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Ryser, Gail R.; Rambo-Hernandez, Karen E. – Gifted Child Today, 2014
Using assessment data to determine student growth has become an integral part of the accountability movement, and researchers and educators are currently examining how new rules impact the academic assessment of gifted learners. In 2008, the Association for the Gifted's Annual Symposium at the Council for Exceptional Children Convention focused on…
Descriptors: Academically Gifted, Accountability, Models, Student Development
Dee, Thomas S. – Program on Education Policy and Governance, Harvard University, 2012
The American Recovery and Reinvestment Act of 2009 (ARRA) targeted substantial School Improvement Grants (SIGs) to the nation's "persistently lowest achieving" public schools (i.e., up to $2 million per school annually over 3 years) but required schools accepting these awards to implement a federally prescribed school-reform model.…
Descriptors: Evidence, School Restructuring, Eligibility, Educational Change
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Thobe, Tina M.; DeLuca, Barbara M. – Journal of Student Financial Aid, 1997
A study analyzed characteristics of 392 University of Dayton (Ohio) students borrowing through the Perkins Loan Program to discover their relative impact on loan default behavior, and developed a model to help predict individual potential defaulters. Financial aid policy recommendations aimed at reducing default costs at the institution are…
Descriptors: Administrative Policy, Case Studies, Federal Programs, Higher Education
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Emery, Judy A.; And Others – SRA Journal of the Society of Research Administrators, 1992
A study investigated the factor(s) predicting success in receiving National Institutes of Health (NIH) First Independent Research Support and Transition (FIRST) funding. Two analytical models were used with a variety of researcher, methodology, project design, and institutional characteristics as variables. No significant predictor variables were…
Descriptors: Evaluation Criteria, Federal Aid, Federal Programs, Financial Support