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Download full textNew York State Education Department, 2018
The Every Student Succeeds Act (ESSA) provides federal funds to improve elementary and secondary education in the nation's schools. ESSA requires states and Local Educational Agencies (i.e., school districts and charter schools) to take a variety of actions to ensure that all children, regardless of race, socioeconomic status, gender, disability…
Descriptors: Academic Standards, Federal Legislation, Educational Legislation, Educational Quality
Virginia Department of Education, 2014
This report explains that The Elementary and Secondary Education Act (ESEA)--known since 2001 as No Child Left Behind (NCLB)--requires states to set annual objectives for increasing student achievement in reading and mathematics and closing achievement gaps among student subgroups. Under the flexibility waiver granted by the US Department of…
Descriptors: Accountability, Public Schools, Federal Legislation, Educational Legislation
Direct linkChebultz, Lance – ProQuest LLC, 2012
School districts in the United States have undergone large changes over the last decade to accommodate No Child Left Behind (NCLB). Arizona accommodated NCLB through Arizona's Instrument to Measure Standards (AIMS). Expectations were established for all students, varying by group of students based on grade, special education status, free/reduced…
Descriptors: Educational Legislation, Federal Legislation, Academic Standards, Academic Achievement
New York State Education Department, 2014
This technical report provides an overview of the New York State Alternate Assessment (NYSAA), including a description of the purpose of the NYSAA, the processes utilized to develop and implement the NYSAA program, and Stakeholder involvement in those processes. The purpose of this report is to document the technical aspects of the 2013-14 NYSAA.…
Descriptors: Alternative Assessment, Educational Assessment, State Departments of Education, Student Evaluation
Albus, Deb; Lazarus, Sheryl S.; Thurlow, Martha L.; Cormier, Damien – National Center on Educational Outcomes, University of Minnesota, 2009
In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…
Descriptors: Federal Legislation, Educational Objectives, Outcomes of Education, Academic Achievement
Peer reviewedBates, Lauren; Breslow, Nicole; Hupert, Naomi – Regional Educational Laboratory Northeast & Islands, 2009
This report describes efforts by five states (Alabama, Florida, Kentucky, New Jersey, and Rhode Island) to improve adolescent literacy. Highlighting common challenges and lessons, the report examines how each state has engaged key stakeholders, set rigorous goals and standards, aligned resources to support adolescent literacy goals, built…
Descriptors: Content Area Reading, State Departments of Education, Literacy, Adolescents
VanFossen, Phillip J.; McGrew, Chris – International Journal of Social Education, 2008
This study replicates a 2005 study of the status of social studies in the K-5 curriculum in Indiana. The current study reports the results of a comprehensive survey (33 fixed and 2 open-ended) of a stratified (by grade) random sample of K-5 teachers in Indiana (n = 385; response rate = 32%). Results indicated a continued marginalization of social…
Descriptors: Academic Standards, Social Studies, State Standards, Elementary Education
Arizona Department of Education, 2010
As part of compliance with with the federal No Child Left Behind Act, this document presents the State Report Card of Arizona for 2009-2010. The report card provides tables relating to percentage of students who passed AIMS in Arizona by subject and grade. The tables shown in this document include: (1) Mathematics Grade 3; (2) Reading Grade 3; (3)…
Descriptors: Graduation Rate, Definitions, Educational Improvement, Federal Programs
Watkins, Sandra; Sheng, Zhaohui – Forum on Public Policy Online, 2008
The study analyzes the achievement trends of all third grade students in the state of Illinois who scored in the Exceeds category in reading and mathematics on the Illinois Standards Achievement Test (ISAT) in the year 2000. ISAT performance of this cohort group of students was followed through the eighth grade. Descriptive analyses were utilized…
Descriptors: State Standards, National Standards, Academic Standards, Advanced Students
McLaughlin, Margaret J.; Malmgren, Kimber; Nolet, Victor – Educational Policy Reform Research Institute, 2006
Accountability for students with disabilities who receive special education services is now a result of policy requirements in the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 and the No Child Left Behind Act (NCLB) of 2001. Together these pieces of federal legislation require that students participate in statewide…
Descriptors: Federal Legislation, Alternative Assessment, Educational Improvement, Federal Programs
