, Program Effectiveness, Educational Change
Texas Higher Education Coordinating Board, Austin. – 1996
This report presents tables, graphs, and text summarizing baccalaureate graduation rates in Texas beginning with a cohort of first-time, full-time students who entered a public college or university in Texas in 1985. Graduation rates are typically described as the percentage of first-time, full-time students who earn baccalaureate degrees within 6…
Descriptors: Academic Persistence, Academic Standards, Bachelors Degrees, Comparative Analysis
Texas Coll. and Univ. System, Austin. Coordinating Board. – 1979
A determination was made of how graduates of Texas professional education programs perform on licensure examinations in comparison with their counterparts in other states. Test scores of Texas graduates were compared with national norms and averages in other states, when available, as well as with scores of graduates of out-of-state programs who…
Descriptors: Academic Achievement, Academic Standards, Architecture, Certification
Glosson, Linda R.; And Others – 1985
A study examined postsecondary occupational programs in clothing and textiles technology in Texas in order to (1) identify common essential competencies taught in postsecondary clothing/textiles technology programs, (2) develop and distribute student competency profiles of essential common competencies shared by the eight areas of study within…
Descriptors: Academic Standards, Articulation (Education), Clothing Instruction, Cooperative Planning
Dedmond, Rebecca M. – Principal Leadership, 2005
Personalized learning: Everyone knows it needs to happen, but how? It is one thing to believe in the importance of high school reform. It is quite another to embrace a system that helps every student leave high school with a diploma and plans for postsecondary education or training that lead to productive and self-sufficient adulthoods. This…
Descriptors: Educational Change, Lifelong Learning, Transitional Programs, High Schools
McNutt, Dorothy Ellen – 1995
This document, which is designed for educators at community and technical colleges throughout Texas, presents and examines employer-defined workplace competencies for high-technology occupations and outlines instructional strategies and capstone experiences for use in improving technical education and preparing students for high-technology…
Descriptors: Academic Education, Academic Standards, Capstone Experiences, Community Colleges
Ikegulu, T. Nelson – Online Submission, 2004
Background: The overall goal of the No Child Left Behind Act (NCLB) of 2001 is to close, by the end of the 2013-2014 academic year, "the achievement gap between high- and low- performing students, especially the achievement gap between minority and non-minority students and, between disadvantaged children and their more advantaged peers"…
Descriptors: High Schools, Ethnicity, Middle Schools, Equal Education
US Department of Education, 2003
One of the most important provisions of the No Child Left Behind Act (NCLB) is the requirement that all teachers of core academic subjects be "highly qualified" by the end of school year 2005-2006. Key principles for recruiting and preparing future teachers have been identified as raising academic standards for teachers and lowering…
Descriptors: Preservice Teacher Education, Teacher Effectiveness, Federal Legislation, Academic Standards
Nelson, F. Howard; Hess, G. Alfred, Jr. – 1985
This draft document presents an analysis of all major educational reform proposals before the Illinois General Assembly, assessing the costs of implementation and what benefits might be expected for the funding levels contained in the proposals themselves. The 18 areas examined are (1) student testing; (2) student retention/remediation; (3)…
Descriptors: Academic Standards, Attendance, Curriculum Development, Dropout Prevention
Texas Education Agency, Austin. Div. of Research and Evaluation. – 2002
This report describes the status of public education in Texas, as required by Texas law. It contains an executive summary and 14 chapters on the following topics: (1) state performance on the academic-excellence indicators; (2) a summary compilation of overall student performance on the state performance assessments and a study of the correlation…
Descriptors: Academic Achievement, Academic Standards, Achievement Gains, Charter Schools
US Department of Education, 2006
The eight schools profiled in this document are serving different populations, but all of them are closing the achievement gap between low-income, minority, and special needs students and their peers. By trying out innovative new strategies, these schools are blazing a trail for others to follow. They are dispelling the myth that some students can…
Descriptors: Charter Schools, Secondary Schools, Educational Innovation, Educational Practices
Nagle, Katherine M.; McLaughlin, Margaret J.; Nolet, Victor; Malmgren, Kimber – Educational Policy Reform Research Institute, 2007
This paper is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data collected over a four-year period--2001-2004--from…
Descriptors: Disabilities, Program Effectiveness, Accountability, Public Schools
Hoag, Lydia, Ed. – Laboratory for Student Success (LSS), The Mid-Atlantic Regional Educational Laboratory, 2004
A growing number of American students are nonnative English speakers. These students are vulnerable to early school exit and schools are facing more and more such students each year. Presently, about 56% of all public school teachers in the United States have at least one English language learner (ELL) student in their class, but less than 20% of…
Descriptors: Conference Papers, Second Language Learning, Politics of Education, Instructional Leadership