NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
Multilevel Linkages between State Standards, Teacher Standards, and Student Achievement: Testing External versus Internal Standards-Based Education Models
Peer reviewed Peer reviewed
Direct linkDirect link
Lee, Jaekyung; Liu, Xiaoyan; Amo, Laura Casey; Wang, Weichun Leilani – Educational Policy, 2014
Drawing on national and state assessment datasets in reading and math, this study tested "external" versus "internal" standards-based education models. The goal was to understand whether and how student performance standards work in multilayered school systems under No Child Left Behind Act of 2001 (NCLB). Under the…
Descriptors: State Standards, Academic Standards, Student Evaluation, Academic Achievement
Are More Stringent NCLB State Accountability Systems Associated with Better Student Outcomes? An Analysis of NAEP Results across States
Peer reviewed Peer reviewed
Direct linkDirect link
Wei, Xin – Educational Policy, 2012
This study developed a comprehensive measure of the stringency level of NCLB states' accountability systems, including the strength of their annual measurable objectives, confidence intervals, performance indexing, retesting, minimum subgroup size, and the difficulty levels of proficiency standards. This study related accountability stringency in…
Descriptors: Intervals, Ethnic Groups, Reading Achievement, Reading Tests
Special Education & School Choice: The Complex Effects of Small Schools, School Choice and Public High School Policy in New York City
Peer reviewed Peer reviewed
Direct linkDirect link
Jessen, Sarah Butler – Educational Policy, 2013
This article begins to unpack the complex effects of the policies of both the small schools and choice on students with special needs. Drawing on qualitative data collected throughout the 2008-2009 academic year and a range of quantitative data from New York City's public high schools, the author shows that while small schools and choice are…
Descriptors: School Choice, Special Education, Urban Schools, Public Schools
Being on Track for No Child Left Behind: Examining the Organizational Capacity of Massachusetts Public Eighth-Grade Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Alexander, Nicola A. – Educational Policy, 2006
The purpose of this article is twofold. First, it examines the requirement in No Child Left Behind (NCLB) that states have all students "proficient" in math and reading by 2013-2014. Second, the article assesses the organizational capacity of eighth-grade programs in Massachusetts to meet that directive. Issues of organizational…
Descriptors: Federal Legislation, Educational Policy, Educational Objectives, Reading Achievement