Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 10 |
Descriptor
Source
Author
Publication Type
Education Level
| Elementary Secondary Education | 9 |
| Elementary Education | 6 |
| Secondary Education | 3 |
| Grade 5 | 1 |
| High Schools | 1 |
| Middle Schools | 1 |
Audience
| Researchers | 2 |
Location
| New York (New York) | 13 |
| Pennsylvania (Philadelphia) | 12 |
| Ohio | 6 |
| Ohio (Cincinnati) | 5 |
| Connecticut | 4 |
| Oregon | 4 |
| Texas (Austin) | 4 |
| Michigan | 3 |
| New York | 3 |
| Wisconsin | 3 |
| California | 2 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkBrooke L. Lyons-Goodwine – ProQuest LLC, 2024
Culturally responsive teaching (CRT) practices are becoming more and more necessary to overcome the discrepancies in cultural representation in today's schools. The most effective learning settings mirror the students' values, experiences, and cultures. School administrators are also tasked with monitoring, assisting, and evaluating teachers'…
Descriptors: Principals, Culturally Relevant Education, Urban Schools, Elementary Schools
Gregory Nelson – ProQuest LLC, 2022
The purpose of the qualitative phenomenological study was to explore and understand the impact of standardized testing on educational practice in an urban, Title I school community, and to determine solutions to improve the utility of standardized testing in supporting student learning and achievement. The specific areas of focus are diagnosing…
Descriptors: Standardized Tests, Instructional Leadership, Administrator Attitudes, Urban Schools
Download full textFairman, Janet; Johnson, Amy; Eberle, Francis – Center for Education Policy, Applied Research, and Evaluation, 2017
Part I summarizes key topics of federal education policy articulating accountability requirements for state education agencies (SEAs) and local education agencies (LEAs, or school districts). In that section we describe major goals of the legislation and which components are the same or changed in the federal law. The findings are grouped into…
Descriptors: Federal Legislation, Educational Legislation, Accountability, State Departments of Education
Peer reviewedPolikoff, Morgan S.; McEachin, Andrew J.; Wrabel, Stephani L.; Duque, Matthew – Educational Researcher, 2014
Forty-two states and the District of Columbia have recently received waivers to the school accountability requirements of the No Child Left Behind Act (NCLB). As the prospects for reauthorizing the Act in the near term are dim, these new accountability systems will be law for at least several years. Drawing on a four-part framework from the…
Descriptors: Accountability, Federal Legislation, Educational Legislation, Educational Policy
Liu, Kristin K.; Goldstone, Linda; Thurlow, Martha L.; Ward, Jenna; Hatten, James; Christensen, Laurene L. – National Center on Educational Outcomes, 2013
English language learners (ELLs) with disabilities are an increasing presence in schools in the United States. Title I and Title III of the Elementary and Secondary Education Act require that these students meet the same academic grade-level standards and participate in content assessments as their fluent-English speaking peers without…
Descriptors: English Language Learners, Disabilities, State Standards, Standardized Tests
Office of Planning, Evaluation and Policy Development, US Department of Education, 2011
The "Elementary and Secondary Education Act of 1965" ("ESEA") requires that school districts provide services to higher-poverty, Title I schools, from state and local funds, that are at least comparable to services in lower-poverty, non-Title I schools. The current Title I comparability requirement allows school districts to…
Descriptors: Poverty, Public Schools, School Districts, Educational Finance
Westfall, Dawn M. – ProQuest LLC, 2010
In Texas, fifth grade students are required to pass both the reading and math sections of the Texas Assessment of Knowledge and Skills, or TAKS test, in order to be promoted to the next grade level. The purpose of this study is to describe parents' perceptions of the influence of the high-stakes TAKS test on the family lives of at-risk fifth grade…
Descriptors: Pacific Islanders, Parent Attitudes, Academic Achievement, Grade 5
Christensen, Laurene L.; Albus, Debra A.; Liu, Kristin K.; Thurlow, Martha L.; Kincaid, Aleksis – National Center on Educational Outcomes, 2013
English language learners (ELLs) with disabilities are required to participate in all state and district assessments similar to their peers without disabilities. This includes assessments used for the Elementary and Secondary Education Act (ESEA) Title I accountability purposes for demonstrating proficiency in academic content, assessments used…
Descriptors: English Language Learners, State Policy, Disabilities, Student Participation
1967
PROJECT AND PROGRAM EVALUATION REPRESENT TWO BROAD STRATEGIES FOR EVALUATION. PRODUCT EVALUATION OF A PROJECT DETERMINES THE EXTENT TO WHICH OBJECTIVES ARE ACHIEVED. THE EVALUATOR'S ATTENTION IS FOCUSED ON CHANGE IN THE TARGET PUPIL OR SCHOOL ON A PRE-PROJECT TO A POST-PROJECT BASIS. IN THEIR EVALUATION OF THE ELEMENTARY AND SECONDARY EDUCATION…
Descriptors: Disadvantaged Youth, Evaluation Methods, Federal Aid, Program Evaluation
ESEA Title I Projects, Evaluation Report 1967. Volume I. Chapter 1, The Pittsburgh Evaluation Model.
Pittsburgh Public Schools, PA. – 1967
Viewing decision makers within the program as the primary audience for program evaluation information, a model for the evaluation of ESEA Title I projects is developed for program improvement as well as program assessment. The model incorporates four stages of assessment, with five evaluative criteria distinguished for each stage. Both negative…
Descriptors: Evaluation Criteria, Evaluation Methods, Federal Legislation, Guidelines
Johnson, E.; Mellard, D. F. – National Research Center on Learning Disabilities, 2006
The National Research Center on Learning Disabilities produced this guide to assist state education agencies in working through the many issues associated with developing specific learning disability (SLD) identification policies and procedures. An introductory section describes current understanding of the issues surrounding SLD identification,…
Descriptors: State Departments of Education, Identification, Evaluation Methods, Summative Evaluation
Demaline, Randy; Rader, Don – 1981
This manual briefly reviews the major guidelines for a Title I evaluation plan using the norm-referenced evaluation model, Model A-1. Designed to help local school district personnel responsible for Title I evaluation activities, the manual can be used as a quick check of present evaluation activities or as a planning guide for future activities.…
Descriptors: Elementary Secondary Education, Evaluation Methods, Models, Program Effectiveness
Bryk, Anthony; Woods, Elinor – 1980
This resource book examines the value-added model approach when used in assessing early childhood Title I (ECT-I) programs. The evaluation design must be able to separate program effects from natural maturation. The basic idea behind the value-added model builds on the notion of natural maturation. The major strengths are that it does not require…
Descriptors: Early Childhood Education, Evaluation Methods, Federal Programs, Mathematical Models
vanderPloeg, Arie J. – 1980
In evaluation of the Elementary Secondary Education Act Title I compensatory education programs, both the federal reporting mandate (using formal evaluation) and local needs (using informal evaluation) must be served. In Chicago Public Schools, computerized processing of standardized test scores allows the reporting requirement to be met with a…
Descriptors: Compensatory Education, Educational Assessment, Elementary Secondary Education, Evaluation Methods
Hayman, John L., Jr.; And Others – 1972
A study conducted of Title I evaluation practices in urban districts which comprised the membership of the Council of the Great City Schools and to identify special problems related to Title I evaluation, as well as make recommendations for improving evaluation practices, is presented. The report contains the following sections: I. Evaluation of…
Descriptors: Administrators, Conferences, Educational Research, Evaluation Methods
