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Direct linkHolme, Jennifer Jellison – Teachers College Record, 2013
Background: Over the past several decades, a significant number of states have either adopted or increased high school exit examination requirements. Although these policies are intended to generate improvement in schools, little is known about how high schools are responding to exit testing pressures. Purpose: This study examined how five…
Descriptors: Exit Examinations, Graduation Requirements, Low Achievement, High Schools
Martinez, Sylvia L. M.; Rury, John L. – Teachers College Record, 2012
This article examines the terms "culturally deprived" and "disadvantaged" in light of their popular use in the sixties and following decades, particularly in the ethnic and mainstream press. These expressions represented an effort to explain differences in educational attainment and academic achievement along lines of social…
Descriptors: Equal Education, Outcomes of Education, Federal Programs, Disadvantaged
Ares, Nancy; Buendia, Edward – Teachers College Record, 2007
Background/Context: Policy documents such as Title I of the No Child Left Behind Act [NCLB] (2001) direct schools and school systems to funnel resources to students based on their socioeconomic and linguistic status, as well as according to performance on standardized measures of achievement. Such conversations in the US about serving "at…
Descriptors: Race, Social Class, Federal Legislation, Academic Achievement
