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Koon, Sharon; Petscher, Yaacov; Foorman, Barbara R. – Regional Educational Laboratory Southeast, 2014
State education leaders are often interested in identifying schools that have demonstrated success with improving the literacy of students who are at the highest level of risk for reading difficulties. The identification of these schools that are "beating the odds" is typically accomplished by comparing a school's observed performance on…
Descriptors: Literacy Education, Reading Skills, Reading Difficulties, At Risk Students
Florida Department of Education, 2014
This Annual Measurable Objective (AMO) is designed to keep Florida moving forward toward national and international competitiveness. Florida will compare its National Assessment of Educational Progress (NAEP) scores to those of the top five states and its Trends in International Mathematics and Science Study (TIMSS), Progress in International…
Descriptors: Compliance (Legal), National Competency Tests, International Assessment, Foreign Countries
Foorman, Barbara R.; Petscher, Yaacov; Lefsky, Evan B.; Toste, Jessica R. – Journal of Literacy Research, 2010
Five years of reading comprehension data in Florida Reading First schools were analyzed to address questions regarding student improvement, reduction in the achievement gap, efficacy of site visits to schools making no achievement gains, and effects of student mobility on growth in reading comprehension. Participants were 120,000 students (about…
Descriptors: Reading Comprehension, Learning Disabilities, Achievement Gains, Economically Disadvantaged
Figlio, David N.; Rouse, Cecilia E.; Schlosser, Analia – Urban Institute (NJ1), 2009
The relatively poor academic achievement of black and Hispanic students has been a national concern since the passage of the "Elementary Secondary and Education Act" in 1963. Frustrated with relatively slow progress in closing these educational gaps, the most recent reauthorization of the ESEA, the "No Children Left Behind Act of…
Descriptors: Incentives, Economically Disadvantaged, Academic Achievement, Grading
Froman, Terry; Luzon-Canasi, Angela – Research Services, Miami-Dade County Public Schools, 2004
Beginning in the 2002-03 school year, the revised Florida School Code required 3rd grade students to demonstrate reading proficiency by scoring at level 2 or higher on the reading portion of the Florida Comprehensive Assessment Test (FCAT). If not, the student must be retained, unless exempted from mandatory retention for special circumstances…
Descriptors: Reading Achievement, Grade Repetition, Grade 3, Educational Policy