Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Grade 4 | 2 |
| Grade 8 | 2 |
| Scores | 2 |
| Academic Achievement | 1 |
| African American Students | 1 |
| Comparative Analysis | 1 |
| Disadvantaged Youth | 1 |
| Educational Objectives | 1 |
| Effect Size | 1 |
| Federal Legislation | 1 |
| Gender Differences | 1 |
| More ▼ | |
Source
| Reading Improvement | 2 |
Publication Type
| Journal Articles | 2 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Grade 4 | 2 |
| Grade 8 | 2 |
| Elementary Education | 1 |
| Elementary Secondary Education | 1 |
| Grade 12 | 1 |
Audience
Location
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Stanford Achievement Tests | 1 |
What Works Clearinghouse Rating
Direct linkKlecker, Beverly M. – Reading Improvement, 2006
This paper presents a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The study explores differences in the NAEP fourth, eighth, and twelfth grade reading scores by students' gender across the years 1992, 1994, 1998, 2000, 2002, and 2003. The study used the NAEP National Public School data. The statistically…
Descriptors: Federal Legislation, Grade 4, Grade 8, Grade 12
Peer reviewedAlawiye, Osman; Williams, Henry S. – Reading Improvement, 2005
The goal of Chapter I programs is to enable disadvantaged children to attain grade level success in school. This study attempts to determine the extent to which students in a predominantly African American school achieve grade level success as a result of their Chapter I reading supplementary participation. The reading gains of the Chapter I…
Descriptors: African American Students, Disadvantaged Youth, Grade 4, Grade 8
